‘Quality is Bound Up With Our Values’: evaluating the quality of mentoring programmes

Abstract

This paper discusses quality evaluation of health sciences mentoring programmes. The discussion highlights the way in which perceptions of what constitutes quality shape evaluative purposes. Potential tensions between the evaluative purposes of various stakeholders are brought to the fore. To this end, the discussion explores the ways in which accountability shapes the evaluative purposes of funders and how the desire for programme knowledge and development frames the evaluative purposes of academics. Various approaches to programme evaluation are examined. The potential of reflective practice as a tool for examining quality for knowledge and development of programmes is considered. The paper concludes by presenting a framework for evaluating various aspects of quality in mentoring programmes.

The key determinants of the quality of mentoring in teaching profession

“…Потребно је нагласити да је природа ових категорија/одредница другачија (интереакционо-процесна) од природе одредница које се најчешће помиње у литератури (структуралне одреднице). У том смислу, Бонурова (Bonura, 2006) истиче да се концепт квалитет менторства често редукује на питање шта је квалитетан ментор (уз набрајање пожељних особина), или шта је квалитетан програм менторства (McMillan & Parker, 2005;Menges, 2015), или се своди на разматрање позитивних исхода менторства базираних на реализацији менторских функција (психосоцијалне, каријерне, моделовање улоге) (Dickson et al, 2014).…”

Mentoring for professional development and the future of nutrition and dietetics

“…We must also rise to the challenge of measuring the effectiveness of mentoring relationships. The difficulties of measuring mentoring effectiveness have been acknowledged 15 . The positivist paradigm offers little scope in measuring mentoring effectiveness 16,17 .…”

“…Qualitative and mixed‐methodologies offer an approach to appropriately answer our questions in educational research 17 . Using qualitative criteria has been suggested as a way to monitor the effect of mentoring 15 . Portfolios offer a potential avenue for measurement of professional development.…”

“…The difficulties of measuring mentoring effectiveness have been acknowledged. 15 The positivist paradigm offers little scope in measuring mentoring effectiveness. 16,17 It is generally not practical or ethical to randomise professionals to educational interventions, such as mentoring; 16,18 however, we need to learn from other innovative professional development endeavours, such as inter-professional education, 19 and aim to measure the effect of mentoring practitioners on the health of the populations we serve.…”

“…17 Using qualitative criteria has been suggested as a way to monitor the effect of mentoring. 15 Portfolios offer a potential avenue for measurement of professional development. Portfolios are a collection of material that provide evidence of learning and identify future learning needs and opportunities.…”