Tip Öğrenci̇leri̇ İçi̇n Önemli̇ Olan Mentör Davranişlari:bağlanma Teori̇si̇ Ve Mentör Si̇stemleri̇

Abstract

Introduction: Education, especially in the field of health-related sciences, urges students to develop positive attitudes, self-reflection capacity and personal integrity. Mentoring relationship is one of the areas where students can learn, practice and emulate these abilities. The attachment theory may provide insight into the quality of and expectancies in these relationships. Material and Methods: Three-hundred-seventyfive students with a mean age of 20,5 years (Ss=1,3) from two separate medical schools filled out the information forms, relationship scale questionnaires and answered the questions about the importance of mentorship behaviours in a single session. Findings: The rate of having a mentor was higher among the students of a formal mentoring program. The females were giving more importance to the motivating function of the mentors. Secure attachment scores showed a positive correlation with the provision of academic guidance and motivating function. Dismissing attachment scores were negatively correlated with all mentoring functions. Discussion: Addressing aforementioned variables in the realm of mentoring relationship may provide opportunities to match mentor-mentee pairs more appropriately, to determine the program type, to understand the differences in the needs of the students in preclinical years and to provide better guidance to the mentors and mentees in the programs.