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Medical Teacher Volume 33, 2011 - Issue 8: Social Accountability
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Research Article

What does it mean to be a mentor in medical education?

Terese Stenfors-HayesKarolinska Institutet, Sweden; TERESE STENFORS-HAYES, PhD, at Centre for Medical Education (CME) LIME, Karolinska Institutet. Her research interests include the role of the teacher in higher education and faculty development.Correspondence[email protected]
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Håkan HultLinköping University, Sweden; HÅKAN HULT, PhD, is an associate professor of Education at Linköping University. His research interests comprise higher education in general, medical education, pedagogical processes in health care, educational design and assessment.
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Lars Owe DahlgrenLinköping University, Sweden; LARS OWE DAHLGREN, PhD, is a professor of Education at Linköping university. His research interests comprise higher education in general, medical education, inter-professional education, problem-based learning, patient communication, and qualitative analysis (phenomenography).
Pages e423-e428 | Published online: 20 Jul 2011

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Shannon Arntfield, Brittney Parlett, Christine N. Meston, Tavis Apramian & Lorelei Lingard. (2016) A model of engagement in reflective writing-based portfolios: Interactions between points of vulnerability and acts of adaptability. Medical Teacher 38:2, pages 196-205.
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Irene A. Slootweg, Cees van der Vleuten, Maas Jan Heineman, Albert Scherpbier & Kiki M. J. M. H. Lombarts. (2014) Program directors in their role as leaders of teaching teams in residency training. Medical Teacher 36:12, pages 1073-1079.
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Articles from other publishers (19)

Wendy Nuis, Mien Segers & Simon Beausaert. (2023) Conceptualizing mentoring in higher education: A systematic literature review. Educational Research Review 41, pages 100565.
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Rashmi Ramanathan, Jeevithan Shanmugam, Sridhar M Gopalakrishnan, Kalaniti T Palanisamy & Seetharaman Narayanan. (2022) Challenges in the Implementation of Competency-Based Medical Curriculum: Perspectives of Prospective Academicians. Cureus.
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P.D. Fine, A. Leung, I. Tonni & C. Louca. (2022) Teachers’ feedback practices in COVID-19: Has anything changed?. Journal of Dentistry 120, pages 104087.
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Blandine Bustamante-Helfrich, Emma Santa Maria, Jessica Bradley, Douglas Warden, Anamika Sengupta, Robyn Phillips-Madson & Toni Ungaretti. (2022) Collaborative faculty development transforms evaluation at a school of osteopathic medicine: an exploratory grounded theory study. MedEdPublish 12, pages 41.
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Duane Kim, Rosa D. Manzo, Michael Montoya, Marissa Nguyen, Kao Houa Vang, Lindsey Weber & Marisela Yepez. (2023) Medical mentorship deconstructed: an analysis and structural recommendation for high value mentorship. MedEdPublish 12, pages 13.
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Duane Kim, Rosa D. Manzo, Michael Montoya, Marissa Nguyen, Kao Houa Vang, Lindsey Weber & Marisela Yepez. (2022) Medical mentorship deconstructed: an analysis and structural recommendation for high value mentorship. MedEdPublish 12, pages 13.
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Ting-Chun Tseng, Tsung-Ying Chen, Shao-Yin Chu, Hung-Che Wang & Ching-Yuan Chang. (2021) Survey of the triple-mentoring program for students at a religious medical school. BMC Medical Education 21:1.
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David J Wright, Annie Blyth, Vivienne Maskrey, Nigel Norris, Christine M Bond, Carmel M Hughes, David P Alldred & Richard C Holland. (2021) Development and feasibility testing of an evidence-based training programme for pharmacist independent prescribers responsible for the medicines-related activities within care homes. International Journal of Pharmacy Practice 29:4, pages 376-384.
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Anna Dyar, Terese Stenfors, Hanna Lachmann & Anna Kiessling. (2020) What about the supervisor? Clinical supervisors’ role in student nurses’ peer learning: A phenomenographic study. Medical Education 55:6, pages 713-723.
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Frank Bate, Sue Fyfe, Dylan Griffiths, Kylie Russell, Chris Skinner & Elina Tor. (2021) A preliminary evaluation of data-informed mentoring at an Australian medical school. The Asia Pacific Scholar 6:1, pages 60-69.
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Samira Rajaei & Ali Dabbagh. 2021. Personalized Medicine in Anesthesia, Pain and Perioperative Medicine. Personalized Medicine in Anesthesia, Pain and Perioperative Medicine 363 385 .
Tammy Lynn McClenny. (2020) Use of phenomenography in nursing education research. International Journal of Nursing Education Scholarship 17:1.
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Ka Ying Bonnie Ng, Siobhan Lynch, Jacquie Kelly & Obinna Mba. (2020) Medical students’ experiences of the benefits and influences regarding a placement mentoring programme preparing them for future practice as junior doctors: a qualitative study. BMJ Open 10:1, pages e032643.
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Waqas Haque, Troy Gurney, W. Gary Reed, Carol S. North, David E. Pollio, E. Whitney Pollio & James M. Wagner. (2019) Key Attributes of a Medical Learning Community Mentor at One Medical School. Medical Science Educator 29:3, pages 721-730.
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Rachel McDonald, Adam Bobrowski, Leah Drost, Leigha Rowbottom, Judene Pretti, Hany Soliman, Stephanie Chan & Edward Chow. (2018) Student Perspectives on the Impact of an Undergraduate Work-Integrated Learning Program on Admission and Transition to Medical School. Journal of Cancer Education 34:4, pages 768-774.
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Stephanie N E Meeuwissen, Renée E Stalmeijer & Marjan Govaerts. (2019) Multiple‐role mentoring: mentors’ conceptualisations, enactments and role conflicts. Medical Education 53:6, pages 605-615.
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Cecilia de las Mercedes Orellana-Peña. (2014) Humane Physicians. Persona y Bioética 18:1, pages 57-69.
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Jyoti Nath Modi & Tejinder Singh. (2013) Mentoring in Medical Colleges. International Journal of User-Driven Healthcare 3:3, pages 112-121.
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Terese Stenfors‐Hayes, Hakan Hult & Madeleine A Dahlgren. (2013) A phenomenographic approach to research in medical education. Medical Education 47:3, pages 261-270.
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