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How do mentors perceive and perform their role in a reflection-based mentoring programme for medical students?
Fleur Helewaut1, Jan Reniers1, Ellen Paelinck2
1Clinical Skills Training Centre, Faculty of Medicine and Health Sciences, Ghent University, Belgium.
International Journal of Medical Education
|October 29, 2024
Summary
Mentors
Area of Science:
- Medical Education
- Mentorship Programs
- Professional Development
Background:
- Longitudinal mentorship programs are crucial for medical student development.
- Guiding students towards reflective learning is a key objective.
- Understanding mentor perceptions is vital for program effectiveness.
Purpose of the Study:
- To explore mentor perceptions and role performance in a longitudinal mentorship program.
- To understand how mentors guide medical students in becoming reflective learners.
Main Methods:
- Qualitative exploratory study utilizing semi-structured interviews with 16 mentors.
- Purposeful sampling based on gender, experience, and specialization.
- Inductive thematic analysis of interview transcripts followed by re-analysis to identify mentor profiles.
Main Results:
- Identified variations in perceived mentor competencies, roles (ombudsperson, advisor, role model), and attitudes towards reflection.
- Developed three distinct mentor profiles: reflective, sharing, and advising.
- Found that prior experience with reflection influenced mentor application of guidelines.
Conclusions:
- Mentor perceptions significantly shape how reflection is taught to medical students, impacting professional identity.
- Training should focus on enhancing mentors' self-reflection on beliefs and styles.
- Further research is needed on the impact of reflection in mentoring and optimal mentor selection.
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