Dr. Huggett: Robert Larner, MD Professor of Medicine; Director of the Teaching Academy and Assistant Dean at the Larner College of Medicine at the University of Vermont, Burlington, VT. Dr. Borges: Professor, Department of Neurobiology and Anatomical Sciences and a Chief Education Officer, Research and Scholarship; Office of Mississippi Physician Workforce; University of Mississippi Medical Center; Jackson, MS. Dr. Blanco: Associate Dean for Faculty Development, Associate Professor, Department of Psychiatry; Tufts University School of Medicine, Office of Educational Affairs; Boston, MA. Dr. Wulf: is Pediatric Medical Director at Abbott Nutrition and Attending Physician at Nationwide Children's Hospital, Columbus, OH. Mr. Hurtubise: is Adjunct Associate Professor of Biomedical Education and Anatomy, The Ohio State University College of Medicine and Associate Director, Center for Faculty Development, Nationwide Children's Hospital; Columbus, OH.
J Contin Educ Health Prof. 2020 Spring;40(2):89-99. doi: 10.1097/CEH.0000000000000290.
Mentoring is a widely regarded faculty development strategy in academic medicine. However, the lack of understanding about mentoring relationship dynamics limits effective recruitment, implementation, and evaluation. Despite decades of publications describing adult mentoring initiatives, few studies examine personality influence in mentoring relationships. This scoping review examined the extent, range, and nature of the research on personality matching in mentoring relationships, and identified research gaps in the literature.
Scoping review methodology guided a search of six databases representing higher education, health sciences education, and professional contexts where mentoring is used. Consistent with the inclusive approach of a scoping review, authors included academic papers and other article types.
The scoping review yielded 39 articles. Literature mostly originated in the United States, publication sources represented multiple disciplines, and the context for the majority of articles was the workplace. The most common publication type was a research report. Although all articles addressed personality or mentoring, only three articles examined personality matching and its contribution to the mentoring relationship. Finally, although the Big Five personality traits were cited in multiple studies, other personality frameworks were used.
Academic medicine expends resources developing and supporting mentoring programs but there remains limited understanding of how best to identify and match mentors and protégés. Further understanding of the role of joint and unique personality traits in academic medicine mentoring relationships seems necessary, if the field continues to invest, time, money, and resources for mentoring programs.
指导是学术医学中广泛认可的教师发展策略。然而，对指导关系动态的理解不足限制了有效的招募、实施和评估。尽管几十年来有许多出版物描述了成人指导计划，但很少有研究考察人格对指导关系的影响。本范围综述检查了人格匹配在指导关系中的研究程度、范围和性质，并确定了文献中的研究空白。
范围综述方法指导了对六个数据库的搜索，这些数据库代表了高等教育、健康科学教育和专业背景，其中使用了指导。符合范围综述的包容性方法，作者包括学术论文和其他文章类型。
范围综述产生了 39 篇文章。文献主要来自美国，出版来源代表多个学科，大多数文章的背景是工作场所。最常见的出版类型是研究报告。尽管所有文章都涉及人格或指导，但只有三篇文章考察了人格匹配及其对指导关系的贡献。最后，尽管在多项研究中提到了大五人格特质，但也使用了其他人格框架。
学术医学投入资源开发和支持指导计划，但对于如何最好地识别和匹配导师和学员，仍缺乏了解。如果该领域继续为指导计划投入时间、金钱和资源，那么进一步了解联合和独特人格特质在学术医学指导关系中的作用似乎是必要的。
