Islamic International Dental College, Riphah International University, 7th Avenue, G-7/4, Islamabad, Pakistan.
Institute of Health Professions Education & Research, Khyber Medical University, Peshawar, Pakistan.
BMC Med Educ. 2024 Oct 31;24(1):1242. doi: 10.1186/s12909-024-06170-y.
Mentoring plays a pivotal role in mentees' professional advancement. However, the factors that affect career progression in informal mentoring relationships, especially with respect to faculty members, have not been extensively explored. This study aimed to explore the factors that affect career progression in informal faculty mentorings within mentor and mentee relationships.
A Qualitative Exploratory Study was designed and conducted from May to October 2023. Faculty members with informal mentoring relationships were recruited through purposive sampling. Seven faculty mentors and eight faculty mentees from various institutions participated in the study. Semi-structured interviews were used to collect data, which were audio-recorded and verbatim transcribed. The transcripts were then analysed using NVivo Software and coded. Braun and Clark's framework was used for the thematic analysis. The study adhered to the COREQ (Consolidated Criteria for Reporting Qualitative Research) checklist to ensure comprehensive and transparent reporting of the qualitative research process.
A total of 76 codes emerged which were classified into six themes: (1) an ideal mentee, (2) an ideal mentor, (3) factors promoting the relationship, (4) the role of gender, (5) factors deteriorating the relationship, (6) overcoming barriers / trust-building strategies. Within each theme, mentor-mentee needs and behaviours were identified, which could lead to positive or deteriorating outcomes.
Factors affecting career progression in informal faculty mentoring sessions include mentees' positive mindset, internal motivation and clarity of vision, mentors' skills, reputation, and role modelling. Effective communication, trust, respect, and clear goals are also essential. Challenges, such as busy schedules, cross-gender mentoring, and societal biases, affect these relationships. Overcoming these barriers involves sharing experiences, psychosocial support, empathy, active listening, and feedback.
指导在 mentees 的专业发展中起着关键作用。然而，影响非正式导师关系中职业发展的因素，特别是与教员有关的因素，尚未得到广泛探讨。本研究旨在探讨导师和学员关系中非正式教员指导对职业发展的影响因素。
本研究采用定性探索性设计，于 2023 年 5 月至 10 月进行。通过目的抽样招募具有非正式指导关系的教员。来自不同机构的 7 名教员导师和 8 名教员学员参与了研究。采用半结构化访谈收集数据，对音频记录进行逐字转录。使用 NVivo 软件对转录本进行分析并编码。使用 Braun 和 Clark 的框架进行主题分析。该研究遵循 COREQ（定性研究报告的综合标准）清单，以确保全面和透明地报告定性研究过程。
共出现 76 个代码，分为六个主题：（1）理想的学员，（2）理想的导师，（3）促进关系的因素，（4）性别因素，（5）关系恶化的因素，（6）克服障碍/建立信任策略。在每个主题中，确定了导师-学员的需求和行为，这些需求和行为可能导致积极或恶化的结果。
影响非正式教员指导课程中职业发展的因素包括学员的积极心态、内在动机和清晰的愿景、导师的技能、声誉和榜样作用。有效的沟通、信任、尊重和明确的目标也是必不可少的。挑战，如繁忙的日程、跨性别指导和社会偏见，影响这些关系。克服这些障碍需要分享经验、心理社会支持、同理心、积极倾听和反馈。
