Longitudinal mentorship to support the development of medical students’ future professional role: a qualitative study

BMC Medical Education

Charlotte Silén⁴  Anna Kiessling³  Astrid Seeberger¹  Sari Ponzer²  Susanne Kalén² 

[1] Department of Clinical Science, Intervention and Technology, Karolinska Institutet, Stockholm, Sweden;Department of Clinical Science and Education, Karolinska Institutet, Södersjukhuset, Stockholm, SE-118 83, Sweden;Department of Clinical Sciences, Danderyd Hospital, Karolinska Institutet, Stockholm, Sweden;Department of Learning, Informatics, Management and Ethics, Karolinska Institutet, Stockholm, Sweden

关键词: Professional development;    Professional competence;    Undergraduate medical students;    Mentorship;   

Others  :  1212089
DOI  :  10.1186/s12909-015-0383-5

 received in 2014-09-10, accepted in 2015-05-22,  发布年份 2015

【 摘 要 】

Background

Mentoring has been employed in medical education in recent years, but there is extensive variation in the published literature concerning the goals of mentoring and the role of the mentor. Therefore, there is still a need for a deeper understanding of the meaning of mentoring for medical students’ learning and development. The aim of this qualitative study is to explore how formal and longitudinal mentoring can contribute to medical students’ professional development.

Methods

Sixteen medical students at a Swedish university were interviewed individually about their experiences of combined group and one-to-one mentoring that is given throughout their studies. The mentoring programme was focused on the non-medical skills of the profession and used CanMEDS roles of a physician for students’ self-assessment. Data were analysed using a latent, interpretive approach to content analysis.

Results

The results comprise three themes: Integrating oneself with one’s future role as a physician, Experiencing clinical realitywith the mentor creates incentives to learn and Towards understanding the professional competence of a physician. The mentorship enabled the students to create a view of their future professional role and to integrate it with their own personalities. The students’ understanding of professional competence and behaviour evolved during the mentorship and they made advances towards understanding the wholeness of the profession. This approach to mentorship supported different components of the students’ professional development; the themes Integrating oneself with one’s future role and Towards understanding the professional competence of a physician can be regarded as two parallel processes, while the third theme, Experiencing clinical reality with the mentor creates incentives to learn, promotes these processes.

Conclusions

Formalized and longitudinal mentoring focusing on the non-medical skills can be recommended to help medical students to integrate their professional role with themselves as individuals and promote understanding of professional competence in the process of becoming a physician.

【 授权许可】

   
2015 Kalén et al.

【 图 表 】

Fig. 1.

Fig. 2.

【 参考文献 】

• [1]Frei E, Stamm M, Buddeberg-Fischer B. Mentoring programs for medical students–a review of the PubMed literature 2000–2008. BMC Med Educ. 2010; 10:32. BioMed Central Full Text
• [2]Sambunjak D, Straus SE, Marusic A. A systematic review of qualitative research on the meaning and characteristics of mentoring in academic medicine. J Gen Intern Med. 2009; 25:72-8.
• [3]Nettleton P, Bray L. Current mentorship schemes might be doing our students a disservice. Nurse Educ Pract. 2008; 8:205-12.
• [4]Buddeberg-Fischer B, Herta KD. Formal mentoring programmes for medical students and doctors-a review of the Medline literature. Med Teach. 2006; 28:248-57.
• [5]Sambunjak D, Straus SE, Marusic A. Mentoring in academic medicine: a systematic review. JAMA. 2006; 296:1103-15.
• [6]Berk RA, Berg J, Mortimer R, Walton-Moss B, Yeo TP. Measuring the effectiveness of faculty mentoring relationships. Acad Med. 2005; 80:66-71.
• [7]Aagaard EM, Hauer KE. A cross-sectional descriptive study of mentoring relationships formed by medical students. J Gen Intern Med. 2003; 18:298-302.
• [8]Kalet A, Krackov S, Rey M. Mentoring for a new era. Acad Med. 2002; 77:1171-2.
• [9]Markakis KM, Beckman HB, Suchman AL, Frankel RM. The path to professionalism: cultivating humanistic values and attitudes in residency training. Acad Med. 2000; 75:141-50.
• [10]Woessner R, Honold M, Stehle I, Stehr S, Steudel WI. Faculty mentoring programme-ways of reducing anonymity. Med Educ. 1998; 32:441-3.
• [11]Woessner R, Honold M, Stehr SN, Steudel WI. Support and faculty mentoring programmes for medical students in Germany, Switzerland and Austria. Med Educ. 2000; 34:480-2.
• [12]Bligh J. Mentoring: an invisible support network. Med Educ. 1999;002–3.
• [13]Shollen SL, Bland CJ, Center BA, Finstad DA, Taylor AL. Relating mentor type and mentoring behaviors to academic medicine-faculty satisfaction and productivity at one medical school. Acad Med. 2014; 89:00.
• [14]Bray L, Nettleton P. Assessor or mentor? Role confusion in professional education. Nurse Educ Today. 2007; 27:848-55.
• [15]Kalen S, Stenfors-Hayes T, Hylin U, Larm MF, Hindbeck H, Ponzer S. Mentoring medical students during clinical courses: a way to enhance professional development. Med Teach. 2010; 32:315-21.
• [16]Kalen S, Ponzer S, Silen C. The core of mentorship: medical students’ experiences of one-to-one mentoring in a clinical environment. Adv Health Sci Educ Theory Pract. 2012; 17:389-401.
• [17]Kalen S, Ponzer S, Seeberger A, Kiessling A, Silen C. Continuous mentoring of medical students provides space for reflection and awareness of their own development. Int J Med Educ. 2012; 3:236-44.
• [18]Ragins BR, Kram KE. The handbook of mentoring at work: theory, research, and practice. Sage, Thousand Oaks, CA; 2007.
• [19]Kram K. Mentoring at work: developmental relationships in organizational life. Scott, Foresman and Company, Glenview, Illinois, USA; 1985.
• [20]Mathisen P. Mentor-i teori och praktik. Studentlitteratur AB, Lund; 2009.
• [21]An enquiry into mentoring: supporting Doctors and Dentists at Work. A SCOPME report. London, Department of Health; 1998.
• [22]Meinel FG, Dimitriadis K, von der Borch P, Stormann S, Niedermaier S, Fischer MR. More mentoring needed? A cross-sectional study of mentoring programs for medical students in Germany. BMC Med Educ. 2011; 11:68. BioMed Central Full Text
• [23]Tomorrow’s Doctors. Outcomes and standards for undergraduate medical education [http://www.gmc-uk.org/education/undergraduate/tomorrows_doctors.asp]
• [24]The CanMEDS 2005 Framework: the royal college of physicians and surgeons of Canada [http://www.royalcollege.ca/portal/page/portal/rc/common/documents/canmeds/framework/the_7_canmeds_roles_e.pdf]
• [25]Epstein RM, Hundert EM. Defining and assessing professional competence. JAMA. 2002; 287:226-35.
• [26]Jarvis-Selinger S, Pratt DD, Regehr G. Competency is not enough: integrating identity formation into the medical education discourse. Acad Med. 2012; 87:1185-90.
• [27]Forslund K. Professionell kompetens. Fyra essäer om inlärning och utveckling för professionalitet. Linköping University, Sweden; 1995.
• [28]Wilhelmsson M, Pelling S, Uhlin L, Owe Dahlgren L, Faresjo T, Forslund K. How to think about interprofessional competence: a metacognitive model. J Interprof Care. 2012; 26:85-91.
• [29]Kvale S, Brinkmann S. Den kvalitativa forskningsintervjun. Studentlitteratur, Lund; 2009.
• [30]Patton MQ. Qualitative research & evaluation methods. Sage, London; 2002.
• [31]Creswell JW. Qualitative inquiry & research design. Choosing among five approaches. Sage, London; 2007.
• [32]Graneheim UH, Lundman B. Qualitative content analysis in nursing research: concepts, procedures and measures to achieve trustworthiness. Nurse Educ Today. 2004; 24:105-12.
• [33]Hsieh HF, Shannon SE. Three approaches to qualitative content analysis. Qual Health Res. 2005; 15:1277-88.
• [34]NVivo 9 [http://www.qsrinternational.com/products_nvivo.aspx]
• [35]Goldie J. The formation of professional identity in medical students: considerations for educators. Med Teach. 2012; 34:641-8.
• [36]Marton F, Booth S. Learning and awareness. Lawrence Erlbaum Associates, Publishers, Mahwah, New Jersey; 1997.
• [37]Mayer R. Rote versus meaningful learning. Theory Pract. 2002; 41:226-32.
• [38]Lincoln, Guba. Criteria for assessing naturalistic inquiries as reports. In: Proceedings of the Annual Meeting of the American Educational Research Association: April, 1988; New Orleans.