Navigating Problems, Phenomena, and Theories: The Abstracting-Contextualizing Model of Mentoring for Theory Use in...

Theory enables medical education scholars to move beyond local problems to understand broader phenomena and build cumulative knowledge. Yet many scholars struggle to use theory in their educational endeavors. While the medical education literature offers resources and mentors provide guidance, the field lacks insight into specific mentoring processes for theory use. This study aimed to illuminate processes by which experienced mentors help mentees use theory in medical education scholarship.

Using constructivist grounded theory, the authors conducted semi-structured interviews in 2021, 2024, and 2025, with faculty from diverse disciplinary and geographic backgrounds with experience mentoring others in medical education scholarship. Through iterative data collection, coding, and discussion, we developed The Abstracting-Contextualizing Model (ACM) of Mentoring for Theory Use in Medical Education, which was supported by multiple sources of evidence and remained stable with additional data.

Based on interviews with 20 mentors, the authors defined three core elements: problems (local issues), phenomena (generalizable abstractions), and theories (tools for understanding). Mentors identified understanding phenomena as the central goal of scholarship, with these core elements serving as entry points. Mentors employed general strategies including preparatory approaches (metaphors, role modeling, sharing exemplar articles, facilitating application exercises) and helping mentees avoid common errors. Based on mentees' starting points, mentors strategically selected between two complementary approaches: Abstracting (guiding from problems or phenomena toward theories) for mentees beginning with local issues, and Contextualizing (grounding theoretical knowledge in educational practice) for mentees starting with particular theories or disciplinary expertise.

The ACM addresses a gap at the intersection of theory, research skills, faculty development, and mentoring literatures. It demonstrates how mentors employ sophisticated, adaptive, and task-specific strategies to guide scholars toward understanding phenomena based on their individual starting points. This work offers practical implications for mentees, mentors, institutions, and the field.