An Evidence-Based Evaluation of Prevailing Learning Theories on Mentoring in Palliative Medicine

Abstract

Mentoring has an essential role in Palliative Medicine education. However, extent literature in mentoring in medicine and a lack of studies into mentoring in Palliative Medicine highlights a disconnect between theory and practice. Thematic analysis of systematic reviews of mentoring in medicine between 2000 and 2015reveals common threads in prevailing mentoring approach which provide a basis for evaluation of prevailing learning theories of mentoring.This evidence-based review, however, reveals significant gaps in prevailing data on the various aspects of the mentoring practice. These findings underline the impact of a dearth of mentoring data upon advancing a practical learning theory of mentoring essential to efforts to improve and expand Palliative Medicine mentoring programs. Nonetheless, the lack of data on the dynamics and quality of mentoring relationships, understanding of the impact of organizational factors and mentee-and mentor-dependent factors upon the mentoring process and the manner that mentoring relationships evolve serve as an area for closer attention in mentoring practice and a guide to future research.