Mentor–mentee relationship in medicine

Gisbert, Javier P.

doi:10.1016/j.gastre.2016.02.022

Cited by 13 publications

(15 citation statements)

References 49 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…It is suggested to popularize the method of using personality questionnaires to help in appropriate matching. The finding is consistent with other studies (Burr et al, ; Gisbert, ). A positive relationship between mentor and mentee can be helpful in providing acceptance, thereby reducing mentees’ anxiety by emphasizing their value (Alisic, Boet, Sutherland, & Bould, ).…”

Section: Discussionsupporting

confidence: 94%

Nursing home staff experiences of implementing mentorship programmes: A systematic review and qualitative meta‐synthesis

et al. 2020

View full text Add to dashboard Cite

Aim To determine nursing home staff experiences in mentorship programmes, and staff perceptions of the enablers and barriers to implement mentorship programmes. Background Mentorship programmes are perceived as playing an important role in improving the quality of care in nursing homes. However, little is known about research evidence across the global about staff's experiences in the programmes. Methods A search for studies published from the earliest available date to April 2019 was undertaken. Two reviewers performed data extraction and an appraisal of eight studies using tools from the Joanna Briggs Institute. A pragmatic meta‐aggregative approach was applied to synthesise the findings. The qualitative research that was included was analysed to identify 63 findings that were organised into 12 categories and combined into three syntheses. Results The implementation of effective mentorship programmes is influenced by three factors: mentor capability, opportunity in the mentorship programmes, and motivation in the mentorship programmes. Conclusions There are a number of studies of nursing home staff experiences of mentorship programmes. However, systematic reviews that synthesise findings in this field are lacking. It is crucial to tailor the programme design to suit each unique nursing home care setting. We identified barriers and enablers, and learned that no barriers are insurmountable. Implications for Nursing Management Findings will inform nurse managers of an ideal environment for the implementation of a successful mentorship programme. Nursing homes need to establish and sustain mentorship programmes to help improve workforce capacity in delivering high‐quality care for residents.

show abstract

Section: Discussionsupporting

confidence: 94%

Nursing home staff experiences of implementing mentorship programmes: A systematic review and qualitative meta‐synthesis

et al. 2020

View full text Add to dashboard Cite

show abstract

“…Teachers' subject matter knowledge and pedagogical content knowledge have been argued to be essential for achieving educational quality [32,33]. The transmission of knowledge and information from the mentor to the mentee is an integral part of mentoring [5]. Pharmaceutics is a highly professional discipline based on chemistry, biology, and medicine that has a very complex knowledge system [34].…”

Section: The Correlations and Differences Among The Six Competencesmentioning

confidence: 99%

“…A systematic review concluded that mentoring has an important in uence on pharmaceutical students' professional development, career orientation, choice of career and research productivity, including success in publishing scienti c articles and obtaining research grants [1][2][3]. Mentoring is also bene cial to mentors, as they may experience more job satisfaction and self-esteem by sharing knowledge with young students and having the opportunity to learn from mentees [4,5]. Therefore, mentorship is widely applied in higher pharmaceutical education, and mentors' competence has a substantial in uence on student performance through various factors, both personal and environmental [5][6][7].…”

Section: Introductionmentioning

confidence: 99%

“…Mentoring is also bene cial to mentors, as they may experience more job satisfaction and self-esteem by sharing knowledge with young students and having the opportunity to learn from mentees [4,5]. Therefore, mentorship is widely applied in higher pharmaceutical education, and mentors' competence has a substantial in uence on student performance through various factors, both personal and environmental [5][6][7]. Although mentorship can bring many bene ts to graduate education, most universities and educational research remain focused only on newly quali ed teachers.…”

Section: Introductionmentioning

confidence: 99%

“…Therefore, the nature of the mentor-mentee relationship is an extension of the teacher-student relationship, and it is deeper and longer lasting in medicine than in business [15]. Many factors affect the success of the mentor-mentee relationship, and it is di cult to construct a universal model suitable for any context [5]. Obviously, however, the development of a mentor's professional competence is important and is the best guarantee of future success in mentorship [16].…”

Section: Introductionmentioning

confidence: 99%

See 2 more Smart Citations

Competence of Pharmaceutical Mentors: A Survey of the Perceptions of Pharmaceutical Postgraduates and Their Mentors

Yue

Chen

2020

Preprint

View full text Add to dashboard Cite

Abstract Background: Although mentorship can bring many benefits to medical education, mentors’ need for professional development is typically ignored. This study aims to acquire insight into the development of pharmaceutical mentors’ competence by comparing differences between mentors’ and postgraduates’ perspectives.Methods: We used ANOVAs, independent sample T-tests and paired-sample T-tests to analyze data collected via an anonymous survey including a prepared questionnaire completed by 118 pharmaceutical mentors and 118 pharmaceutical postgraduates from 8 Chinese universities and colleges.Results: 1. Research competence, professional knowledge, and communication competence exhibited the highest means. 2. Research competence was highly correlated with communication competence and moderately correlated with professional knowledge, educational competence, academic achievement and supportive competence. 3. Mentors’ educational competence was significantly more important to mentors than to postgraduates, and mentors’ supportive competence was significantly more important to postgraduates than to mentors. 4. Educational competence, supportive competence and academic achievement were significantly more important to mentors with a bachelor’s degree than to mentors with a master’s or doctoral degree. 5. Research competence, educational competence and communication competence were significantly more important to female students than male students.Conclusions: Good mentors should possess three core competencies: research competence, professional knowledge and communication competence. They are related rather than independent. The construction of a harmonious mentoring relationship should take full account of the student’s characteristics and expectations because graduate students care more about supportive competence and female students assign greater importance to mentors’ competence than male students. There should be more development opportunities for less educated mentors, as they have a greater need to increase their competence than more qualified mentors.

show abstract

Implementation of a Mentoring Program for Mentee-Mentor Satisfaction: A Longitudinal Pilot Study

David,

Pitman

2024

Med.Sci.Educ.

View full text Add to dashboard Cite

Introduction Mentoring is a unique educational workplace relationship that can support both the mentee and mentor’s skill, knowledge, social, and emotional needs. The primary aim of this longitudinal pilot study was to implement a formal mentoring program to assess its effect on mentee and mentor satisfaction. Methods Data was collected from two hospitals in New South Wales, Australia in late 2018 and early 2019. Junior doctors (mentees) and senior medical staff (mentors) were asked to complete pre-, mid-, and oost-program surveys, with questions relevant to mentee-mentor satisfaction, interactions, and participation. Mixed-effects ordinal logistic regression models were used to assess the program effect on mentee-mentor satisfaction, while Fishers’ exact test was used to evaluate mentee-mentor interactions and participation. Results Although there was evidence of upwards trends in the proportion of mentees and mentors who reported their satisfaction in the program as excellent and rated their work satisfaction as being very influenced by the program, both trends were statistically non-significant. While our study was likely underpowered, high participation rates provide promising evidence of the program’s acceptability and feasibility. Conclusion Though not reaching statistical significance, study results suggest that the implementation of a mentoring program has the potential to increase satisfaction levels among its participants, be they mentees or mentors. It is recommended that future studies recruit larger samples thereby having sufficient statistical power. Furthermore, causality should be explored in more detail through a multi-site randomized controlled trial design.

show abstract

Mentor–mentee relationship in medicine

Cited by 13 publications

References 49 publications

Nursing home staff experiences of implementing mentorship programmes: A systematic review and qualitative meta‐synthesis

Nursing home staff experiences of implementing mentorship programmes: A systematic review and qualitative meta‐synthesis

Competence of Pharmaceutical Mentors: A Survey of the Perceptions of Pharmaceutical Postgraduates and Their Mentors

Implementation of a Mentoring Program for Mentee-Mentor Satisfaction: A Longitudinal Pilot Study

Contact Info

Product

Resources

About