MERIT: a mentor reflection instrument for identifying the personal interpretative framework

BMC Medical Education

Pascal W. M. Van Gerven¹  Lianne M. Loosveld¹  Erik W. Driessen¹  Anthony R. Artino²  Eline Vanassche³ 

[1] Department of Educational Development & Research, School of Health Professions Education, Faculty of Health, Medicine and Life Sciences, Maastricht University, Universiteitssingel 60, 6229 ER, Maastricht, the Netherlands;Department of Health, Human Function, and Rehabilitation Sciences, The George Washington University School of Medicine and Health Sciences, 2600 Virginia Avenue NW, Suite 104, 20037, Washington, DC, USA;Faculty of Psychology and Educational Sciences, campus Kulak, University of Leuven, Etienne Sabbelaan 51, P.O. Box 7654, 8500, Kortrijk, Belgium;

关键词: Mentoring;    Systematic reflection;    Faculty development;    Personal interpretative framework;    Survey study;   

DOI  :  10.1186/s12909-021-02579-x

来源: Springer

【 摘 要 】

BackgroundEssential to the professional development of mentors is making explicit and critically challenging the knowledge and beliefs underpinning their mentoring practice. This paper reports on the development of a survey instrument called MERIT, MEntor Reflection InstrumenT, which was designed to support mentors’ systematic reflection on the how, what and why of their practice.MethodsIn 2019, a twenty-item survey instrument was developed and piloted. Initial validation data (N = 228) were collected by distributing the survey through the authors’ network. An exploratory factor analysis (EFA) was conducted and internal consistency reliability coefficients were calculated.ResultsThe Principal Axis EFA with Direct Oblimin rotation (Delta = 0) resulted in four factors: 1) supporting personal development, 2) modelling professional development, 3) fostering autonomy, and 4) monitoring performance. The four factors explained 43% of the total variance of item scores. The Cronbach’s alphas for the subscale scores were between .42 and .75.ConclusionsThe MERIT can help mentors reflect on their beliefs and professional knowhow. These reflections can serve as input for the faculty development initiatives mentors undertake, which may ultimately improve their knowledge and skills as a mentor.

【 授权许可】

CC BY