Extending Mentoring in Palliative Medicine-Systematic Review on Peer, Near-Peer and Group Mentoring in General Medicine

Understanding the Mentoring Environment Through Thematic Analysis of the Learning Environment in Medical Education: a Systematic Review

“…3, 4, 18, 27, 38, 40-42, 44, 45 Braun and Clarke's (2006) approach to thematic analysis was selected given its use in recent mentoring reviews. 5,[7][8][9] Use of Braun and Clarke's (2006) approach to thematic analysis was also supported by the presence of a wide range of research methodologies amongst the papers reviewed that makes statistical pooling and analysis difficult. 3, 4, 18, 27, 38, 40-42, 44, 45 Six authors experienced in the use of Braun and Clarke's (2006) approach to thematic analysis carried out independent analyses of the same 10 included articles.…”

“…Studies were confined to accounts of mentoring programmes published after 2000, given the tendency of articles published prior to 2000 to conflate mentoring with supervision, coaching, role modelling and tutoring. 3,5,[7][8][9] Only articles published in English or had English translations published between 2000 and 2015 were included.…”

“…1,2 Providing such individualised and holistic support depends upon an effective matching process, a nurturing mentoring relationship and a personalised mentoring environment. [3][4][5][6][7][8][9] The matching process involves pairing mentors with like-minded mentees with similar goals, values, beliefs and complementary characteristics to initiate personalised ties that will form the basis for effective mentoring relationships (MRs). 2,3,10 Successful MRs underpin mentoring's success [3][4][5][6][7][8][9] and pivot upon the quality of the ties between mentee, mentor and the host organisation.…”

“…Nurturing enduring MRs that flourish in changing mentoring conditions require the presence of mentoring environments (MEs). 5, 7-9, 11, 12 However, unlike matching and MRs which are increasingly the focus of medical education research, [5][6][7][8][9][13][14][15][16][17] MEs remain poorly studied. 3-9, 12, 18, 19 Whilst envisaged as an Bemotionally safe^, supportive and Bprotégé-centred^setting that facilitates the formation of personalised MRs, 5, 7-9 a formal definition of MEs continues to elude mentoring practice.…”

“…1-4, 11, 12, 14, 18, 20-28 This lacuna has hindered development of effective mentoring programmes within medical training. 5,[7][8][9] Inspired by studies that liken MEs to learning environments (LEs) and data highlighting common characteristics within MEs and LEs, this systematic review scrutinises LEs to better understand MEs and guide design and oversight of mentoring programmes. 3,4,18,27,[29][30][31][32] Electronic supplementary material The online version of this article (https://doi.org/10.1007/s11606-019-05000-y) contains supplementary material, which is available to authorized users.…”