Mentor Perceptions in Medical Education
Author Information
Author(s): Helewaut Fleur, Reniers Jan, Paelinck Ellen, Yildirim Serhat
Primary Institution: Ghent University, Belgium
Hypothesis
How do mentors perceive and perform their role in a reflection-based mentoring programme for medical students?
Conclusion
Different mentor perceptions strongly determined how reflection is taught to medical students, which may affect their professional identity formation.
Supporting Evidence
- Mentors emphasized the importance of respect and trust in the mentoring relationship.
- Different mentor profiles emerged based on their perceptions and approaches to mentoring.
- Training sessions should help mentors reflect on their beliefs and mentoring styles.
Takeaway
Mentors have different ideas about how to help medical students learn to reflect, and this can change how well students learn.
Methodology
Qualitative exploratory study using semi-structured interviews with mentors.
Potential Biases
Mentors' personal beliefs and understanding of mentoring may influence their actions and relationships with mentees.
Limitations
The study was conducted at a single academic institution, which may not reflect the full diversity of mentors.
Participant Demographics
Mentors included 8 men and 8 women, with a mix of specialties and varying years of mentoring experience.
Digital Object Identifier (DOI)
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