Sachdeva A K
Department of Surgery, Hahnemann School of Medicine, Allegheny University of the Health Sciences, Philadelphia, Pennsylvania 19129, USA.
J Cancer Educ. 1996 Fall;11(3):131-6. doi: 10.1080/08858199609528415.
Preceptorship and mentorship are both based on principles of adult education and involve experiential, student-centered learning. Preceptorial relationships are especially useful in developing the practical skills of students. The preceptor works either with small groups of students or one-on-one with individual students, and serves as a teacher, role model, and evaluator. Preceptorial relationships between a teacher and a student are relatively short, and generally span the duration of a course or student rotation. Mentoring involves an intense, global, and long-term relationship between a mentor and a protégé/e, and-encompasses both professional and personal domains. It spans several years and may extend far beyond the period of the structured mentorship. The mentor serves as a teacher, role model, coach, and confidant for the protégé/e and works one-on-one with a protégé/e to achieve various outcomes. Both parties reap significant rewards as a result of the mentorship, and are transformed in the process. Preceptors and mentors must be appropriately selected and adequately trained. Comprehensive faculty development courses and workshops should be designed and implemented to enhance the requisite skills of both groups. The effectiveness of preceptorship and mentorship needs to be continually assessed and appropriate steps taken to further enhance these special educational options. Both options should be included in medical and health sciences education to train competent and well-rounded professionals for the future.
临床带教和导师指导均基于成人教育原则，涉及体验式、以学生为中心的学习。带教关系在培养学生实践技能方面特别有用。带教老师与一小群学生合作或与个别学生一对一合作，并担任教师、榜样和评估者的角色。师生之间的带教关系相对较短，通常贯穿一门课程或学生轮转的整个期间。导师指导涉及导师与被指导者之间紧密、全面且长期的关系，涵盖专业和个人领域。这种关系持续数年，可能远远超出结构化导师指导的时期。导师为被指导者担任教师、榜样、教练和知己的角色，并与被指导者一对一合作以实现各种目标。双方都会因导师指导而收获丰厚回报，并在此过程中得到转变。临床带教老师和导师必须经过适当挑选并接受充分培训。应设计并实施全面的教师发展课程和研讨会，以提升这两类人员所需的技能。临床带教和导师指导的效果需要持续评估，并采取适当措施进一步提升这些特殊的教育方式。这两种方式都应纳入医学和健康科学教育中，以便为未来培养有能力且全面发展的专业人员。
