Yong Loo Lin School of Medicine, National University of Singapore, NUHS Tower Block, Level 111E Kent Ridge Road, Singapore, 119228, Singapore.
Division of Cancer Education, National Cancer Centre Singapore, 30 Hospital Boulevard, Singapore, 168583, Singapore.
BMC Med Educ. 2024 Sep 15;24(1):1007. doi: 10.1186/s12909-024-05992-0.
Mentoring can help shape how medical students think, feel, and act as physicians. Yet, the mechanism in which it influences this process of professional identity formation (PIF) remains poorly understood. Through the lens of the ecological systems theory, this study explores the interconnected and dynamic system of mentoring relationships and resources that support professional development and growth within the Palliative Medicine Initiative (PMI), a structured research peer mentoring program.
A secondary analysis of transcripts of semi-structured interviews with peer mentors and mentees and a review of their mentoring diaries was conducted to explore the impact of participation in a longitudinal peer mentoring program on both mentees and peer mentors on their personal and professional development through the lens of the mentoring ecosystem model. The Systematic Evidence-Based Approach was adapted to analyze the data via content and thematic analysis.
Eighteen mentees and peer mentors participated and described a supportive community of practice within the research program, with discrete micro-, meso-, and macro-environments that are dynamic, reflexive, and interconnected to form a mentoring ecosystem. Within this ecosystem, reflection is fostered, and identity work is done-ultimately shaping and refining self-concepts of personhood and identity.
This study underscores the nuances and complexities of mentorship and supports the role of the mentoring ecosystem in PIF. A deeper understanding of the multiple factors that converge to facilitate the professional development of mentees can help educators develop and implement structured peer mentorship programs that better support reflective practice and identity work.
指导可以帮助医学生塑造他们作为医生的思维、感受和行为方式。然而，它影响专业身份形成（PIF）过程的机制仍知之甚少。本研究从生态系统理论的角度出发，探讨了支持姑息医学倡议（PMI）中专业发展和成长的指导关系和资源的相互关联和动态系统，PMI 是一个结构化的研究同伴指导计划。
对同伴导师和学员的半结构化访谈记录以及他们的指导日记进行二次分析，以探索通过指导生态系统模型来探讨参与纵向同伴指导计划对学员和同伴导师个人和专业发展的影响。通过内容和主题分析，采用系统的循证方法来分析数据。
18 名学员和同伴导师参与并描述了研究计划中的实践共同体，具有离散的微观、中观和宏观环境，这些环境是动态的、反思的和相互关联的，形成了一个指导生态系统。在这个生态系统中，促进了反思，进行了身份工作，最终塑造和完善了个人和身份的自我概念。
本研究强调了指导的细微差别和复杂性，并支持指导生态系统在 PIF 中的作用。更深入地了解促进学员专业发展的多种因素，可以帮助教育工作者开发和实施更好地支持反思实践和身份工作的结构化同伴指导计划。
