Center for Research and Innovation in Medical Education, University of Groningen and University Medical Center Groningen, Groningen, The Netherlands.
Med Teach. 2009 Oct;31(10):903-9. doi: 10.3109/01421590903173697.
Mentoring is widely acknowledged as being crucial for portfolio learning. The aim of this study is to examine how mentoring portfolio use has been implemented in undergraduate and postgraduate settings.
The results of interviews with six key persons involved in setting up portfolio use in medical education programmes were used to develop a questionnaire, which was administered to 30 coordinators of undergraduate and postgraduate portfolio programmes in the Netherlands and Flanders.
The interviews yielded four main aspects of the portfolio mentoring process--educational aims, individual meetings, small group sessions and mentor characteristics. Based on the questionnaire data, 16 undergraduate and 14 postgraduate programmes were described. Providing feedback and stimulating reflection were the main objectives of the mentoring process. Individual meetings were the favourite method for mentoring (26 programmes). Small group sessions to support the use of portfolios were held in 16 programmes, mostly in the undergraduate setting. In general, portfolio mentors were clinically qualified academic staff trained for their mentoring tasks.
This study provides a variety of practical insights into implementing mentoring processes in portfolio programmes.
指导被广泛认为对组合学习至关重要。本研究旨在考察在本科和研究生环境中如何实施指导组合使用。
对参与在医学教育项目中设置组合使用的六位关键人员进行访谈，以制定一份问卷，对荷兰和佛兰德的 30 名本科和研究生组合项目协调员进行调查。
访谈产生了组合指导过程的四个主要方面——教育目标、个别会议、小组会议和指导教师的特点。根据问卷数据，描述了 16 个本科和 14 个研究生课程。提供反馈和激发反思是指导过程的主要目标。个别会议是指导的首选方法（26 个课程）。为支持组合使用而举办的小组会议在 16 个课程中进行，主要在本科阶段。一般来说，组合导师是经过培训以胜任指导任务的具有临床资格的学术人员。
本研究为在组合项目中实施指导过程提供了各种实用见解。
