Abstract
BackgroundMentoring’s success in enhancing a mentee’s professional and personal development, and a host organisations’ reputation has been called into question, amidst a lack of effective tools to evaluate mentoring relationships and guide oversight of mentoring programs. A scoping review is proposed to map available literature on mentoring assessment tools in Internal Medicine to guide design of new tools.ObjectiveThe review aims to explore how novice mentoring is assessed in Internal Medicine, including the domains assessed, and the strengths and limitations of the assessment methods.MethodsGuided by Levac et al.’s framework for scoping reviews, 12 reviewers conducted independent literature reviews of assessment tools in novice mentoring in PubMed, Embase, Scopus, ERIC, Cochrane, GreyLit, Web of Science, Open Dissertations and British Education Index databases. A ‘split approach’ saw research members adopting either Braun and Clarke’s approach to thematic analysis or directed content analysis to independently evaluate the data and improve validity and objectivity of the findings.Results9662 abstracts were identified, 187 full-text articles reviewed, and 54 full-text articles included. There was consensus on the themes and categories identified through the use of the split approach, which were the domains assessed and methods of assessment.ConclusionMost tools fail to contend with mentoring’s evolving nature and provide mere snap shots of the mentoring process largely from the mentee’s perspective. The lack of holistic, longitudinal and validated assessments propagate fears that ethical issues in mentoring are poorly recognized and addressed. To this end, we forward a framework for the design of ‘fit for purpose’ multi-dimensional tools.Practice pointsMost tools focus on the mentee’s perspective, do not consider mentoring’s evolving nature and fail to consider mentoring holistically nor longitudinallyA new tool capable of addressing these gaps must also consider inputs from all stakeholders and take a longitudinal perspective of mentoring
Highlights
Mentoring in medicine helps shape a mentee’s professional identity and personal development, and enhances the career, progress and satisfaction of mentors and mentees [1, 2]
Guided by Levac et al.’s framework for scoping reviews, 12 reviewers conducted independent literature reviews of assessment tools in novice mentoring in PubMed, Embase, Scopus, ERIC, Cochrane, GreyLit, Web of Science, Open Dissertations and British Education Index databases
It boosts the reputation of host organisations [3,4,5,6,7,8,9,10,11,12,13,14,15,16,17,18,19]
Summary
Mentoring in medicine helps shape a mentee’s professional identity and personal development, and enhances the career, progress and satisfaction of mentors and mentees [1, 2]. In addition Lee et al (2019) [42] and Cheong et al (2019) [43] found that prevailing assessments of mentoring processes are too reliant upon “Cartesian reductionism and Newtonian principles of linearity” [28] and fail to contend with mentoring’s longitudinal, competency based, evolving, adapting, entwined, goal-sensitive, context-specific, mentor-, mentee-, mentoring relationship and host organisation-dependent nature ( mentoring’s nature) [44, 45] These shortcomings compromise effective evaluations of mentoring processes and relationships and reiterate the need for urgent review of assessments of mentoring processes [42, 43]. A scoping review is proposed to map available literature on mentoring assessment tools in Internal Medicine to guide design of new tools
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