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首页> 外文期刊>Mentoring & Tutoring: Partnership in Learning >How Assigned Faculty Mentors View their Mentoring Relationships: An Interview Study of Mentors in Medical Education
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How Assigned Faculty Mentors View their Mentoring Relationships: An Interview Study of Mentors in Medical Education

机译：分配的教师导师如何看待他们的导师关系：医学教育中的导师访谈

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This qualitative study of 29 physician mentors reports their perspectives on mentoring medical students in a well‐respected medical school’s formal, assigned, longitudinal mentoring program that has a curricular component in the second year. Using a phenomenologic inductive approach, common themes identified centered on mentors’ relationships with their students and the characteristics of the relationships. Most mentors said their relationships solidified in the second year, where curricular responsibilities included teaching and evaluation. Mentors saw their roles change, yet relationships continued to develop as mentees advanced through medical school. They were surprised when students sought contact, support, and advice in years three and four of their programs. Mentors worried whether they “did enough” for their students, yet described their experiences and relationships as rewarding. Mentors subsequently found satisfaction in the continuing relationship during the clinical training years. The researchers note the importance of the curricular component for providing a purpose and structure for relationship development and in facilitating relationship development in this assigned mentoring program.View full textDownload full textKeywordsassigned mentoring, mentoring relationships, undergraduate medical education, phenomenologic inductive analysisRelated var addthis_config = { ui_cobrand: "Taylor & Francis Online", services_compact: "citeulike,netvibes,twitter,technorati,delicious,linkedin,facebook,stumbleupon,digg,google,more", pubid: "ra-4dff56cd6bb1830b" }; Add to shortlist Link Permalink http://dx.doi.org/10.1080/13611267.2010.511842
机译：这项对29位医师导师进行的定性研究报告了他们在受人尊敬的医学院正式，指定，纵向的导师计划中指导医学生的观点，该课程第二年包含课程内容。使用现象学归纳法，确定的共同主题集中在导师与学生的关系以及关系的特征上。大多数导师说，他们的关系在第二年巩固，课程职责包括教学和评估。导师的角色发生了变化，但是随着受训者通过医学院的进修，关系不断发展。当学生在课程的第三和第四年寻求联系，支持和建议时，他们感到很惊讶。导师担心他们对学生是否“足够”，但将他们的经历和人际关系描述为有益的。导师随后在临床培训期间对这种持续的关系感到满意。研究人员指出，在此分配的指导计划中，课程部分对于提供关系发展的目的和结构以及促进关系发展的重要性。查看全文下载全文关键词分配的指导，指导关系，本科医学教育，现象学归纳分析相关var addthis_config = { ui_cobrand：“ Taylor＆Francis Online”，servicescompact：“ citeulike，netvibes，twitter，technorati，delicious，linkedin，facebook，stumbleupon，digg，google，更多”，发布：“ ra-4dff56cd6bb1830b”}；添加到候选列表链接永久链接http://dx.doi.org/10.1080/13611267.2010.511842

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