Abstract
IntroductionOutcome‐based approaches to education and the inherent emphasis on programmatic assessment in particular, require models of mentoring in which mentors fulfil dual roles: coach and assessor. Fulfilling multiple roles could result in role confusion or even role conflicts, both of which may affect mentoring processes and outcomes. In this study, we explored how mentors conceptualise and enact their role in a multiple‐role mentoring system and to what extent they experience role conflicts.MethodsWe conducted a constructivist grounded theory study at one undergraduate medical school. A purposive sample of 12 physician‐mentors active in a programmatic assessment system was interviewed. Data analysis followed stages of open, axial and selective coding through which themes were constructed.ResultsThree predominant mentoring approaches were constructed: (i) empowering (a reflective and holistic approach to student development); (ii) checking (an observant approach to check whether formal requirements are met), and (iii) directing (an authoritative approach to guide students’ professional development). Each approach encompassed a corresponding type of mentor‐mentee relationship: (i) partnership; (ii) instrumental, and (iii) faculty‐centred. Furthermore, mentors’ strategies, focus, agency provided to students and perception of the assessment system characterised mentoring approaches and relationships. Role conflicts were mainly experienced by mentors with a directing mentoring approach. They used various coping mechanisms, including deviation from assessment guidelines.ConclusionsIn multiple‐role mentoring in the context of programmatic assessment, mentors adopted certain predominant mentoring approaches, which were characterised by different strategies for mentoring and resulted in different mentor–mentee relationships. Multiple‐role mentoring does not necessarily result in role conflict. Mentors who do experience role conflict seem to favour the directing approach, which is most at odds with key principles of competency‐based education and programmatic assessment. These findings build upon existing mentoring literature and offer practical suggestions for faculty development regarding approaches to mentoring in programmatic assessment systems.
Highlights
Outcome-based approaches to education and the inherent emphasis on programmatic assessment in particular, require models of mentoring in which mentors fulfil dual roles: coach and assessor
Each mentoring approach was characterised by its own mentor– mentee relationship: (i) partnership; (ii) instrumental, and (iii) faculty-centred
Four main factors, related to mentors’ personal background, seemed to influence the mentor’s approach and mentor–mentee relationships: (i) mentors’ enacted strategies for mentoring; (ii) the main focus in mentoring; (iii) the degree of agency given to students, and (iv) mentors’ perception of the assessment system
Summary
Outcome-based approaches to education and the inherent emphasis on programmatic assessment in particular, require models of mentoring in which mentors fulfil dual roles: coach and assessor. Programmatic assessment aims to support the evaluation of students’ development of competence over time and across various contexts and is characterised by the integration of formative and summative assessment functions, supported through use of longitudinal assessment, portfolios and mentorships.[9] In PA, portfolios are used to collect cycles of feedback and learning outcomes aimed at guiding individual learning processes as well as supporting summative decisions about student performance.[10,11] The role of the mentor is essential to the success of PA: mentors can engage mentees in meaningful, reflective dialogues, provide counselling and support the use of follow-up and feedback.[10] The mentor is tasked with coaching students and stimulating the development of their competences through use of the performance data in the portfolio.[12,13] in PA, the mentor is asked to advise an independent assessment committee on the students’ progress and competency level This has resulted in new models of mentoring in which mentors have to fulfil the dual and potentially conflicting roles of coach and assessor.[14,15]
Sign-in/Register to view highlights & summary Talk to us
Join us for a 30 min session where you can share your feedback and ask us any queries you have
Schedule a callDisclaimer: All third-party content on this website/platform is and will remain the property of their respective owners and is provided on "as is" basis without any warranties, express or implied. Use of third-party content does not indicate any affiliation, sponsorship with or endorsement by them. Any references to third-party content is to identify the corresponding services and shall be considered fair use under The CopyrightLaw.
