Table 1.

Mean (M) and standard deviation (SD) per evaluation item for both mentor and students

Statements	Students			Mentors
	2017–2018	2018–2019		2017–2018	2018–2019
	1st year (n = 64)	1st year (n = 73)	2nd year (n = 27)	1st year (n = 17)	1st year (n = 20)	2nd year (n = 19)
	M (SD)	M (SD)	M (SD)	M (SD)	M (SD)	M (SD)
Themes
The themes discussed during the workshops are good starting points for my [students’] reflection about the development of my [their] professional identity	3.32 (0.62)	3.18 (0.63)	3.04 (0.65)	3.76 (0.44)	3.95 (0.22)	3.63 (0.60)
Portfolio
Once completed, the portfolio helps me reflect on the development of my practice and my professional identity	2.13 (0.93)	2.66 (0.84)	2.37 (0.88)	N/A	N/A	N/A
For most of the students, the portfolio helps support and record reflections on their practice and professional identity	N/A	N/A	N/A	2.82 (1.01)	3.05 (0.69)	2.68 (0.67)
Relationship with the mentor
The mentor fosters a climate of openness that is conducive to learning	3.42 (0.79)	3.48 (0.80)	3.74 (0.45)	N/A	N/A	N/A
The meetings with my mentor help me improve my reflection skills	3.47 (0.76)	3.37 (0.86)	3.70 (0.54)	N/A	N/A	N/A
My relationship with my mentor is satisfactory	3.41 (0.79)	3.40 (0.97)	3.74 (0.53)	N/A	N/A	N/A
Development of reflection skills (General appreciation)
I feel comfortable sharing my reflections during the course; I don’t hold anything back	3.16 (0.82)	3.08 (0.94)	3.26 (0.76)	N/A	N/A	N/A
The evaluation of the course is a source of feedback that contributes to my reflection on the development of my practice and my professional identity	2.97 (0.85)	3.03 (0.85)	2.81 (0.74)	N/A	N/A	N/A
Overall, the students embrace reflective practice	N/A	N/A	N/A	2.94 (0.83)	3.10 (0.64)	3.04 (0.52)
The proposed activities generally encourage the students to engage in their reflective practice	N/A	N/A	N/A	3.35 (0.70)	N/A	N/A