Table 2.

Model of mentoring approaches and conflicts of roles in a multiple‐role mentoring system

Predominant mentoring approaches	Mentor–menteerelationship	Characteristic factors				Conflict of roles
		Mentors’ strategies	Primary focus on mentoring	Extent of students’ agency	Perception of the feedback and assessment system
Empowering	Partnership	Reflective, mirroring student's behaviour	A holistic approach to the development of students’ personal and professional identity	The student is given considerable agency by the mentor	A support in the mentor role	No: different roles are considered to be a surplus
Checking	Instrumental	Observe, ticking boxes	A check of what the assessment programme prescribes and whether performance standards are met	The student is granted full agency by the mentor	A purpose in itself	No: different roles are considered to be a surplus
Directing	Faculty‐centred	Authoritative, telling students what to do	Give direction on what it takes to become and be a doctor	The student is given a low degree of agency, whereas the mentor steers and has a high degree of agency	A defective system that is not trusted	Yes: mentors feel uncomfortable advising on a student's level