Teaching and learning in general practice: ethical and legal considerations for<scp>GP</scp>teachers and medical students

Kelly, Michaela; Sturman, Nancy; Pakchung, David

doi:10.5694/mja2.50593

Cited by 1 publication

(1 citation statement)

References 11 publications

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“…Within the Societal Ring, teaching advances networking [ 74 , 141 ], career goals [ 110 , 126 , 151 ] and research outputs [ 104 , 110 , 126 , 151 ], improves interprofessional working [ 104 , 118 , 135 , 141 , 149 ], patient interactions [ 118 , 128 , 131 , 133 – 135 , 138 , 141 , 142 , 146 , 147 , 149 , 157 , 159 ], social identity and a sense of community [ 141 ].…”

Section: Resultsmentioning

confidence: 99%

The role of mentoring, supervision, coaching, teaching and instruction on professional identity formation: a systematic scoping review

et al. 2022

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Background Mentoring’s pivotal role in nurturing professional identity formation (PIF) owes much to its combined use with supervision, coaching, tutoring, instruction, and teaching. However the effects of this combination called the ‘mentoring umbrella’ remains poorly understood. This systematic scoping review thus aims to map current understanding. Methods A Systematic Evidence-Based Approach guided systematic scoping review seeks to map current understanding of the ‘mentoring umbrella’ and its effects on PIF on medical students and physicians in training. It is hoped that insights provided will guide structuring, support and oversight of the ‘mentoring umbrella’ in nurturing PIF. Articles published between 2000 and 2021 in PubMed, Scopus, ERIC and the Cochrane databases were scrutinised. The included articles were concurrently summarised and tabulated and concurrently analysed using content and thematic analysis and tabulated. The themes and categories identified were compared with the summaries of the included articles to create accountable and reproducible domains that guide the discussion. Results A total of 12201 abstracts were reviewed, 657 full text articles evaluated, and 207 articles included. The three domains identified were definitions; impact on PIF; and enablers and barriers. The mentoring umbrella shapes PIF in 3 stages and builds a cognitive base of essential knowledge, skills and professional attitudes. The cognitive base informs thinking, conduct and opinions in early supervised clinical exposure in Communities of practice (COP). The COPs’ individualised approach to the inculcation of desired professional characteristics, goals, values, principles and beliefs reshapes the individual’s identity whilst the socialisation process sees to their integration into current identities. Conclusion The mentoring umbrella’s provides personalised longitudinal support in the COP and socialisation process. Understanding it is key to addressing difficulties faced and ensuring holistic and timely support.

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