Balmer Dorene, D'Alessandro Donna, Risko Wanessa, Gusic Maryellen E
Assistant Professor of Clinical Education, Pediatrics Center for Education Research and Evaluation, Columbia University Medical Center.
J Contin Educ Health Prof. 2011 Spring;31(2):81-6. doi: 10.1002/chp.20110.
Mentoring is increasingly recognized as central to career development. Less attention has been paid, however, to how mentoring relationships evolve over time. To provide a more complete picture of these complex relationships, the authors explored mentoring from a mentee's perspective within the context of a three-year faculty development program in which the mentor provided specific expertise to assist the mentee in completing a scholarly educational project.
Using an evolving focus group design, the authors interviewed mentee groups in 2007-2009 inclusive. Transcripts were coded inductively; codes were revised as data patterns became more apparent. Preliminary assertions about the answers to guiding questions were made; the trustworthiness of the assertions was assessed via member check.
Mentees offered a variety of reasons for choosing their project mentor, including proximity, familiarity, and mentor expertise. There was a dyadic relationship with the project mentor in year 1, a broader collaboration with multiple senior mentors in year 2, and mentoring among program peers in year 3. Mentees benefitted from mentors' supportive behaviors and, to a lesser extent, mentors' challenging behaviors.
Mentoring relationships, in the context of this faculty development program, tended not to be an exclusive dyadic connection but rather a constellation of relationships that evolved over time and included peer mentoring. The complex reality of these relationships challenges the application of traditional mentoring models and suggests unique considerations in developing mentoring programs designed to meet the needs of faculty in academic medicine.
指导日益被视为职业发展的核心要素。然而，对于指导关系如何随时间演变，人们关注较少。为了更全面地了解这些复杂关系，作者在一个为期三年的教师发展项目背景下，从学员的角度探讨了指导关系，在该项目中，导师提供特定专业知识以协助学员完成一个学术教育项目。
作者采用不断发展的焦点小组设计，在2007年至2009年期间对学员小组进行了访谈。对访谈记录进行归纳编码；随着数据模式变得更加明显，对编码进行了修订。对指导问题的答案做出了初步断言；通过成员核对评估了这些断言的可信度。
学员们给出了选择项目导师的各种原因，包括距离近、熟悉程度以及导师的专业知识。在第一年与项目导师是二元关系，在第二年与多位资深导师有更广泛的合作，在第三年是项目同伴之间的指导。学员们从导师的支持行为中受益，在较小程度上也从导师的挑战性行为中受益。
在这个教师发展项目的背景下，指导关系往往不是一种排他性的二元联系，而是一系列随时间演变的关系，包括同伴指导。这些关系的复杂现实对传统指导模式的应用提出了挑战，并表明在制定旨在满足学术医学教师需求的指导项目时需要独特的考虑因素。
