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Mentors' Beliefs About Their Roles in Health Care Education: A Qualitative Study of Mentors' Personal Interpretative Framework.
Acad Med 2020AM

Abstract

PURPOSE

How mentors shape their mentoring is strongly influenced by their personal beliefs about the goals and purpose of mentoring, the possible activities associated with it, who decides on the focus of the mentoring relationship, and the strategies mentors choose to enact these beliefs in practice. In accordance with the personal interpretative framework, the authors operationalized mentors' beliefs as professional self-understanding (the what) and subjective educational theory (the how) of teaching and sought to identify different mentoring positions.

METHOD

Using a qualitative approach, the authors conducted semistructured interviews between December 2017 and January 2018 with 18 undergraduate mentors from Maastricht University in Maastricht, the Netherlands. The aim of the interviews was to reconstruct their personal interpretative framework. Before building a general pattern of explanation in a cross-case analysis, the authors performed a within-case analysis of the data, analyzing individual mentors.

RESULTS

This approach resulted in the identification and description of 4 mentoring positions: the (1) facilitator (service-providing and responsive), (2) coach (development-supporting and responsive), (3) monitor (signaling and collaborative), and (4) exemplar (service-providing or development-supporting and directive). Each position represents a coherent pattern of normative beliefs about oneself as a mentor (professional self-understanding) and how to enact these beliefs in practice (subjective educational theory).

CONCLUSIONS

Awareness of their mentoring position can help mentors understand why they act the way they do in certain situations and how this behavior affects their mentees' learning and development. It can also help mentors identify personal learning needs and, consequently, provide opportunities for faculty development.

Authors+Show Affiliations

L.M. Loosveld is educational advisor, faculty development, Department of Educational Development and Research, Faculty of Health, Medicine and Life Sciences, Maastricht University, Maastricht, the Netherlands; ORCID: https://orcid.org/0000-0001-9844-3202. P.W.M. Van Gerven is associate professor, Department of Educational Development and Research, Faculty of Health, Medicine and Life Sciences, Maastricht University, Maastricht, the Netherlands; ORCID: https://orcid.org/0000-0002-8363-2534. E. Vanassche is assistant professor, Centre for Innovation and the Development of Teacher and School, University of Leuven, Belgium; ORCID: https://orcid.org/0000-0003-0553-4258. E.W. Driessen is professor of medical education, Department of Educational Development and Research, Faculty of Health, Medicine and Life Sciences, Maastricht University, Maastricht, the Netherlands; ORCID: https://orcid.org/0000-0001-8115-261X.No affiliation info availableNo affiliation info availableNo affiliation info available

Pub Type(s)

Journal Article

Language

eng

PubMed ID

31972675

Citation

Loosveld, Lianne M., et al. "Mentors' Beliefs About Their Roles in Health Care Education: a Qualitative Study of Mentors' Personal Interpretative Framework." Academic Medicine : Journal of the Association of American Medical Colleges, 2020.
Loosveld LM, Van Gerven PWM, Vanassche E, et al. Mentors' Beliefs About Their Roles in Health Care Education: A Qualitative Study of Mentors' Personal Interpretative Framework. Acad Med. 2020.
Loosveld, L. M., Van Gerven, P. W. M., Vanassche, E., & Driessen, E. W. (2020). Mentors' Beliefs About Their Roles in Health Care Education: A Qualitative Study of Mentors' Personal Interpretative Framework. Academic Medicine : Journal of the Association of American Medical Colleges, doi:10.1097/ACM.0000000000003159.
Loosveld LM, et al. Mentors' Beliefs About Their Roles in Health Care Education: a Qualitative Study of Mentors' Personal Interpretative Framework. Acad Med. 2020 Jan 14; PubMed PMID: 31972675.
* Article titles in AMA citation format should be in sentence-case
TY - JOUR T1 - Mentors' Beliefs About Their Roles in Health Care Education: A Qualitative Study of Mentors' Personal Interpretative Framework. AU - Loosveld,Lianne M, AU - Van Gerven,Pascal W M, AU - Vanassche,Eline, AU - Driessen,Erik W, Y1 - 2020/01/14/ PY - 2020/1/24/entrez PY - 2020/1/24/pubmed PY - 2020/1/24/medline JF - Academic medicine : journal of the Association of American Medical Colleges JO - Acad Med N2 - PURPOSE: How mentors shape their mentoring is strongly influenced by their personal beliefs about the goals and purpose of mentoring, the possible activities associated with it, who decides on the focus of the mentoring relationship, and the strategies mentors choose to enact these beliefs in practice. In accordance with the personal interpretative framework, the authors operationalized mentors' beliefs as professional self-understanding (the what) and subjective educational theory (the how) of teaching and sought to identify different mentoring positions. METHOD: Using a qualitative approach, the authors conducted semistructured interviews between December 2017 and January 2018 with 18 undergraduate mentors from Maastricht University in Maastricht, the Netherlands. The aim of the interviews was to reconstruct their personal interpretative framework. Before building a general pattern of explanation in a cross-case analysis, the authors performed a within-case analysis of the data, analyzing individual mentors. RESULTS: This approach resulted in the identification and description of 4 mentoring positions: the (1) facilitator (service-providing and responsive), (2) coach (development-supporting and responsive), (3) monitor (signaling and collaborative), and (4) exemplar (service-providing or development-supporting and directive). Each position represents a coherent pattern of normative beliefs about oneself as a mentor (professional self-understanding) and how to enact these beliefs in practice (subjective educational theory). CONCLUSIONS: Awareness of their mentoring position can help mentors understand why they act the way they do in certain situations and how this behavior affects their mentees' learning and development. It can also help mentors identify personal learning needs and, consequently, provide opportunities for faculty development. SN - 1938-808X UR - https://www.unboundmedicine.com/medline/citation/31972675/Mentors'_Beliefs_About_Their_Roles_in_Health_Care_Education:_A_Qualitative_Study_of_Mentors'_Personal_Interpretative_Framework L2 - http://dx.doi.org/10.1097/ACM.0000000000003159 DB - PRIME DP - Unbound Medicine ER -