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Being a mentor for undergraduate medical students enhances personal and professional development
Karolinska Institute.
Söder Sjukhuset.
Linköping University, Department of Behavioural Sciences and Learning. Linköping University, Faculty of Educational Sciences.
Linköping University, Department of Behavioural Sciences and Learning, Studies in Adult, Popular and Higher Education. Linköping University, Faculty of Educational Sciences.
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2010 (English)In: MEDICAL TEACHER, ISSN 0142-159X, Vol. 32, no 2, 148-153 p.Article in journal (Refereed) Published
Abstract [en]

Aim: This study aims to evaluate an undergraduate mentor programme from the mentors perspective, focusing particularly on the effect of mentorship, the relationships between mentoring and teaching and the mentors perceived professional and personal development. Methods: Data was gathered through a questionnaire to all 83 mentors (response rate 75%) and semi-structured interviews with a representative sample of 10 mentors. Results: Findings show, for example, that a majority of respondents developed their teaching as a result of their mentorship and improved their relations with students. Most respondents also claimed that being a mentor led to an increased interest in teaching and increased reflections regarding their own values and work practices. Conclusion: Being a mentor was perceived as rewarding and may lead to both personal and professional development.

Place, publisher, year, edition, pages
2010. Vol. 32, no 2, 148-153 p.
National Category
Social Sciences
Identifiers
URN: urn:nbn:se:liu:diva-54393DOI: 10.3109/01421590903196995ISI: 000274885900017OAI: oai:DiVA.org:liu-54393DiVA: diva2:303545
Available from: 2010-03-12 Created: 2010-03-12 Last updated: 2010-03-12

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Hult, HåkanDahlgren, Lars-Ove

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