Abstract
BackgroundRecent studies have gone to great lengths to differentiate mentoring from teaching, tutoring, role modelling, coaching and supervision in efforts to better understand mentoring processes. This review seeks to evaluate the notion that teaching, tutoring, role modelling, coaching and supervision may in fact all be part of the mentoring process. To evaluate this theory, this review scrutinizes current literature on teaching, tutoring, role modelling, coaching and supervision to evaluate their commonalities with prevailing concepts of novice mentoring.MethodsA three staged approach is adopted to evaluate this premise. Stage one involves four systematic reviews on one-to-one learning interactions in teaching, tutoring, role modelling, coaching and supervision within Internal Medicine, published between 1st January 2000 and 31st December 2018. Braun and Clarke’s (2006) approach to thematic analysis was used to identify key elements within these approaches and facilitate comparisons between them.Stage two provides an updated view of one-to-one mentoring between a senior physician and a medical student or junior doctor to contextualise the discussion.Stage three infuses mentoring into the findings delineated in stage one.ResultsSeventeen thousand four hundred ninety-nine citations were reviewed, 235 full-text articles were reviewed, and 104 articles were thematically analysed. Four themes were identified – characteristics, processes, nature of relationship, and problems faced in each of the four educational roles.ConclusionsRole modelling, teaching and tutoring, coaching and supervision lie within a mentoring spectrum of increasingly structured interactions, assisted by assessments, feedback and personalised support that culminate with a mentoring approach. Still requiring validation, these findings necessitate a reconceptualization of mentoring and changes to mentor training programs and how mentoring is assessed and supported.
Highlights
Recent studies have gone to great lengths to differentiate mentoring from teaching, tutoring, role modelling, coaching and supervision in efforts to better understand mentoring processes
Mentors adopt many supportive and educational roles [2,3,4,5,6,7,8,9,10,11,12,13,14,15,16]. These include being a supervisor “focused upon professional development of the student”, a coach facilitating learner development through use of “deliberate practice strategies”, a role model “setting out to create a positive example of good practice”, an advisor “helping with scheduling, logistics and applications” and a sponsor “influencing promotion and advancement” [2,3,4,5,6,7,8,9,10,11,12,13,14,15,16]. This has fuelled the notion that teaching, tutoring, role modelling, coaching and supervision lie within the scope of a mentoring role and dismissed long-held beliefs that conflation between these practices and mentoring was a significant source of confusion in conceptualizing mentoring
To evaluate the notion that teaching, tutoring, role modelling, coaching and supervision may be a part of an overarching concept of mentoring, this study was made up of three stages
Summary
Recent studies have gone to great lengths to differentiate mentoring from teaching, tutoring, role modelling, coaching and supervision in efforts to better understand mentoring processes. These include being a supervisor “focused upon professional development of the student”, a coach facilitating learner development through use of “deliberate practice strategies”, a role model “setting out to create a positive example of good practice”, an advisor “helping with scheduling, logistics and applications” and a sponsor “influencing promotion and advancement” [2,3,4,5,6,7,8,9,10,11,12,13,14,15,16] This has fuelled the notion that teaching, tutoring, role modelling, coaching and supervision lie within the scope of a mentoring role and dismissed long-held beliefs that conflation between these practices and mentoring was a significant source of confusion in conceptualizing mentoring. Mentoring is defined as a ‘dynamic, context dependent, goal sensitive, mutually beneficial relationship between an experienced clinician and junior clinicians and or undergraduates that is focused upon advancing the development of the mentee’ [2,3,4,5,6,7,8,9,10,11,12,13,14,15,16]
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