Center for Medical Education, Faculty of Medicine, University of Bergen, Bergen, Norway.
Institute of Health Sciences Education, Faculty of Medicine and Health Sciences, McGill University, Montreal, Canada.
Med Teach. 2021 Aug;43(8):879-883. doi: 10.1080/0142159X.2021.1931077. Epub 2021 Jun 7.
The literature on faculty development programs for mentors is scarce. This study examines mentors' experiences and challenges, with the aim of identifying threshold concepts in mentoring. It also discusses the implications for the faculty development of mentors.
Semi-structured interviews solicited personal narratives and reflections on mentors' lived experiences. Data analysis was guided by the threshold concepts framework allowing for the identification of significant and transformative shifts in perspectives.
We interviewed 22 mentors from two Norwegian and one Canadian medical school with group-based mentoring programs. The mentoring experience involved four significant threshold concepts: focusing on students' needs; the importance of creating a trusting learning space; seeing oneself through the eyes of students; and aligning mentor and physician identities.
Taking on a mentor role can provoke personal and professional dilemmas while also sparking growth. The trajectories of developing as a mentor and as a professional physician may be seen to mutually validate, mirror and reinforce each other. Faculty development programs designed specifically for mentors should aim to stimulate reflection on previous learning experiences and strive for a successful alignment of the distinct pedagogical and clinical content knowledge required to fulfill various professional roles.
针对导师发展项目的文献相对较少。本研究考察了导师的经验和挑战，旨在确定指导中的关键概念。它还讨论了对导师发展的影响。
半结构化访谈征集了导师个人经历和反思的个人叙述。数据分析以关键概念框架为指导，以确定观点的重大和变革性转变。
我们采访了来自两所挪威和一所加拿大医学院的 22 名具有基于小组的指导计划的导师。指导经验涉及四个重要的关键概念：关注学生的需求；创建信任学习空间的重要性；通过学生的视角看待自己；以及调整导师和医生的身份。
承担导师角色可能会引发个人和职业困境，同时也会引发成长。作为导师和专业医生的发展轨迹可以相互验证、相互反映和相互加强。专门为导师设计的教师发展计划应该旨在激发对以前学习经验的反思，并努力成功地协调履行各种专业角色所需的独特教学和临床内容知识。
