A qualitative study of mentoring and career progression among junior medical doctors

Abstract

Objectives: To explore the perceptions of mentees of the role mentoring plays in developing a medical career and seeming advantages and disadvantages. Methods: In this qualitative study, 21 mentored and nonmentored doctors in postgraduate specialty years one to eight were recruited from the Mersey deanery in England. Semi-structured interviews were used to assess perceptions of the mentored postgraduate trainees (mentees) and views of the non-mentored trainees. The interview transcripts were thematised using thematic analysis methods. Results: Themes of how mentoring was understood by trainees were; a supportive relationship by someone senior providing advice and guidance and informal adviser relating to training and personal issues. Advantages included, someone who was approachable, trustworthy and empathetic who gave a wider and different perspective.Difficulty with mentoring occurred when confidentiality was broken as this potentially affected work/colleagues relationship. Lack of knowledge of what mentoring was, and obtaining a mentor were barriers. Facilitators included having identified peer mentoring facilitators, networking and ability to choose a mentor. Conclusions: This study showed that mentoring was valued by postgraduate doctors in training, those who were mentored found mentoring to be important to their personal and professional development. Training for the mentor and mentee would help to manage expectations and ensure effective mentoring. Allocating a mentor to all trainees may normalise the concept of mentoring. A mentor should not be an assessor to their mentee as it raises issues of conflict of interest.

Supervisor or mentor: is there a difference? Implications for paediatric practice

“…10 20 Mentoring can be a mixed role described as a “reciprocal relationship” in which “work towards specific professional and personal outcomes for the mentee” is the overall goal 17. Published work in this field reflects the widely accepted recognition of potential conflicts of interest between roles of mentor and supervisor 22. One universal element of successful mentoring is that of ownership 6 23.…”

“…One universal element of successful mentoring is that of ownership 6 23. “Mentees should take the initiative for cultivating the relationship with their mentors (taking the driver's seat)”,22 and this again is different from the role and accountability of a supervision relationship.…”

A Realist Evaluation of Theory about Triggers for Doctors Choosing a Generalist or Specialist Medical Career

“…Some is based on medical student intentions [ 8 , 9 , 10 , 11 , 12 , 13 , 14 ], somewhat unreliable for informing actual choice. Other material explores preferences of junior (pre-registrar) doctors [ 15 , 16 , 17 , 18 , 19 , 20 , 21 ] or trainees (registrars/residents enrolled in postgraduate vocational training) along with qualified fellows (generalist/specialist) [ 22 , 23 , 24 , 25 , 26 ]. However, this evidence is largely analysed by influential factors, not specifically about how these factors are activated (including for whom and when various choices might fire), which would better inform the design of interventions to produce generalists, across the long medical training pathway.…”

Experiences of mentoring ST4-ST5s amongst a group of orthodontic trainers at Bristol Dental School and Hospital

“…The mentor should not be someone with whom the mentee shares resources or is dependent on resources (Straus et al, 2009). The separation of mentoring and educational supervision as two distinct roles is important and relevant to medical education (Garr and Dewe, 2013). From their study of 21 training doctors from different health organisations in the north west of England, they recommended that the trainees should be introduced to the concept of mentoring and mentors, as a separate resource from the Educational Supervisor.…”