Development of a feedback framework within a mentorship alliance using activity theory

Area of Science:

• Medical Education
• Sociocultural Theory

Background:

• Mentorship is crucial for enhancing student learning experiences.
• Effective feedback delivery by faculty mentors is central to successful mentorship.
• Activity theory provides a sociocultural framework for understanding mentorship interactions.

Purpose of the Study:

• To explore student and faculty mentor experiences with feedback in mentorship.
• To develop a feedback delivery framework for mentorship relationships using activity theory.

Main Methods:

• Mixed-method sequential study at Makerere University College of Health Sciences.
• Involved undergraduate medical students and faculty mentors.
• Utilized questionnaires, focus group discussions, and interviews; analyzed with descriptive statistics and thematic analysis.

Main Results:

• Most students reported negative feedback experiences, including lack of feedback, one-way communication, and untimely delivery.
• Feedback primarily focused on academics, neglecting psychosocial aspects influencing learning.
• Faculty mentors indicated a limited understanding of feedback delivery and a need for guidelines.

Conclusions:

• Students expressed low satisfaction with mentor feedback.
• Faculty highlighted the need for structured feedback guidelines.
• A feedback framework, guided by activity theory, is proposed to enhance mentorship interactions.