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Does the training of mentors increase the contact frequency and the quality of support in a portfolio-based teaching module?

Schmidt A, Schwedler A, Hahn EG - GMS Z Med Ausbild (2010)

Bottom Line: One year after the first training, the students rated the trained mentor's support significantly higher than the support by untrained mentors.The evaluation results one year after the intervention imply that trained mentors can intensify their support for the students without requiring more time.The positive development of the evaluation results for both mentor groups during the following three years can be interpreted as a result of the process of exchange between trained and untrained mentors and readjustment among staff.

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Affiliation: Universitätsklinikum Erlangen, Medizinische Klinik 1, Erlangen, Deutschland.

ABSTRACT

Introduction: All over the world, mentors are employed more and more for portfolio-based training modules in order to support the learner's learning- and reflection process.Within the final year of medical education, tertial internal medicine, the University Hospital of Erlangen, Department of Medicine 1 offered trainings for mentors.In the framework of the student's evaluation of this training period it was asked whether and what kind of effect the mentor training has had on the contact frequency between mentor and student and whether it affects how students experience the mentor's support.

Methods: Since spring 2005, the Medizinische Klinik 1 held one-day-long mentor trainings, and in the following two years, about half of the medical staff attended. During the following four years, both trained and untrained mentors participated.At the end of the training section the students evaluated the contact to their mentor with a structured question form. The questions on the contact frequency and how the students experienced the support through the mentor were evaluated for the present study.186 question forms were evaluated; 67 of them related to trained mentors.

Result: One year after the first training, the students rated the trained mentor's support significantly higher than the support by untrained mentors. There was a tendency noted, though not significant, for a higher contact frequency with the trained mentors.During the following three years, the measurable difference between the trained and untrained mentors regarding both items was not significant. In those years, a tendency towards a more intensive support of the students through all mentors was shown.

Discussion: The evaluation results one year after the intervention imply that trained mentors can intensify their support for the students without requiring more time. The positive development of the evaluation results for both mentor groups during the following three years can be interpreted as a result of the process of exchange between trained and untrained mentors and readjustment among staff.

No MeSH data available.


Evaluation of the support experienced by the students from the mentor, educational support was rated between 1 (no, not at all) and 5 (yes, a lot). The error bars represent the 95% confidence interval of the mean difference.While in 2005 the evaluation of trained mentors was significantly above those of the untrained mentors, the evaluation of untrained mentors improved in the subsequent years. This could be an effect of a positive impact on the teaching culture through the measures described.
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Figure 1: Evaluation of the support experienced by the students from the mentor, educational support was rated between 1 (no, not at all) and 5 (yes, a lot). The error bars represent the 95% confidence interval of the mean difference.While in 2005 the evaluation of trained mentors was significantly above those of the untrained mentors, the evaluation of untrained mentors improved in the subsequent years. This could be an effect of a positive impact on the teaching culture through the measures described.

Mentions: One year after the initial training (2005), the contact frequency with trained mentors tended to be higher than with untrained mentors (4.87 vs. 4.55) according to the students but the difference was not significant due to the high dispersion of the values and the influence of a small sample size. For trained mentors, the support experienced by students was significantly higher than for untrained mentors (p <0.01) (see Table 1 (Tab. 1) and Figure 1 (Fig. 1)).


Does the training of mentors increase the contact frequency and the quality of support in a portfolio-based teaching module?

Schmidt A, Schwedler A, Hahn EG - GMS Z Med Ausbild (2010)

Evaluation of the support experienced by the students from the mentor, educational support was rated between 1 (no, not at all) and 5 (yes, a lot). The error bars represent the 95% confidence interval of the mean difference.While in 2005 the evaluation of trained mentors was significantly above those of the untrained mentors, the evaluation of untrained mentors improved in the subsequent years. This could be an effect of a positive impact on the teaching culture through the measures described.
© Copyright Policy - open-access
Related In: Results  -  Collection

License 1 - License 2
Show All Figures
getmorefigures.php?uid=PMC3140371&req=5

Figure 1: Evaluation of the support experienced by the students from the mentor, educational support was rated between 1 (no, not at all) and 5 (yes, a lot). The error bars represent the 95% confidence interval of the mean difference.While in 2005 the evaluation of trained mentors was significantly above those of the untrained mentors, the evaluation of untrained mentors improved in the subsequent years. This could be an effect of a positive impact on the teaching culture through the measures described.
Mentions: One year after the initial training (2005), the contact frequency with trained mentors tended to be higher than with untrained mentors (4.87 vs. 4.55) according to the students but the difference was not significant due to the high dispersion of the values and the influence of a small sample size. For trained mentors, the support experienced by students was significantly higher than for untrained mentors (p <0.01) (see Table 1 (Tab. 1) and Figure 1 (Fig. 1)).

Bottom Line: One year after the first training, the students rated the trained mentor's support significantly higher than the support by untrained mentors.The evaluation results one year after the intervention imply that trained mentors can intensify their support for the students without requiring more time.The positive development of the evaluation results for both mentor groups during the following three years can be interpreted as a result of the process of exchange between trained and untrained mentors and readjustment among staff.

View Article: PubMed Central - HTML - PubMed

Affiliation: Universitätsklinikum Erlangen, Medizinische Klinik 1, Erlangen, Deutschland.

ABSTRACT

Introduction: All over the world, mentors are employed more and more for portfolio-based training modules in order to support the learner's learning- and reflection process.Within the final year of medical education, tertial internal medicine, the University Hospital of Erlangen, Department of Medicine 1 offered trainings for mentors.In the framework of the student's evaluation of this training period it was asked whether and what kind of effect the mentor training has had on the contact frequency between mentor and student and whether it affects how students experience the mentor's support.

Methods: Since spring 2005, the Medizinische Klinik 1 held one-day-long mentor trainings, and in the following two years, about half of the medical staff attended. During the following four years, both trained and untrained mentors participated.At the end of the training section the students evaluated the contact to their mentor with a structured question form. The questions on the contact frequency and how the students experienced the support through the mentor were evaluated for the present study.186 question forms were evaluated; 67 of them related to trained mentors.

Result: One year after the first training, the students rated the trained mentor's support significantly higher than the support by untrained mentors. There was a tendency noted, though not significant, for a higher contact frequency with the trained mentors.During the following three years, the measurable difference between the trained and untrained mentors regarding both items was not significant. In those years, a tendency towards a more intensive support of the students through all mentors was shown.

Discussion: The evaluation results one year after the intervention imply that trained mentors can intensify their support for the students without requiring more time. The positive development of the evaluation results for both mentor groups during the following three years can be interpreted as a result of the process of exchange between trained and untrained mentors and readjustment among staff.

No MeSH data available.