| Peer mentoring in doctor performance assessment: strategies, obstacles and benefits. | |
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MedLine Citation:
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PMID: 20040054 Owner: NLM Status: MEDLINE |
Abstract/OtherAbstract:
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CONTEXT: Mentors are increasingly involved in doctor performance assessments. Mentoring seems to be a key determinant in achieving the ultimate goal of those assessments, namely, improving doctor performance. Little is known, however, about how mentors perceive and fulfil this role. OBJECTIVE: The aim of this paper is to expand understanding of the role of mentors in performance assessment. METHODS: Thirty-eight mentors undertook formative performance assessments of their peers in a pilot study. A mixed-methods design was used, consisting of a postal survey (n = 28) and qualitative interviews with a subset of mentors (n = 11). Individual semi-structured interviews were completed and transcripts were analysed by two researchers using a grounded theory approach. RESULTS: The results of the survey showed that 89% of mentors intended to continue in their mentorship role. Interviews revealed that mentors used several strategies in the assessments, including: contrasting and collating information; posing reflective questions, and goal setting. Mentors experienced difficulty in disregarding their views of the doctors evaluated. Some mentors noticed obstacles with specific interview skills such as 'paying attention to their colleagues' strengths' and 'enabling doctors to find their own solutions'. Mentors reported that they and their organisations benefited from the assessments. The perceived benefits included: improved interview skills; increased solidarity, and increased mutual respect. CONCLUSIONS: The study provides insights into what mentors can do to increase the chance that externally derived information is integrated into doctors' self-assessments. Mainly, mentors used strategies aimed at effectively delivering feedback and encouraging reflection. However, we found that mentors who took part in our study appeared to struggle with a number of obstacles related to: time investment; familiarity with the doctor assessed, and the acquiring of specific interview skills. |
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Authors:
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Karlijn Overeem; Erik W Driessen; Onyebuchi A Arah; Kiki M J M H Lombarts; Hub C Wollersheim; Richard P T M Grol |
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Publication Detail:
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Type: Journal Article; Multicenter Study Date: 2009-12-21 |
Journal Detail:
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Title: Medical education Volume: 44 ISSN: 1365-2923 ISO Abbreviation: Med Educ Publication Date: 2010 Feb |
Date Detail:
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Created Date: 2010-07-26 Completed Date: 2010-10-01 Revised Date: - |
Medline Journal Info:
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Nlm Unique ID: 7605655 Medline TA: Med Educ Country: England |
Other Details:
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Languages: eng Pagination: 140-7 Citation Subset: IM |
Affiliation:
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IQ healthcare, Radboud University Nijmegen Medical Centre, Nijmegen, The Netherlands. k.overeem@iq.umcn.nl |
Export Citation:
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| MeSH Terms | |
Descriptor/Qualifier:
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Attitude of Health Personnel Clinical Competence* Cross-Sectional Studies Education, Medical, Continuing / organization & administration* Female Humans Male Mentors* / psychology Netherlands Peer Group* Pilot Projects Questionnaires |
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