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141113L - MENTORING AND E-PORTOFOLIO

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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.
See comment in PubMed Commons below
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.