Brigham and Women's Hospital and Harvard Medical School, Boston, MA, USA.
Amsterdam UMC, Research in Education, Faculty of Medicine, Vrije Universiteit, Amsterdam, The Netherlands.
Med Teach. 2022 Jul;44(7):737-743. doi: 10.1080/0142159X.2021.2020739. Epub 2022 Jan 5.
Despite abundant research emphasising the value of mentoring for healthcare professionals, little is known about what motivates mentors. This study aimed to explore what motivated a group of internationally renowned health professions educators to accept informal, international and mostly online mentoring roles, and their approaches to that mentoring.
Using a qualitative approach, we interviewed ten global educational leaders, who volunteered to serve as mentors in an initiative implemented by the Association for Medical Education in Europe in 2019, via Zoom. The hour-long interviews, conducted between May and October 2019, were audiotaped and transcribed on Zoom. De-identified transcripts were analysed for key themes.
The key themes identified could be mapped to three categories, Motivations - Why; Approaches - How, and Global and virtual mentoring - What. Themes under motivations included: (1) (2) . Themes under approaches included: (1) (2) Themes under global and virtual mentoring included: (1) (2)
Though mentors also saw own growth and ongoing professional development as an important benefit of mentoring, altruism or the desire to benefit others, appeared to be a key motivating factor for them. Finding ways in which to identify mentors who are passionate about strengthening the field in this way - for example through reflective narratives and critical conversations - could be key when implementing mentoring initiatives.
尽管有大量研究强调指导对医疗保健专业人员的价值，但对于指导者的动机知之甚少。本研究旨在探讨一组国际知名的健康职业教育者为何愿意承担非正式的、国际的且大多是在线的指导角色，以及他们指导的方法。
采用定性方法，我们采访了十位全球教育领导者，他们自愿在欧洲医学教育协会于 2019 年实施的一项倡议中担任导师，通过 Zoom 进行了长达一小时的访谈，访谈在 2019 年 5 月至 10 月之间进行，并在 Zoom 上进行了录音和转录。对去识别的转录本进行了关键主题的分析。
确定的关键主题可以映射到三个类别，动机-为什么；方法-如何，以及全球和虚拟指导-什么。动机主题包括：（1）（2）。方法主题包括：（1）（2）。全球和虚拟指导主题包括：（1）（2）。
尽管导师也认为自身的成长和持续的专业发展是指导的一个重要好处，但利他主义或帮助他人的愿望似乎是他们的一个关键激励因素。找到一种方法来识别那些热衷于以这种方式加强该领域的导师，例如通过反思性叙事和批判性对话，在实施指导计划时可能是关键。
