Threshold concepts in group-based mentoring and implications for faculty development: A qualitative analysis

Abstract

Introduction

The literature on faculty development programs for mentors is scarce. This study examines mentors’ experiences and challenges, with the aim of identifying threshold concepts in mentoring. It also discusses the implications for the faculty development of mentors.

Methods

Semi-structured interviews solicited personal narratives and reflections on mentors’ lived experiences. Data analysis was guided by the threshold concepts framework allowing for the identification of significant and transformative shifts in perspectives.

Results

We interviewed 22 mentors from two Norwegian and one Canadian medical school with group-based mentoring programs. The mentoring experience involved four significant threshold concepts: focusing on students’ needs; the importance of creating a trusting learning space; seeing oneself through the eyes of students; and aligning mentor and physician identities.

Conclusion

Taking on a mentor role can provoke personal and professional dilemmas while also sparking growth. The trajectories of developing as a mentor and as a professional physician may be seen to mutually validate, mirror and reinforce each other. Faculty development programs designed specifically for mentors should aim to stimulate reflection on previous learning experiences and strive for a successful alignment of the distinct pedagogical and clinical content knowledge required to fulfill various professional roles.

Keywords:

• Staff development
• threshold concepts
• group-based mentoring
• faculty development
• identity

Acknowledgments

The authors express their gratitude to Dr. Abraham Fuks for his support and contributions to the design of the study, and to Elise P. Skjevik and Christian Brinch for contributing to the data collection.

Ethics approval

Ethical and data protection approval was given by the Norwegian Centre for Research Data (ID 53715) and the McGill Institutional Review Board (Study number A03-B16-17B) in 2017.

Disclosure statement

The authors report no conflict of interest.

Glossary

Threshold concepts: Are core concepts that learners must understand for learning to progress. Once understood they lead to a qualitatively different view of subject matter and are central to achieving mastery of a subject. According to Meyer and Land (2003), threshold concepts have certain characteristics: They are transformative, in that once understood, they can result in a significant shift in learners’ perception of a subject or how they see the world. They are integrative, allowing connections that were previously hidden come into view (integration is often associated with an ‘Aha!’ moment for learners). Furthermore, they are troublesome as students wrestle cognitively and/or emotionally with their emerging knowledge. This struggle is described as a liminal phase, literally standing on the threshold (limina meaning threshold in Latin). New understandings, once learned, are usually irreversible and unlikely to be forgotten. It is noted that each threshold concept is bounded, demarcated from other conceptual areas (Meyer and Land 2003).

Hilary Neve, Andy Wearn & Tracey Collett (2016) What are threshold concepts and how can they inform medical education?, Medical Teacher, 38:8, 850–853

Additional information

Notes on contributors

Monika Kvernenes

Monika Kvernenes, Ph.D, is an associate professor in medical and health professions education and the Head of Center for Medical Education. She is an experienced faculty developer with research interests in educators’ approaches and emotional responses to teaching, in clinical and university settings.

Eivind Alexander Valestrand

Eivind Alexander Valestrand, M.D, is a physician and a Ph.D. student with a particular interest in professional identity formation at various stages in a doctor's education and career.

Edvin Schei

Edvin Schei, M.D, is a Professor in general practice and medical education, with a long-standing interest in medical philosophy, medical students’ professional identity development, and improving the quality of medical education.

J. Donald Boudreau

J. Donald Boudreau, M.D, is a faculty member in the Institute of Health Sciences Education and a recently retired respirologist/pulmonologist. He has a research interest in clinical methods, professionalism and the philosophy of practice.

Eirik Hugaas Ofstad

Eirik Hugaas Ofstad, M.D, is chief consultant and associate professor in charge of decentralized medical education at Nordland Hospital. He is interested in patient-physician communication, decision-making, mentoring medical students and improving quality of medical education.

Leif Martin Hokstad

Leif Martin Hokstad, M.Ed, is a faculty developer and professor in education with research interests that include threshold concepts in the health professions, architecture and economic studies.