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      MERIT: a mentor reflection instrument for identifying the personal interpretative framework

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          Abstract

          Background

          Essential to the professional development of mentors is making explicit and critically challenging the knowledge and beliefs underpinning their mentoring practice. This paper reports on the development of a survey instrument called MERIT, MEntor Reflection InstrumenT, which was designed to support mentors’ systematic reflection on the how, what and why of their practice.

          Methods

          In 2019, a twenty-item survey instrument was developed and piloted. Initial validation data ( N = 228) were collected by distributing the survey through the authors’ network. An exploratory factor analysis (EFA) was conducted and internal consistency reliability coefficients were calculated.

          Results

          The Principal Axis EFA with Direct Oblimin rotation (Delta = 0) resulted in four factors: 1) supporting personal development, 2) modelling professional development, 3) fostering autonomy, and 4) monitoring performance. The four factors explained 43% of the total variance of item scores. The Cronbach’s alphas for the subscale scores were between .42 and .75.

          Conclusions

          The MERIT can help mentors reflect on their beliefs and professional knowhow. These reflections can serve as input for the faculty development initiatives mentors undertake, which may ultimately improve their knowledge and skills as a mentor.

          Supplementary Information

          The online version contains supplementary material available at 10.1186/s12909-021-02579-x.

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          Most cited references36

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          Developing questionnaires for educational research: AMEE Guide No. 87

          Anthony R Artino, Jeffrey La Rochelle, Kent J DeZee … (2014)
          In this AMEE Guide, we consider the design and development of self-administered surveys, commonly called questionnaires. Questionnaires are widely employed in medical education research. Unfortunately, the processes used to develop such questionnaires vary in quality and lack consistent, rigorous standards. Consequently, the quality of the questionnaires used in medical education research is highly variable. To address this problem, this AMEE Guide presents a systematic, seven-step process for designing high-quality questionnaires, with particular emphasis on developing survey scales. These seven steps do not address all aspects of survey design, nor do they represent the only way to develop a high-quality questionnaire. Instead, these steps synthesize multiple survey design techniques and organize them into a cohesive process for questionnaire developers of all levels. Addressing each of these steps systematically will improve the probabilities that survey designers will accurately measure what they intend to measure.
          Article 0 comments Cited 237 times – based on 0 reviews     Review now
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            Use of Exploratory Factor Analysis in Published Research: Common Errors and Some Comment on Improved Practice

            R. Henson (2006)
            Article 0 comments Cited 186 times – based on 0 reviews     Review now
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              Mentoring in academic medicine: a systematic review.

              Dario Sambunjak, Sharon E Straus, Ana Marušić (2006)
              Mentoring, as a partnership in personal and professional growth and development, is central to academic medicine, but it is challenged by increased clinical, administrative, research, and other educational demands on medical faculty. Therefore, evidence for the value of mentoring needs to be evaluated. To systematically review the evidence about the prevalence of mentorship and its relationship to career development. MEDLINE, Current Contents, Cochrane Database of Systematic Reviews, Database of Abstracts of Reviews of Effects, Cochrane Central Register of Controlled Trials, PsycINFO, and Scopus databases from the earliest available date to May 2006. We identified all studies evaluating the effect of mentoring on career choices and academic advancement among medical students and physicians. Minimum inclusion criteria were a description of the study population and availability of extractable data. No restrictions were placed on study methods or language. The literature search identified 3640 citations. Review of abstracts led to retrieval of 142 full-text articles for assessment; 42 articles describing 39 studies were selected for review. Of these, 34 (87%) were cross-sectional self-report surveys with small sample size and response rates ranging from 5% to 99%. One case-control study nested in a survey used a comparison group that had not received mentoring, and 1 cohort study had a small sample size and a large loss to follow-up. Less than 50% of medical students and in some fields less than 20% of faculty members had a mentor. Women perceived that they had more difficulty finding mentors than their colleagues who are men. Mentorship was reported to have an important influence on personal development, career guidance, career choice, and research productivity, including publication and grant success. Mentoring is perceived as an important part of academic medicine, but the evidence to support this perception is not strong. Practical recommendations on mentoring in medicine that are evidence-based will require studies using more rigorous methods, addressing contextual issues, and using cross-disciplinary approaches.
              Article 0 comments Cited 155 times – based on 0 reviews     Review now
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                Author and article information

                Contributors
                Lianne M. Loosveld: l.loosveld@maastrichtuniversity.nl
                Journal
                Journal ID (nlm-ta): BMC Med Educ
                Journal ID (iso-abbrev): BMC Med Educ
                Title: BMC Medical Education
                Publisher: BioMed Central (London )
                ISSN (Electronic): 1472-6920
                Publication date (Electronic): 4 March 2021
                Publication date PMC-release: 4 March 2021
                Publication date Collection: 2021
                Volume: 21
                Electronic Location Identifier: 144
                Affiliations
                [1 ]GRID grid.5012.6, ISNI 0000 0001 0481 6099, Department of Educational Development & Research, School of Health Professions Education, Faculty of Health, Medicine and Life Sciences, , Maastricht University, ; Universiteitssingel 60, 6229 ER Maastricht, the Netherlands
                [2 ]GRID grid.5596.f, ISNI 0000 0001 0668 7884, Faculty of Psychology and Educational Sciences, , campus Kulak, University of Leuven, ; Etienne Sabbelaan 51, P.O. Box 7654, 8500 Kortrijk, Belgium
                [3 ]GRID grid.253615.6, ISNI 0000 0004 1936 9510, Department of Health, Human Function, and Rehabilitation Sciences, , The George Washington University School of Medicine and Health Sciences, ; 2600 Virginia Avenue NW, Suite 104, Washington, DC 20037 USA
                Article
                Publisher ID: 2579
                DOI: 10.1186/s12909-021-02579-x
                PMC ID: 7934546
                PubMed ID: 33663496
                SO-VID: 25ca4799-f40e-45a6-9ffe-8bd8c1682dd8
                Copyright © © The Author(s) 2021
                License:

                Open AccessThis article is licensed under a Creative Commons Attribution 4.0 International License, which permits use, sharing, adaptation, distribution and reproduction in any medium or format, as long as you give appropriate credit to the original author(s) and the source, provide a link to the Creative Commons licence, and indicate if changes were made. The images or other third party material in this article are included in the article's Creative Commons licence, unless indicated otherwise in a credit line to the material. If material is not included in the article's Creative Commons licence and your intended use is not permitted by statutory regulation or exceeds the permitted use, you will need to obtain permission directly from the copyright holder. To view a copy of this licence, visit http://creativecommons.org/licenses/by/4.0/. The Creative Commons Public Domain Dedication waiver ( http://creativecommons.org/publicdomain/zero/1.0/) applies to the data made available in this article, unless otherwise stated in a credit line to the data.

                History
                Date received : 10 December 2020
                Date accepted : 16 February 2021
                Categories
                Subject: Research Article
                Custom metadata
                issue-copyright-statement © The Author(s) 2021

                ScienceOpen disciplines: Education
                Keywords: mentoring,systematic reflection,faculty development,personal interpretative framework,survey study
                Data availability:
                ScienceOpen disciplines: Education
                Keywords: mentoring, systematic reflection, faculty development, personal interpretative framework, survey study

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