Medical
education lecture written and prepared by Professor Omar Hasan Kasule Sr for
medical students on November 13, 2014.
Relevant weekly objectives
·
Use
active, self-directed learning and reflective practice effectively in his/her
studies.
·
Utilize
essential mentoring and e-portfolio skills for his/her personal and
professional development.
Learning Objectives
·
Define
mentoring and e-portfolio.
·
Outline
the benefits of mentoring and e-portfolio.
·
Describe
the roles and responsibilities of mentors and mentees.
·
Describe
potential phases in the mentoring relationship and e-portfolio.
·
Utilize
some tools to help manage the mentoring relationship.
MENTORING REFERENCES 1
·
Frei E
et al.Mentoring programs for medical
students--a review of the PubMed literature 2000-2008. BMC Med Educ.
2010 Apr 30;10:32.
·
Rose GL
et al., Rukstalis MR,
Schuckit MA.
Informal mentoring between faculty
and medical students. Acad Med.
2005 Apr;80(4):344-8.
MENTORING REFERENCES 2
·
Barker ER.
Mentoring--a complex relationship.
J Am Acad
Nurse Pract. 2006 Feb;18(2):56-61.
·
Dekker H,
Driessen E,
Ter Braak E,
Scheele F,
Slaets J,
Van Der Molen
T, Cohen-Schotanus
J. Mentoring portfolio use in
undergraduate and postgraduate medical education. Med Teach. 2009 Oct;31(10):903-9.
MENTORING REFERENCES 3
·
Nurs Stand.
2014 Sep 29;29(4):73. Student life
- The portfolio is your key to self-development. McMullan M.
·
BMC Med Educ.
2014 Sep 20;14:197. The
reliability and validity of a portfolio designed as a programmatic assessment
of performance in an integrated clinical placement. Roberts C1,
Shadbolt N,
Clark T,
Simpson P.
·
Am J Pharm Educ. 2013 May
13;77(4):81. A
mentor-based portfolio program to evaluate pharmacy students' self-assessment
skills. Kalata LR1,
Abate MA.
·
BMC Med Educ.
2013 May 6;13:65. An electronic
portfolio for quantitative assessment of surgical skills in undergraduate
medical education.Sánchez Gómez
S1, Ostos EM,
Solano JM,
Salado TF.
MENTORING
PROGRAMS FOR MEDICAL STUDENTS: BACKGROUND:
·
Although
mentoring is acknowledged as a key to successful and satisfying careers in
medicine, formal mentoring programs for medical students are lacking in most
countries.
·
Within
the framework of planning a mentoring program for medical students at Zurich
University, an investigation was carried out into what types of programs exist,
what the objectives pursued by such programs are, and what effects are
reported.
·
BMC Med
Educ. 2010 Apr 30;10:32.
MENTORING
PROGRAMS FOR MEDICAL STUDENTS: METHODS:
·
A PubMed
literature search was conducted for 2000 - 2008 using the following keywords or
their combinations: mentoring, mentoring program, medical student, mentor,
mentee, protégé, mentorship.
·
Although
a total of 438 publications were identified, only 25 papers met the selection
criteria for structured programs and student mentoring surveys.
·
BMC Med
Educ. 2010 Apr 30;10:32.
MENTORING
PROGRAMS FOR MEDICAL STUDENTS: RESULTS 1:
·
The
mentoring programs reported in 14 papers aim to provide career counseling,
develop professionalism, increase students' interest in research, and support
them in their personal growth.
·
There
are both one-to-one and group mentorships, established in the first two years
of medical school and continuing through graduation.
·
The
personal student-faculty relationship is important in that it helps students to
feel that they are benefiting from individual advice and encourages them to
give more thought to their career choices.
·
BMC Med
Educ. 2010 Apr 30;10:32.
MENTORING
PROGRAMS FOR MEDICAL STUDENTS: RESULTS 2:
·
Other
benefits are an increase in research productivity and improved medical school
performance in general. Mentored students also rate their overall well-being as
higher.
·
The 11
surveys address the requirements for being an effective mentor as well as a
successful mentee. A mentor should empower and encourage the mentee, be a role
model, build a professional network, and assist in the mentee's personal
development.
·
A mentee
should set agendas, follow through, accept criticism, and be able to assess
performance and the benefits derived from the mentoring relationship.
·
BMC Med
Educ. 2010 Apr 30;10:32.
MENTORING
PROGRAMS FOR MEDICAL STUDENTS: CONCLUSION:
·
Mentoring
is obviously an important career advancement tool for medical students.
·
In
Europe, more mentoring programs should be developed, but would need to be
rigorously assessed based on evidence of their value in terms of both their
impact on the career paths of juniors and their benefit for the mentors.
·
Medical
schools could then be monitored with respect to the provision of mentorships as
a quality characteristic.
·
BMC Med
Educ. 2010 Apr 30;10:32.
INFORMAL
MENTORING 1
·
Mentoring
skills are valuable assets for academic medicine faculty, who help shape the
professionalism of the next generation of physicians.
·
Mentors
are role models who also act as guides for students' personal and professional
development over time.
·
Mentors
can be instrumental in conveying explicit academic knowledge required to master
curriculum content.
·
Acad
Med. 2005 Apr;80(4):344-8.
INFORMAL
MENTORING 2
·
Importantly,
they can enhance implicit knowledge about the "hidden curriculum" of
professionalism, ethics, values and the art of medicine not learned from texts.
·
In many
cases, mentors also provide emotional support and encouragement.
·
The
relationship benefits mentors as well, through greater productivity, career
satisfaction, and personal gratification.
·
Maximizing
the satisfaction and productivity of such relationships entails self-awareness,
focus, mutual respect, and explicit communication about the relationship.
·
Acad
Med. 2005 Apr;80(4):344-8.
MENTORING RELATIONS 1
·
Research
studies from nursing as well as other disciplines and personal experience as a
mentor and protégé.
·
Mentoring
is a dynamic and complex relationship that can support growth, increase
synergy, and develop ways to succeed as an APN.
·
Before
entering into the relationship, care should be taken to assure compatibility
between the mentor and the protégé.
·
Major
pitfalls include poor communication patterns and inadequate identification of
objectives.
·
J Am
Acad Nurse Pract. 2006 Feb;18(2):56-61.
MENTORING RELATIONS 2
·
Keys for
repair or termination of the relationship include personal introspection,
honest and nonblaming communication, and development of alternative support
networks.
·
Successful
mentoring relationships improve professional growth, competency, and
productivity. They also form the basis for ongoing preparation of a new
generation of APNs.
·
J Am
Acad Nurse Pract. 2006 Feb;18(2):56-61.
PORTOFOLIO AND
MENTORING 1
·
Mentoring
is widely acknowledged as being crucial for portfolio learning.
·
The aim
of this study is to examine how mentoring portfolio use has been implemented in
undergraduate and postgraduate settings.
·
The
results of interviews with six key persons involved in setting up portfolio use
in medical education programmes were used to develop a questionnaire, which was
administered to 30 coordinators of undergraduate and postgraduate portfolio
programmes in the Netherlands and Flanders.
·
Med
Teach. 2009 Oct;31(10):903-9.
PORTOFOLIO AND
MENTORING 2
·
The
interviews yielded four main aspects of the portfolio mentoring
process--educational aims, individual meetings, small group sessions and mentor
characteristics.
·
Based on
the questionnaire data, 16 undergraduate and 14 postgraduate programmes were
described.
·
Providing
feedback and stimulating reflection were the main objectives of the mentoring
process.
·
Med Teach.
2009 Oct;31(10):903-9.
PORTOFOLIO AND
MENTORING 2
·
Individual
meetings were the favourite method for mentoring (26 programmes).
·
Small
group sessions to support the use of portfolios were held in 16 programmes,
mostly in the undergraduate setting.
·
In
general, portfolio mentors were clinically qualified academic staff trained for
their mentoring tasks.:
·
This
study provides a variety of practical insights into implementing mentoring
processes in portfolio programmes.
·
Med
Teach. 2009 Oct;31(10):903-9.
PROTOCOL and SELF DEVELOPMENT
·
The
Nursing and Midwifery Council requires all registered nurses to maintain a
portfolio to record their post-registration education and practice (PREP).
·
At its
most basic, a portfolio is a collection of evidence.
·
In
nursing education, however, a portfolio represents a dynamic record of
learning, progress and achievement.
·
Developing
a portfolio can be a catalyst for students' professional and personal growth,
particularly through the process of reflective practice and critical analysis
of the evidence you provide.
·
Nurs
Stand. 2014 Sep 29;29(4):73.
PROTOCOL AS ASSESSMENT
·
A
portfolio designed as a programmatic assessment of an integrated clinical
placement has sufficient evidence of validity to support a specific
interpretation of student scores around passing a clinical placement.
·
It has
modest precision in assessing students' achievement of a competency standard.
There were identifiable areas for reducing measurement error and providing more
·
certainty
around decision-making.
·
Reducing
the measurement error would require engaging with the student body on the value
of the tasks, more focussed academic and clinical supervisor training, and
revisiting the rubric of the assessment in the light of feedback.
·
BMC Med
Educ. 2014 Sep 20;14:197
PORTOFOLIO AS SELF ASSESSMENT
·
An
electronic portfolio using mentors based inside and outside the school provided
students with many opportunities to practice their self-assessment skills.
·
This
system represents a useful method of incorporating self-assessments into the
curriculum that allows for feedback to be provided to the students.
·
Am J
Pharm Educ. 2013 May 13;77(4):81.
e-PORTOFOLIO TO ASSESS SKILLS
·
Medical
students reported that use of an electronic portfolio that provided
quantitative feedback on their progress was useful when the number and
complexity of targets were appropriate, but not when the portfolio offered only
formative evaluations based on reflection.
·
Students
felt that use of the e-Portfolio guided their learning process by indicating
knowledge gaps to themselves and teachers.
·
BMC Med
Educ. 2013 May 6;13:65.
