医学研究生教育におけるメンターシップの範囲の見直し:提案された概念的枠組み
Dima Abdelmannan1, Rasha Buhumaid1, Hira Salman1
1Graduate Medical Education, Mohammed Bin Rashid University of Medicine and Health Sciences, Dubai Health, Dubai, United Arab Emirates.
Frontiers in medicine
|September 3, 2025
まとめ
メンターシッププログラムには より良い構造と評価が必要です このレビューは,学習者の発達と医療実践を改善するために,理論に基づいた効果的なメンターシップの枠組みを提案しています.
科学分野:
- 医学教育研究
- 医学研究生教育 (GME) のメンターシップ
背景:
- メンターシップはGMEにとって極めて重要で,能力,学術活動,アイデンティティ,福祉に影響を与えます.
- 現在のGMEのメンターシップは,構造が一貫せず,理論的な根拠がなく,評価も変動しています.
- この曖昧さは 効果的なメンターシップイニシアチブの設計,比較,拡大を妨げています
研究 の 目的:
- GMEメンターシッププログラムの構造,理論的基礎,評価方法,成果を体系的に検討する.
- 文脈に敏感で成果に合わせたメンターシップの設計のための概念的枠組みを開発する.
主な方法:
- PRISMA-ScRのガイドラインに従って報告された,アーケイとオマレーの方法論に従ってスコーピングレビュー.
- 2015-2025年の研究のための包括的なデータベース検索 (PubMed,Scopus,CINAHL,Embase)
- 94件の研究から抽出したデータをテーマ別にまとめました.
主要な成果:
- メンターシッププログラムの構造は様々 (公式,非公式,ピア,ほぼピア).
- 理論的枠組みを用いた研究はほとんどなく (27/94) 評価はしばしば検証されていないツールを用いた.
- 共通の成果は キャリア開発,学術的生産性,幸福度ですが 標準化された測定とメンター訓練は欠けていました 公平はめったに扱われなかった.
結論:
- GMEのメンターシップには より体系的な設計,理論に基づいたアプローチ,そして厳格な評価が必要です.
- 認識されたギャップには,未充分な概念モデル,検証されたツールの欠如,メンター訓練と公平性への不十分な焦点が含まれています.
- 提案された枠組みは,GMEで持続可能な文化を育むために,堅実で測定可能な公平なメンターシッププログラムの開発を導くことを目的としています.
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