Tensions in mentoring medical students toward self-directed and reflective learning in a longitudinal portfolio-based mentoring system – An activity theory analysis

Figures & data

Table

Practice points

The development of (coaching) mentoring skills is positively influenced by a longitudinal mentoring relationship and presence of an active mentor community. Contextual factors such as the assessment procedure and how the portfolio is used, can lead to tensions in the mentoring process, and less self-direction of learning by the mentee. An active mentor community may resolve tensions that a mentor may experience and support development of mentoring skills, this is especially important for a novice mentor.

Table 1. Set of pre-defined codes, used for the initial template.

1. CONTEXT

a. program-specific factors  b. time spend

2. MEETING THE MENTEE

a. preparation  b. setting agenda  c. portfolio

3. MENTOR ROLE

a. deal with critical incident  b. role boundaries  c. coaching role  d. directing/directive role

4. MENTOR DEVELOPMENT

a. personal learning  b. learned in time

5. OUTCOME FOR MENTEE

a. self-directed learning  b. reflection  c. personal development

Table 2. Student-centered critical incidents.

• Students with poor reflective, self-directed learning styles

• Students resenting reflection or use of the portfolio

• Students not recognizing feedback, poor sense of self

• Students with an imbalance in personal and study time

• Very insecure students

• Perfectionist students

• Students with poor organization/planning skills

• Students only using external factors to explain feedback or (poor) assessment results

Figure 1. Activity systems of the mentoring process.

Table 3. Mentor-centered critical incidents.

• Time constraints

• Uncertainty about assessment procedures

• Feeling an assessor and not a coach

• Differences in how mentors approached certain issues (mentor variability)

•  ‘Parental’ approach in mentoring

• Problems/issues of mentees that are too personal

• Defining mentor-role boundaries

• Biased by certain mentees’ characteristics, or biased by the personal relationship

• Tendency to focus on a mentee-specific problem, overlooking other problems

• A “good student”