의대생 멘토 역할이 PPD를 향상시킨다 (Med Teach, 2010)

의대생 멘토 역할이 PPD를 향상시킨다 (Med Teach, 2010)

Being a mentor for undergraduate medical students enhances personal and professional development

TERESE STENFORS-HAYES, SUSANNE KALE´ N, HA° KAN HULT, LARS OWE DAHLGREN, HANS HINDBECK

& SARI PONZER

Karolinska Institutet, Stockholm, Sweden

도입

Introduction

의학과 의학 학부 훈련 프로그램에서의 멘토링의 긍정적 인 효과에 대한 증거가 증가하고있다 (Morzinski et al 1996, Connor et al 2000, Schrubbe 2004, Sambunjak et al 2006)  (Dorsey & Baker 2004, Buddeberg-Fischer & Herta 2006). 멘토링은 Professional and Personal 개발이며, 이는 많은 학부 프로그램의 성과에 부합한다고 볼 수 있다. 멘토는 예를 들어 멘티가 텍스트에서 배울 수없는 전문성, 윤리, 가치 및 의학의 숨겨진 커리큘럼에 대한 암묵적인 지식을 개발하는 데 도움을 줄 수 있습니다 (Rose et al., 2005). 멘토는 skill 개발을 촉진하고 지침과 전략적 조언을 제공 할 수도있다 (Jackson et al., 2003).

There is increasing evidence of the positive effects of mentoring in medicine (Morzinski et al. 1996; Connor et al. 2000; Schrubbe 2004; Sambunjak et al. 2006) and in medical undergraduate training programmes (Dorsey & Baker 2004; Buddeberg-Fischer & Herta 2006). Mentoring is a means of professional (Kalet et al. 2002; Murr et al. 2002; Sambunjak et al. 2006) and personal (Murr et al. 2002; Sambunjak et al. 2006) development and the positive effects of mentorship thereby match desired outcomes in many undergraduate programmes. A mentor may, for example, help the mentee to develop implicit knowledge about the hidden curriculum of professionalism, ethics, values and the art of medicine which cannot be learned froma text (Rose et al. 2005). A mentor may also facilitate skills development and provide guidance and strategic advice (Jackson et al. 2003).

이 훈련에는 다른 문제들, 멘토 프로그램의 목적과 목표, 멘토의 역할, 다양한 학습 전략, 평등 문제 및 창조적 사고가 포함됩니다. 매 학기마다 모든 멘토를위한 후속 상담회(Follow-up meetings)가 제공되었습니다. 대부분의 멘토는 멘티가 1 명 이었지만 일부 멘티는 2 명이었습니다.

The training included among other issues, the aims and objectives of the mentor programme, the role of the mentor, different learning strategies, equality issues and creative thinking. Follow-up meetings for all mentors were also provided each semester. Most mentors had one mentee, but some had two.

연구 방법

Research method

A mixed methods approach was used to provide breadth in the findings. Initially, two focus group interviews were held with five and four mentors, respectively. These interviews aimed to provide insight into the mentors’ thoughts about being a mentor and to explore themes for further data collection. Moreover, the focus groups aimed to provide the authors with information about the mentor programme and howit had been working. The interviews were recorded, listened to repeatedly and transcribed (with the exception of sections containing only programme information). A brief inductive thematic analysis (Braun & Clarke 2006) was made.

The information provided from the focus groups regarding the programme and the context, along with the findings from the analysis were used together with an extensive literature review focusing on mentor programmes in health care sciences and particularly undergraduate programmes in medicine, to develop a questionnaire. In the literature, some confusion around the concept of mentoring can be found as supervisors or others in an assessing or teaching role are sometimes referred to as mentors (Bray & Nettleton 2007). For this study, such references were excluded. Themes used in the questionnaire included 

• the mentor’s personal and professional development, 

• the link between teaching and mentoring, 

• the mentor role, 

• what a mentor does and what it means to be a mentor. 

The was of questionnaire piloted with a group seven former mentors that at the time of the study had left the hospital. Feedback on the pilot questionnaire was also provided by expert colleagues in the field, responsible for running and developing other mentor programmes and mentor training.

The questionnaire was distributed electronically to all 83 mentors that were or had been involved in the programme. The questionnaire included a mix of open ended and fixed response questions, 

• some used an ordinal scale (e.g. Has being a mentor increased your interest for teaching and supervision? with the response categories not at all, to some extent, to a high extent and to a very high extent). 

• Other questions used a nominal scale such as What do you think you do in your role as a mentor? For this question, a framework of undergraduate medical teaching activities (Ross & Stenfors-Hayes 2008) was used to capture the mentors’ perceptions. 

The mentors responded anonymously online. Two reminders were sent out and the questionnaire was open for a few weeks. Opportunity for the respondents to provide feedback on the questionnaire was given.

To follow up the questionnaire, 10 mentors were interviewed. These were systematically selected from a list of all mentors. The interviewees were selected to represent the variations (Larsson 2009) in the mentor group in terms of sex and age and the mentor had to have met their mentee at least three times. The interviews aimed to facilitate the analysis of the questionnaire, in terms of illustrating, contextualising and facilitating a deeper understanding of the answers. 

The main themes of the interview guide concerned 

• the mentor programme, 

• what mentors do, 

• what it means to be a mentor and 

• what being a mentor had given the respondent in terms of, for example, teaching and their own development. 

The semi-structured interviews lasted 30–45 min each and were recorded and later transcribed in extenso. As the interviews were linked to the questionnaire, a theoretical thematic analysis (Braun & Clarke 2006) was made, where the data is coded for specific research questions. 

• Firstly, all transcripts were read; 

• secondly, meaningful units in the transcribed interviews were identified and labeled using software for qualitative analysis. 

• The units were subsequently organised into initial themes and sub-themes. 

• The analysis focused primarily on descriptive and interpretative levels (Braun & Clarke 2006) and the interview transcripts were regularly revisited to make sure that all relevant excerpts for each theme were collated. 

• The analysis of the interview data were made in parallel to more interviews being made, which made it possible to refine the interview guide and further explore particular themes as deemed necessary.

결과

Findings

응답률

The response rate for the pilot questionnaire was three of seven (43%) and the response rate for the mentor questionnaire was 63 of 83 (75%).

프로그램

The programme

설문지 데이터는 초기 교육 (58 %)에 참여한 모든 응답자가 교육이 충분하다고 판단한 것으로 나타났습니다. 멘토 프로그램에서 확인 된 문제는 

• 시간 문제이거나(멘티 또는 기타 약속을 지킬 수있는 시간과 장소 찾기), 

• 그 외의 것(멘티가 관심이 없거나 서로에게 멀어지기 너무 쉽다는 것)과 같은 문제와 관련이 있었습니다. 

그러나 멘토의 21 %는 프로그램이 끝난 후 멘티와 연락을 유지했습니다. 대부분의 응답 멘토 (58 %)는 멘토십 (멘토 후속 조치 회의 및 초기 교육 제외)동안 1~5시간을 보냈으며, 35%는 6 - 10 시간, 6 %는  11-15 시간을 보냈다.

The questionnaire data shows that all respondents who participated in the initial training (58%) thought the training was sufficient. Identified problems with the mentor programme were related either to 

• time issues, such as finding a time and place to meet their mentees or 

• other commitments, the mentee not being interested or that it was too easy to slip out of touch with each other. 

However, 21% of the mentors had stayed in touch with their mentees after the programme finished. Most responding mentors (58%) spent 1–5h per semester on their mentorship (excluding follow-up meetings for mentors and the initial training), 35% spent 6–10h and 6% spent 11–15 h.

인터뷰 대상자 또는 포커스 그룹 참가자 중 어느 누구도 교사와 멘토가 되는 측면에서 어떤 role conflicts도 경험하지 않았습니다. 인터뷰 한 응답자는 모든 

• 멘토에게 제공된 멘토가 되는 것에 관한 책을 읽었으며 (Hultman & Sobel 2005), 

• 새로운 역할, 그들이 필요로하는 것, 프로그램 시작 전 멘티에게 어떻게 접근할지에 대해서 성찰해보았다. 

또한 

• 그들이 어떻게 멘토가되고 싶었는지, 

• 그들이 멘티와 토론하기를 원하는 것

• 그들이 멘티에게 제공하고자하는 지원이나 충고에 대해 생각했다. 

그러나 동료들과는 전혀 논의하지 않았습니다.

None of the interviewees or focus group participants experienced any role conflicts in terms of being both a teacher and a mentor. The interviewed respondents claimed to 

• have read the book (Hultman & Sobel 2005) about being a mentor that was given to all mentors and most of them 

• had also reflected upon the new role and what they wanted it to entail and how they wanted to approach their mentee before the programme started. 

The reflections also concerned 

• how they wanted to be as mentors, 

• what they wanted to discuss with their mentees and 

• what kind of support or advice they were willing to offer. 

However, the mentorship was not discussed with their colleagues at all.

미팅

The meetings

가장 흔히 논의된 주제

most commonly discussed topics (Figure 1).

인터뷰 내용을 토대로 대부분의 멘토들은 need-basis 이상으로 정기적으로 멘티를 만난 것으로 보입니다. 

• 일부 멘티는 개인적인 관계와 같은 더 private한 문제를 가져왔다. 멘티와의 관계는 친절하고, 개방적이며, 개인적이며 비판적인 것으로 묘사되었습니다. 

• 그러나 한 멘토는 한 멘티와의 관계는 사람과 전문가와 초보자 사이의 관계와 같았고, 멘티가 특정 것에 대해 물어 보거나 토론 할만큼 편안하게 느끼지 않았다고 느꼈다. 그 이유는 아마도 제자가 교환 학생 이었기 때문에, 문화적인 원인이 있을 것으로 여겨졌습니다. 

• 또한 멘티와의 관계가 멘토가 원하는만큼 깊지 않을 경우에 실망이 있었다. 응답자들은 이것이 너무 가끔 만났기 때문이라고 생각했습니다. 

• 멘토링을 묘사하는 멘토들의 공통적인 반응은, 멘티가 아무런 문제가 없었기 때문에, 멘토링은 쉬웠으며, 문제 해결이 멘토가 가진 기대의 일부가 될 수 있음을 암시합니다.

Based on the interviews, most mentors seem to have met their mentees regularly rather than on a need-basis. 

• Some mentees brought up more private issues with their mentors as well, such as personal relationships. The relation with the mentee was described as friendly, open, personal and nonprestigious. 

• One mentor, however, described the relationship with one of the mentees as one between an expert and a novice and felt that the mentee did not feel comfortable enough to ask about or discuss certain things. The reason for this was believed to be cultural as the mentee was an exchange student. 

• There was also disappointment in that the relationship with mentees did not become as deep as the mentor had hoped for. The respondents believed this was because they met too seldom. 

• A common reaction from the mentors when describing his/her mentorship was suggesting that as the mentee did not have any problems, the job was easy, implying that problem solving may be part of the expectations on being a mentor.

멘토가 된다는 것

Being a mentor

설문에서 멘토가 되겠다고 생각하게 된 계기를 물었을 때, '자극적'또는 '발전'과 같은 rewarding 관련 단어 (24 점)가 응답자들 사이에서 가장 흔했습니다 (36 점). 두 번째로 가장 일반적인 선택 (n = 13)은 재미있는 표현이었습니다.

When asked in the questionnaire to describe what they thought it was like to be a mentor, words related to rewarding (n¼24) such as ‘stimulating’ or ‘developing’ were most common among the respondents (n¼36). The second most common choice (n¼13) was expressions related to it being fun.

한 멘토는 직접 효과를 정확히 지적하기는 어렵지 만 멘토가 된 것은 여전히 ​​rewarding하다고 지적했습니다. 그러나 인터뷰 한 모든 응답자는 멘토링가 재미있고 만족스럽고 보람있다는 데 동의했습니다. 어떤 이들은 자신들에게 그렇게 보람이 없다면 프로그램을 종료했을 것이라고 주장했다. 

• 멘토가 보람을 느낀 사례의 예로는 젊은 세대에 대한 이해 증진, 새로운 세대와의 친숙 해짐, 그들이 생각하는 방식을 이해, 커리큘럼 개발을 following하는 것 등이 포함됩니다. 

One mentor pointed out that although the direct effects were difficult to pinpoint, being a mentor was still rewarding. All interviewed respondents, however, agreed that being a mentor was fun, satisfying and rewarding. Some claimed that they would have quit the programme if it had not been so rewarding for them. 

• Examples of what the mentors found rewarding included an increased understanding for younger colleagues, becoming more familiar with a new generation and understanding how they think and following the development of the curricula. 

• 의사 소통이 힘든 일에 관한 전문 지식을 사용할 가능성을 높이 평가했습니다. 

• 자신의 부서에서 학생들을 어떻게 다루는 지에 대해 반성하도록 했다고 말했다. 

• 멘토 십이 그녀의 호기심을 되살려준다고 믿었습니다. 

• 다른 직업 뒤에있는 사람을 만날 수 있다고 주장했습니다. 

• 멘토 역할이 의사로서의 역할에도 도움이 되었으며, 다른 사람들은 도움을 줄 수있는 자신의 경력에 ​​지금까지 왔다고 느끼는 것을 높이 평가했습니다. 

• 자신이 중요하고 필요하다는 느낌을 받은 것을 높이 평가했습니다. 

• 멘티를 만나고 그와 이야기를 나누면 자기 통찰력과 발달이 증가한다고 말했습니다. 

• 흔히 논의되지 않은 문제에 대해 다시 앉아서 반성 할 수있는 기회를 높이 평가했습니다.

• One mentor appreciated the possibility of using her professional knowledge regarding things that are usually hard to communicate; 

• another said it made him reflect over how they handle students in his department. 

• One mentor believed the mentorship gave her curiosity back; 

• another claimed it helped himto see the person behind different professions. 

• One believed the mentor role helped establish them in their role as a doctor and others appreciated the feeling of having come so far in their career that they could help.

• Others appreciated feeling important and needed. 

• Many mentors claimed that meeting the mentee and discussing with him/her someled to increased self-insight and development. 

• Others appreciated the opportunity to sit back and reflect over issues not commonly discussed.

인터뷰 대상자가 멘토로 한 일을 설명 할 때, 그들은 사운딩보드(반응 테스트의 대상이 되는 사람), 역할 모델로 기능, 의사가 되는 것은 어떠한지를 보여 주었다고했습니다.

When the interviewees described what they did as mentors, they said that they functioned as sounding boards, role models and showed what it is like to be a doctor.

멘토링과 가르침

Mentoring and teaching

'맨토로서의 역할은 무엇인가'에서 가장 강하게 연계 된 것은 '학습자와 관계를 맺고 새로운 시각 제공'과 '개인 및 전문성 개발 촉진'이었습니다. 대부분의 멘토들은 학생들의 역할 모델로서 기능하고 있다고 믿었습니다 (그림 2).

Most strongly linked were ‘relating to learners and providing perspectives’ and ‘facilitating personal and professional development’. Most mentors also believed that they were functioning as a role model for the student (Figure 2). 

(Table 1)

멘토링이 교육 및 감독에 대한 관심을 높여 줍니까?

멘토링이 귀하의 교육 및 감독을 발전시키는 데 도움이 되었습니까?

멘토가 되기 이전보다 교육적 문제 (멘토십 포함)에 대해 지금 논의하고 있습니까?

멘토가 되어 좋은 선생님이된다는 것이 무엇인지에 대한 관점을 발전 시켰습니까?

멘토가 되어 교사로서 당신에게 중요한 것이 무엇인지에 대한 관점을 발전 시켰습니까?

멘토가 되어 귀하의 교육에 대한 반성이 증가 했습니까?

멘토가되어 학생들의 상황에 대한 이해가 높아 졌습니까?

멘토가되어 학생들과의 관계가 개선 되었습니까?

Has being a mentor increased your interest for teaching and supervision? 

Has being a mentor lead to a development of your teaching and supervision? 

Do you discuss pedagogical issues (including the mentorship) more now than before you were a mentor? 

Has being a mentor developed your view on what it means to be a good teacher? 

Has being a mentor developed your view on what is important to you as a teacher? 

Has being a mentor led to increased reflections regarding your teaching? 

Has being a mentor increased your understanding of the students’ situation? 

Has being a mentor improved your relations with students? 

• 한 응답자는 멘토링은 가르침을 보는 신선한 눈을 제공했으며, 

• 다른 멘토는 더 나은 감독자가되도록 권장되었다고 말했습니다. 

• 학생과의 개인적인 연계를 통해 일부 응답자는 오늘날 학생이되는 것이 무엇인지 쉽게 이해할 수있었습니다.

• One respondent said that the mentorship provided him with fresh eyes to view his teaching with and 

• another mentor became encouraged to become a better supervisor. 

• The personal link to a student made it easier to understand what it is like to be a student today for some respondents

인터뷰 자료뿐만 아니라 개방형 질문에 대한 응답에서, 학생들의 진보 또는 increased demand 등이 교수법을 개발하도록 동기를 부여했다. 개발에 동기를 부여하는 다른 요인은 다음과 같습니다. 

• 지식을 공유하여 사람들이 자신의 분야에 관심을 갖도록 유도하고,

• 교육 과정에 영감을 불어넣는 것,

• 더 나은 교사가되기 위한 개인적인 노력

그러나 대부분의 응답자들은 교수법에 대한 경영 지원, 더 많은 시간, 급여 인상을 원했고, 이는 교수진이 발전하도록 동기를 부여 할 것이라고 주장했다.

The responses to open questions in the questionnaire, as well as interview data, showed that feedback from the students in terms of, for example, their progress or increased demands also motivated respondents to develop their teaching. Other factors motivating development were: 

• Wanting to share knowledge and get people interested in ones field, 

• inspiring teaching courses and 

• a personal drive to want to become a better teacher. 

Most respondents, however, wanted more managerial support for their teaching, more time and a salary increase and claimed that this would motivate them to develop their teaching further.

멘토링과 개인적/전문적 발달

Mentoring and personal/professional development

(Table 2).

멘토가 된 것이 당신의 개인 개발을 주도 했습니까?

멘토가 된 것이 당신의 전문성 개발을 주도 했습니까?

멘토가 된 것이 당신이 자신의 가치에 대한 반성이 증가 했습니까?

멘토가 된 것이 당신의 MD로서의 자신의 업무 관행에 대한 반성이 증가 했습니까?

Has being a mentor led to personal development for you? 

Has being a mentor led professional development for you? 

Has being a mentor led to increased reflections regarding your own values? 

Has being a mentor led to increased reflections regarding own work practices as an MD?

응답자 중 한 명은 멘티의 경험을 통해 자신의 생활 상황에 대한 시각을 제공했다고 생각했습니다. 

• 멘토십은 다른 직업과 환자의 동료들과의 접근과 관계에 대한 반성으로 이어졌던 것으로 보인다. 

• 일부 멘토들은 성 차별과 멘티가 제기 한 윤리적 딜레마를 반성했습니다. 

• 이러한 반성은 멘티와의 만남뿐만 아니라 만남 중간중간에도 일어났습니다. 

일부 멘토들은 자신의 전문성 발달이 주로 의사로서의 역할보다는, 자신의 교육적 역할와 관련이 있다고 주장했습니다.

One interviewee respondent believed that the mentee’s experiences provided her with perspectives on her own life situation. 

• The mentorship also seems to have led to reflections regarding approaches and relations to colleagues in other professions and patients. 

• Some mentors have also reflected upon gender issues and ethical dilemmas brought up by their mentees. 

• These reflections did not only take place in the meetings with the mentees but also in-between meetings. 

Some mentors claimed that their professional development mainly concerned their teaching and not so much their role as a doctor.

고찰

Discussion

이 연구의 응답자들은 주어진 훈련을 높이 평가했으며 Connor et al.에 의해 이전에 발견 된 것처럼 다른 영역 내에서 충분하고 유익한 것으로 나타났습니다. (2000).

The respondents of this study appreciated the training given and found it sufficient as well as beneficial within other areas, as previously found by Connor et al. (2000).

많은 임상 교사들은 실제로 스스로를 교사라고 생각하지 않으며, 그들의 주된 책임은 교육이 아닌 환자 치료라고 생각한다. 이 연구의 결과에 따르면 멘토가되는 것은 교사로서 전문성 개발과 관련 될 수있는 변화를 가져 왔으며 따라서 멘토십은 교수와 임상 실습 간의 연계성을 제공하고 교사 역할을 지원하고 향상시킬 수있는 방법임을 보여줍니다.

Many clinical teachers do not really consider themselves teachers, since their main responsibility is patient care and not education (Stark 2003; MacDougall & Drummond 2005; Taylor et al. 2007). The findings of this study show that being a mentor led to changes that may be related to professional development as a teacher, and therefore, the mentorship may provide a link between teaching and clinical practice and be a way to support and enhance the teacher role.

인터뷰에서 응답의 많은 부분은 멘토가 되는 것의 이점을 본질적으로 파악하는 데 어려움을 나타냅니다. 그럼에도 불구하고 전통적으로 멘티뿐 아니라 멘토에게도 이익이 주어 졌음이 분명 해졌다. 

• 말로 표현하기 어려운 이유는 멘토의 이익이 태도나 접근 방식의 변화, 반성의 증가에 주로 관련되어 있기 때문일 수 있습니다. 

• 그 혜택이 왜 잡히지 않는 또 다른 이유는 멘토들이 자신의 임무를 자신의 발전을 위해서가 아니라 학생들을 위해하는 일로 바라 보았다는 것일 수 있습니다.

Many of the responses in the interviews illustrate a difficulty in capturing the essence of the benefits of being a mentor. Nevertheless, it has become clear that benefits exist, not only, as traditionally focused on, for the mentee, but also for the mentors. These may, however, not be easy to verbalise as they mainly concern changes in attitudes or approaches and increased reflections. Another reason why the benefits are hard to capture may be that the mentors looked upon their task as something they do for the students and not for their own development.

---

Med Teach. 2010;32(2):148-53. doi: 10.3109/01421590903196995.

Being a mentor for undergraduate medical students enhances personal and professionaldevelopment.

Stenfors-Hayes T1, Kalén S, Hult H, Dahlgren LO, Hindbeck H, Ponzer S.

Author information

1

Centre for Medical Education (CME), Department of Learning, Informatics, Management and Ethics (LIME), Karolinska Institutet, Stockholm, Sweden. terese.stenfors-hayes@ki.se

Abstract

BACKGROUND:

There is increasing evidence of the positive effects of mentoring in medical undergraduate programmes, but as far as we know, no studies on the effects for the mentors have yet been described in the field of medicine.

AIM:

This study aims to evaluate an undergraduate mentor programme from the mentors' perspective, focusing particularly on the effect of mentorship, the relationships between mentoring and teaching and the mentors' perceived professional and personal development.

METHODS:

Data was gathered through a questionnaire to all 83 mentors (response rate 75%) and semi-structured interviews with a representative sample of 10 mentors.

RESULTS:

Findings show, for example, that a majority of respondents developed their teaching as a result of their mentorship and improved their relations with students. Most respondents also claimed that being a mentor led to an increased interest in teaching and increased reflections regarding their own values and work practices.

CONCLUSION:

Being a mentor was perceived as rewarding and may lead to both personal and professional development.

PMID:

 

20163231

 

DOI:

 

10.3109/01421590903196995