The Development and Design of a Framework to Match Mentees and Mentors Through a Systematic Review andThematic Analysis of Mentoring Programs Between 2000 and 2015

Hee, Jiamin; Toh, Ying Li; Yap, Hong Wei; Toh, Ying Pin; Kanesvaran, Ravindran; Mason, Stephen; Krishna, Lalit Kumar Radha

doi:10.1080/13611267.2020.1778836

Cited by 8 publications

(6 citation statements)

References 101 publications

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“…A Systematic Evidence-Based Approach (SEBA) guided Systematic Scoping Review (SSR) (henceforth SSR in SEBA) is proposed to map CEP portfolio use in medicine to guide the design, structuring and support of a proposed programme 13–17 20–22 24 25 27–50. Given space constraints, we briefly describe the six stages in the construction of SSRs in SEBA in figure 1 and more advanced details of the systematic approach, split approach, jigsaw perspective, funnelling process, reiterative process and synthesis of SSR in online supplemental appendix A 16 27 28 35 41 48 51–56…”

Section: Methodsmentioning

confidence: 99%

Evidence-guided approach to portfolio-guided teaching and assessing communications, ethics and professionalism for medical students and physicians: a systematic scoping review

et al. 2023

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ObjectivesGuiding the development of longitudinal competencies in communication, ethics and professionalism underlines the role of portfolios to capture and evaluate the multiple multisource appraisals and direct personalised support to clinicians. However, a common approach to these combined portfolios continues to elude medical practice. A systematic scoping review is proposed to map portfolio use in training and assessments of ethics, communication and professionalism competencies particularly in its inculcation of new values, beliefs and principles changes attitudes, thinking and practice while nurturing professional identity formation. It is posited that effective structuring of portfolios can promote self-directed learning, personalised assessment and appropriate support of professional identity formation.DesignKrishna’s Systematic Evidence-Based Approach (SEBA) is employed to guide this systematic scoping review of portfolio use in communication, ethics and professionalism training and assessment.Data sourcesPubMed, Embase, PsycINFO, ERIC, Scopus and Google Scholar databases.Eligibility criteriaArticles published between 1 January 2000 and 31 December 2020 were included.Data extraction and synthesisThe included articles are concurrently content and thematically analysed using the split approach. Overlapping categories and themes identified are combined using the jigsaw perspective. The themes/categories are compared with the summaries of the included articles in the funnelling process to ensure their accuracy. The domains identified form the framework for the discussion.Results12 300 abstracts were reviewed, 946 full-text articles were evaluated and 82 articles were analysed, and the four domains identified were indications, content, design, and strengths and limitations.ConclusionsThis review reveals that when using a consistent framework, accepted endpoints and outcome measures, longitudinal multisource, multimodal assessment data fashions professional and personal development and enhances identity construction. Future studies into effective assessment tools and support mechanisms are required if portfolio use is to be maximised.

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Section: Methodsmentioning

confidence: 99%

Evidence-guided approach to portfolio-guided teaching and assessing communications, ethics and professionalism for medical students and physicians: a systematic scoping review

et al. 2023

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“…Instrument . The interview guide was designed based on data drawn from recent studies of our program [ 1 , 8 , 22 , 28 ], reviews of mentoring programs [ 7 , 9 , 12 , 13 , 27 ], mentoring practice [ 15 , 23 ], mentoring assessments [ 11 , 14 , 16 , 17 , 24 ], the mentoring environment [ 9 ] and the influence of the host organization [ 16 ]. These considerations also paved the way for the adoption and adaptation of the MERIT framework which sits at the heart of the post-interview survey.…”

Section: Methodsmentioning

confidence: 99%

“…As a result, some programs have supplemented their traditional mentoring approaches with electronic-mentoring (e-mentoring) [ 15 ], peer-mentoring [ 16 , 17 ] and group-mentoring [ 18 – 21 ] to better align expectations between mentees and mentors, to introduce and police codes of practice and to enhance personalized, appropriate, specific, timely, holistic and longitudinal support.…”

Section: Introductionmentioning

confidence: 99%

Mentoring future mentors in undergraduate medical education

et al. 2022

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Background Efforts to support flagging mentoring programs facing shortages of experienced clinical mentors have had an unexpected and welcome effect. Supplementing traditional mentoring programs with peer-mentoring have not only addressed gaps in practice, structure, support and mentee oversight but have offered mentees charged with peer-mentoring duties the opportunity to take on mentoring roles under senior supervision. This study evaluates the experiences of peer-mentors within a local research mentoring program to better understand and advance this endeavor. Methods Semi-structured interviews and post-interview surveys based on recent reviews on mentoring were employed. Adapting the Systematic Evidence Based Approach, data was analysed using thematic and content analysis. Results were combined using the Jigsaw Perspective to ensure that key elements of the different mentoring stages were identified. Results The interviews and surveys revealed the following domains: Motivation, Initiation, Practicing, and Mentoring Environment. Conclusion These findings provide novel insight into a structured framework that may help guide the experiences, training, assessment, and oversight of peer-mentors beyond the auspices of our local program. These general observations will equip host organizations with the direction they need to take in designing and executing peer-mentoring training and assessment programs of their own. Whilst the stages of peer-mentoring need further evaluation and an effective means of assessment and support pivotal, we believe our findings suggest that peer-mentoring may not only help to address the shortfall in mentors but is an invaluable learning experience that prepares and instils key values, beliefs and principles in young would-be mentors.

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“…The first stage of the PMI’s mentoring approach begins with a medical student’s agreement to partake in the PMI. Now known as mentees, participating students are first introduced to the different PMI mentors and their projects [ 10 , 12 ]. Mentees then determine their choice of mentor and project to participate in, having considered the particular goals and timelines of the project.…”

Section: Introductionmentioning

confidence: 99%

Assessing the effects of a mentoring program on professional identity formation

Krishna,

Pisupati,

Ong

et al. 2023

BMC Med Educ

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Background Medical education has enjoyed mixed fortunes nurturing professional identity formation (PIF), or how medical students think, feel and act as physicians. New data suggests that structured mentoring programs like the Palliative Medicine Initiative (PMI) may offer a means of developing PIF in a consistent manner. To better understand how a well-established structured research mentoring program shapes PIF, a study of the experiences of PMI mentees is proposed. Methodology Acknowledging PIF as a sociocultural construct, a Constructivist approach and Relativist lens were adopted for this study. In the absence of an effective tool, the Ring Theory of Personhood (RToP) and Krishna-Pisupati Model (KPM) model were used to direct this dual Systematic Evidence-Based Approach (Dual-SEBA) study in designing, employing and analysing semi-structured interviews with PMI mentees and mentoring diaries. These served to capture changes in PIF over the course of the PMI’s mentoring stages. Transcripts of the interviews and mentoring diaries were concurrently analysed using content and thematic analysis. Complementary themes and categories identified from the Split Approach were combined using the Jigsaw Approach and subsequently compared with mentoring diaries in the Funnelling Process. The domains created framed the discussion. Results A total of 12 mentee interviews and 17 mentoring diaries were analysed, revealing two domains—PMI as a Community of Practice (CoP) and Identity Formation. The domains confirmed the centrality of a structured CoP capable of facilitating longitudinal mentoring support and supporting the Socialisation Process along the mentoring trajectory whilst cultivating personalised and enduring mentoring relationships. Conclusion The provision of a consistent mentoring approach and personalised, longitudinal mentoring support guided along the mentoring trajectory by structured mentoring assessments lay the foundations for more effective mentoring programs. The onus must now be on developing assessment tools, such as a KPM-based tool, to guide support and oversight of mentoring relationships.

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The Development and Design of a Framework to Match Mentees and Mentors Through a Systematic Review andThematic Analysis of Mentoring Programs Between 2000 and 2015

Cited by 8 publications

References 101 publications

Evidence-guided approach to portfolio-guided teaching and assessing communications, ethics and professionalism for medical students and physicians: a systematic scoping review

Evidence-guided approach to portfolio-guided teaching and assessing communications, ethics and professionalism for medical students and physicians: a systematic scoping review

Mentoring future mentors in undergraduate medical education

Assessing the effects of a mentoring program on professional identity formation

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