Clinical Mentorship in Rehabilitation Education: Adapting Mentor Approach Through the Conscious Competence Learning...

Area of Science:

• Educational Psychology
• Medical Education
• Clinical Mentorship

Background:

• The conscious competence learning model describes 4 stages of skill acquisition, from unconscious incompetence to unconscious competence.
• Learners progress through stages involving metacognition, self-assessment, and skill automaticity.
• Effective mentorship is crucial for developing clinical expertise and lifelong learning.

Purpose of the Study:

• To integrate the conscious competence learning model with key mentorship domains.
• To provide targeted questions and prompts for mentees and mentors.
• To support the progression of learners toward clinical mastery.

Main Methods:

• The conscious competence learning model was mapped onto 4 mentorship domains: clinical reasoning, patient communication, technical skills, and self-awareness/growth.
• Mentorship questions and prompts were developed to facilitate reflection and confidence-building.
• The approach aims to tailor instructional strategies based on a mentee's learning stage.

Main Results:

• The integration provides a framework for understanding mentee development within mentorship.
• Specific prompts are offered to foster self-assessment and skill improvement.
• Mentors can utilize the model to personalize feedback and goal setting.

Conclusions:

• Identifying a mentee's stage in the conscious competence model allows for tailored mentorship.
• This approach can enhance the effectiveness of clinical mentorship in rehabilitation settings.
• Further research is needed to evaluate the impact on mentee outcomes.