Table 2.
Overview (Top 10) of high scoring situations that were experienced (Table 2a: Question 1) and perception of the mentors’ tasks or responsibilities (Table 2b: Question 3)
| Mentee (n = 103) | Mentor (n = 20) | |
|---|---|---|
| A. The situation was experienced in a mentor meeting (1 = never, 5 = at multiple occasions/ repeatedly), as an indication if the situation or critical incident was (actually) experienced. In brackets are the mean ± sem). | ||
| 1 | Situation 1 – The mentor exhibits professional behaviour (4.37 ± 0.07) Scale 2: Mentor presence |
Situation 10 – The mentee has difficulty translating a specific key or enabling competency (such as health advocate) into learning objectives (4.40 ± 0.13) (Scale 4) |
| 2 | Situation 23 – The mentor especially considers the mentor meeting (‘not’) as an assessment moment, rather than a moment of support (4.30 ± 0.09) > Reversed calculation given the negative verbalization Scale 1: Mentor stimulation of reflection |
Situation 13 – Reflections by the mentee fall short of depth. For example: does not identify any strengths/weaknesses, analysis of strengths/weaknesses is too shallow, does not identify any patterns (4.30 ± 0.24) (Scale 1) |
| 3 | Situation 9 – The mentor tries to build a good rapport with me (4.24 ± 0.09) Scale 2: Mentor presence |
Situation 20 – The mentee mainly sees the portfolio as an obligation (4.20 ± 0.17) (No scale) |
| 4 | Situation 3 –The mentor is focused not only on the portfolio, but also on the discussion of personal experiences (4.23 ± 0.09) Scale 3: Mentor addressing personal issues |
Situation 25 – The mentee has problems with planning and time management (4.00 ± 0.25) (Scale 3) |
| 5 | Situation 13 – The mentor challenges me to deepen my reflection (4.21 ± 0.09) Scale 1: Mentor stimulation of reflection |
Situation 11 – The results obtained by the mentee for the progress test are unsatisfactory (4.00 ± 0.24) (Scale 4) |
| 6 | Situation 7 – During the progress meetings, the mentor provides feed-back about my progress in the competencies and level of reflection (4.13 ± 0.10) Scale 1: Mentor stimulation of reflection |
Situation 21 – The mentee has difficulty finding the right balance be-tween studies and private life (3.95 ± 0.22) (Scale 3) |
| 7 | Situation 25 – The mentor discusses my experiences with planning and time management (4.08 ± 0.09) Scale 3: Mentor addressing personal issues |
Situation 14 – The learning objectives formulated by the mentee lack specificity. For instance, learning objectives remain general and are not grounded in sound reflection on experiences (3.95 ± 0.20) (Scale 4) |
| 8 | Situation 18 – The mentor encourages open discussion of my personality traits (4.03 ± 0.10) Scale 3: Mentor addressing personal issues | Situation 38 – The mentee is insecure about assessment/assessment feedback (3.80 ± 0.27) (Scale 2) |
| 9 | Situation 12 – The mentor encourages me to reflect on specific personal experiences (4.02 ± 0.10). Scale 1: Mentor stimulation of reflection |
Situation 18 – The mentee has a distinctive personality (perfectionist, dominant, for example (3.80 ± 0.25) (Scale 1) |
| 10 | Situation 17 – The mentor encourages open discussion of my personal experiences affecting my studies (4.00 ± 0.10) Scale 3: Mentor addressing personal issues |
Situation 27 - The mentee expects (not) too much of the mentor (is not aware of the limits to the support) (3.80 ± 0.23 > reversed) (Not part of scale) |
| B. It is mentors’ responsibility/ job to take action when this situation occurs (1 = disagree, not the mentors’ responsibility, 3 = sometimes, depends on the situation, 5 = agree, this should always be discussed, the mentor should act). In brackets are the mean ± sem. | ||
| 1 | Situation 1 - The mentor exhibits professional behaviour (4.75 ± 0.05) Scale 2: Mentor presence |
Situation 14 - The learning objectives formulated by the mentee lack specificity (4.25 ± 0.16) (Scale 4) |
| 2 | Situation 7 - During the progress meetings, the mentor provides feedback about my progress in the competencies and level of reflection (4.71 ± 0.05) Scale 1: Mentor stimulation of reflection |
Situation 13 - Reflections by the mentee fall short of depth (4.20 ± 0.19) (Scale 1) |
| 3 | Situation 13 - The mentor challenges me to deepen my reflection (4.54 ± 0.06) Scale 1: Mentor stimulation of reflection |
Situation 6 – The mentee is mainly focused on one or a few key or enabling competencies, which comes at the expense of the discussion of other key or enabling competencies (4.20 ± 0.14) (Scale 1) |
| 4 | Situation 35 - The mentor is readily available for contact. (4.49 ± 0.06) Scale 2: Mentor presence |
Situation 8 - The mentee is not reflective. For example: denies his or her own part in certain happenings; keeps stuck in own perspective and his or her self-image is not reflected in the feedback received from others (4.05 ± 0.19) (Scale 1) |
| 5 | Situation 14 – The mentor challenges me to formulate specific and attainable learning objectives (4.41 ± 0.07) Scale 4: Mentor stimulating conditions and perspectives for behavioural change |
Situation 5 – The mentee does not treat confidential information obtained in the workplace with care (4.00 ± 0.28) (Scale 4) |
| 6 | Situation 6 – The mentor pays sufficient attention to the discussion of all key and enabling competencies (4.33 ± 0.08) Scale 1: Mentor stimulation of reflection |
Situation 1 - The mentee does not exhibit any professional behaviour. For instance: insufficient preparation by mentee of mentor meeting or portfolio; does not keep his/her engagements (4.00 ± 0.16) (Scale 2) |
| 7 | Situation 26 – The mentor challenges me to avail myself of / use my own qualities, values and strengths (4.30 ± 0.06) Scale 5: Mentor addressing professional identity development |
Situation 2 – The mentee is little proactive in the workplace (3.85 ± 0.22) (Scale 3) |
| 8 | Situation 10 – The mentor helps me to formulate learning objectives in competency domains that are rather thorny (4.27 ± 0.08) Scale 4: Mentor stimulating conditions and perspectives for behavioural change |
Situation 11 - The results obtained by the mentee for the progress test are unsatisfactory (3.85 ± 0.23) (Scale 4) |
| 9 | Situation 16 – The mentor follows up on the attainment of my predefined learning objectives (4.27 ± 0.07) Scale 4: Mentor stimulating conditions and perspectives for behavioural change |
Situation 25 - The mentee has problems with planning and time management (3.80 ± 0.23) (Scale 3) |
| 10 | Situation 28 – The mentor encourages me to reflect on my development (through placements, over the years) (4.25 ± 0.07) Scale 1: Mentor stimulation of reflection |
Situation 3 - The mentee is focused only on the portfolio, and less on the discussion of personal experiences (3.80 ± 0.21) (Scale 3) |