Core-competence skills in e-mentoring for medical educators: A conceptual exploration

Abstract

Background: E-mentoring had the potential to improve medical training, patient services, could be cost-effective, and support continued professional development. Research in terms of required core-competences for its effective utilisation in medical education seemed to be inconsistent, fragmented with significant variations in methodological rigor. Aim: The primary aim was to review and synthesise existing evidence in educational science that addressed the question: ''what are the required core-competences in e-mentoring for medical educators?'' Methods: A systematic literature search covered 25 literature databases and employed 42 single search terms and concepts and their Boolean combinations. Coverage was improved by Internet searches, further focus on ''Grey literature'' and the manual searching of library journals and inspecting the bibliographies of the references obtained by these methods. Results: A total of 4344 citations from the literature search were identified. Altogether 44 items were finally selected for inclusion in the study. The extant quality of published research was generally weak. The weight of the best available evidence suggested that seven specific e-mentoring core-competence domains were seen as significant. Conclusions: E-mentoring seemed educationally effective and complemented face-to-face mentoring for continuous professional development. Research in this field needs improvement in terms of rigor and quality.

Presenting a Framework for Effective E-Mentoring Relationships in Medical Sciences: A Meta-Synthesis Method

“…Traditionally, mentoring refers to a mutually beneficial relationship and a face-to-face interpersonal experience between the mentor and mentee (5). However, time, geographical distance, professional and occupational complexities make face-to-face interaction between the mentor and mentee difficult, and thus, create certain challenges in designing mentoring programs (1,6). Online mentoring emerged as a solution to these challenges (1).…”

“…However, time, geographical distance, professional and occupational complexities make face-to-face interaction between the mentor and mentee difficult, and thus, create certain challenges in designing mentoring programs (1,6). Online mentoring emerged as a solution to these challenges (1). According to Ensher and Murphy, e-mentoring is defined as a "mutually beneficial relationship between a mentor and a protégé" in which "electronic means" are used to support new learning, offer career guidance, and provide emotional support (7).…”

“…According to Ensher and Murphy, e-mentoring is defined as a "mutually beneficial relationship between a mentor and a protégé" in which "electronic means" are used to support new learning, offer career guidance, and provide emotional support (7). The electronic platform in e-mentoring creates a flexible and asynchronous communication between the mentor and mentee, regardless of their time and place (1,2,5). E-mentoring can facilitate both synchronous (same-time) and asynchronous or delayed communication.…”

“…E-mentoring can facilitate both synchronous (same-time) and asynchronous or delayed communication. Asynchronous mentoring relationship can give the mentor more time to respond the questions and provide more accurate responses in comparison with immediate responses in a face-to-face situation (1,4,5). Participating in an asynchronous mentoring relationship also involves a form of commitment to work-life ethic (8).…”

“…Mentoring is done by an instructor (mentor) to a less experienced learner (mentee) (1). Different kinds of mentoring in various contexts and disciplines are already studied, including instructorstudent (or faculty-student) mentoring in the context of higher education (2).…”