Table 1 Principal component analysis of the mentees’ responses (n = 103), factor loadings after rotation, scales and reliability (Cronbach’s α)

 Situation 13. The mentor challenges me to deepen my reflection

 Situation 8. The mentor encourages me to analyse my self-image critically.

 Situation 7. During the progress meetings, the mentor provides feedback about my progress in the competencies and level of reflection

 Situation 18. The mentor encourages open discussion of my personality traits (such as perfectionism; dominant behaviour).

 Situation 4. The mentor challenges me to go beyond the borders of my (sufficient/good) current performance.

 Situation 6. The mentor pays sufficient attention to the discussion of all key and enabling competencies.

 Situation 12. The mentor encourages me to reflect on specific personal experiences.

 Situation 28. The mentor encourages me to reflect on my development (through placements, over the years).

 Situation 23. The mentor especially considers the mentor meeting as an assessment moment, rather than a moment of support.

 Situation 30. The mentor shares his or her thoughts and feelings about incidents that occur during the mentor meetings.

 Situation 31. The mentor pays attention to my emotional experiences (in workplace/private life).

 Situation 36. The mentor shares his or her experiences with me during meetings.

 Situation 38. The mentor discusses my insecurities about the portfolio assessment/assessment feedback.

 Situation 35. The mentor is readily available for contact

 Situation 1. The mentor exhibits professional behaviour. For instance: the mentor came prepared to each meeting; the mentor keeps his/her engagements.

 Situation 9. The mentor tries to build a good rapport with me

 Situation 32. The mentor pays attention to my incentives to study (e.g., motivational ups and downs).

 Situation 25. The mentor discusses my experiences with planning and time management.

 Situation 34. The mentor supported me in forging new, relevant contacts for study and career choice-related purposes.

 Situation 33. The mentor thoroughly discusses lows/ problems with regard to my study progress.

 Situation 21. The mentor discusses the balance between my studies and private life with me.

 Situation 24. The mentor discusses with me my insecuri-ties with respect to the choices I need to make about studies/career.

 Situation 2. The mentor encourages me to learn pro-actively in the workplace/ during study activities.

 Situation 3. The mentor is focused not only on the portfolio, but also on the discussion of personal experiences.

 Situation 17. The mentor encourages open discussion of my personal experiences affecting my studies.

 Situation 10. The mentor helps me to formulate learning objectives in competency domains that are rather thorny (health advocate, for example).

 Situation 5. The mentor discusses how I should treat confidential information about the workplace with care.

 Situation 29. The mentor discusses how he or she will treat confidential information about me.

 Situation 16. The mentor follows up on the attainment of my predefined learning objectives.

 Situation 15. The mentor discusses with me how I can pursue my learning objectives in practice.

 Situation 14. The mentor challenges me to formulate specific and attainable learning objectives.

 Situation 11. The mentor discusses and analyses the results of the progress test with me.

 Situation 26. The mentor challenges me to avail myself of/ use my own qualities, values and strengths.

 Situation 19. The mentor discusses with me how I envision the development of my identity into a doctor.

 Situation 20. The mentor discusses the importance of the portfolio with me.

 Situation 22. For the most part of the meetings the mentor is assuming a guiding role (giving suggestions and advice)

 Situation 27 – The mentor clearly sets the boundaries of his or her support (for instance by means of referral)

 Situation 37 – The mentor is sensitive to my (cultural) background