Table 4 Evaluation in student groups in the different years of the program (Year 1–2-3) of situations that were experienced (Table 4a: Question 1) and perception of the mentors’ tasks or responsibilities (Table 4bs: Question 3). Oneway ANOVA statistical analysis with Bonferroni Post-Hoc tests
Situation | Mean ± sem Year 1 | Mean ± sem Year 2 | Mean ± sem Year 3 | ANOVA p value | df | F coef-ficient | Post-hoc Bonferroni testing |
|---|---|---|---|---|---|---|---|
A. The situation was experienced in a mentor meeting (1 = never, 5 = at multiple occasions/ repeatedly), as an indication if the situation was (actually) experienced | |||||||
SCALE 1: Mentor stimulation of reflection | |||||||
4. The mentor challenges me to go beyond the bounds of my (sufficient/good) current performance | 3.69 ± 0.17 | 3.77 ± 0.17 | 4.27 ± 0.13 | 0.025 | 102 | 3.82 | Year 1–3 p = 0.031 |
6. The mentor pays sufficient attention to the discussion of all key and enabling competencies | 3.51 ± 0.17 | 3.94 ± 0.16 | 4.09 ± 0.13 | 0.022 | 102 | 3.96 | Year 1–2 p = 0.025 |
8. The mentor encourages me to analyse my self-image critically. | 4.03 ± 0.15 | 3.68 ± 0.18 | 4.27 ± 0.13 | 0.032 | 102 | 3.55 | Year 2–3 p = 0.028 |
28. The mentor encourages me to reflect on my development (through placements, over the years). | 3.56 ± 0.18 | 3.97 ± 0.18 | 4.48 ± 0.11 | 0.000 | 100 | 8.56 | Year 1–3 p = 0.0001 |
SCALE 2: Mentor presence | |||||||
30. The mentor shares his or her thoughts and feelings about incidents that occur during the mentor meetings. | 2.82 ± 0.19 | 3.27 ± 0.20 | 3.53 ± 0.21 | 0.035 | 100 | 3.48 | Year 1–3 p = 0.033 |
35. The mentor is readily available for contact. | 3.46 ± 0.17 | 4.53 ± 0.13 | 4.09 ± 0.16 | 0.000 | 100 | 11.73 | Year 1–2 p = 0.0001 Year 1–3 p = 0.015 |
SCALE 3: Mentor addressing personal issues | |||||||
24. The mentor discusses with me my insecurities with respect to the choices I need to make about studies/career. | 2.87 ± 0.19 | 2.97 ± 0.20 | 3.66 ± 0.21 | 0.014 | 99 | 4.47 | Year 1–3 p = 0.018 |
36. The mentor shares his or her experiences with me during meetings. | 3.00 ± 0.22 | 3.83 ± 0.15 | 3.78 ± 0.21 | 0.005 | 100 | 5.64 | Year 1–2 p = 0.013 Year 1–3 p = 0.019 |
SCALE 5: Mentor addressing professional identity development | |||||||
26. The mentor challenges me to avail myself of /use my own qualities, values and strengths. | 3.59 ± 0.17 | 4.10 ± 0.14 | 4.15 ± 0.16 | 0.020 | 102 | 4.04 | Year 1–3 p = 0.036 |
19. The mentor discusses with me how I envision the development of my identity into a doctor | 2.67 ± 0.17 | 3.35 ± 0.16 | 3.91 ± 0.17 | 0.000 | 102 | 14.16 | Year 1–2 p = 0.015 Year 1–3 p = 0.0001 |
Not part of a scale | |||||||
22. For the most part of the meetings the mentor is assuming a guiding role (giving suggestions and advice). | 3.18 ± 0.16 | 3.52 ± 0.21 | 2.76 ± 0.19 | 0.020 | 102 | 4.08 | Year 2–3 p = 0.016 |
B. It is mentors’ responsibility/ job to take action when this situation occurs (1 = disagree, not the mentors’ responsibility, 3 = sometimes, depends on the situation, 5 = agree, this should always be discussed, the mentor should act), as an indication of what behaviour or function was perceived as important. | |||||||
SCALE 1: Mentor stimulation of reflection | |||||||
18. The mentor encourages open discussion of my personality traits (such as perfectionist behaviour; dominant behaviour). | 4.31 ± 0.13 | 3.90 ± 0.13 | 4.39 ± 0.12 | 0.026 | 101 | 3.80 | Year 2–3 p = 0.034 |
SCALE 2: Mentor presence | |||||||
30. The mentor shares his or her thoughts and feelings about incidents that occur during the mentor meetings. | 3.13 ± 0.14 | 3.37 ± 0.16 | 3.81 ± 0.21 | 0.016 | 100 | 4.34 | Year 1–3 p = 0.013 |
31. The mentor pays attention to my incentives to study (e.g., motivational ups and downs). | 3.77 ± 0.15 | 3.67 ± 0.18 | 4.28 ± 0.16 | 0.024 | 100 | 3.87 | Year 2–3 p = 0.037 |
36. The mentor shares his or her experiences with me during meetings | 2.85 ± 0.20 | 3.47 ± 0.18 | 3.53 ± 0.22 | 0.027 | 100 | 3.75 | Year 1–3 p = 0.048 |
SCALE 3: Mentor addressing personal issues | |||||||
3. The mentor is focused not only on the portfolio, but also on the discussion of personal experiences | 4.23 ± 0.12 | 3.45 ± 0.19 | 4.33 ± 0.14 | 0.000 | 102 | 10.13 | Year 1–2 p = 0.001 Year 2–3 p = 0.0001 |
21. The mentor discusses the balance between my studies and private life with me | 3.85 ± 0.16 | 3.68 ± 0.18 | 4.42 ± 0.12 | 0.003 | 102 | 6.13 | Year 1–3 p = 0.024 Year 2–3 p = 0.004 |
SCALE 4: Mentor stimulating conditions and perspectives for behavioural change | |||||||
5. The mentor discusses how I should treat confidential information about the workplace with care | 2.95 ± 0.19 | 2.67 ± 0.19 | 2.12 ± 0.21 | 0.011 | 100 | 4.70 | Year 1–3 p = 0.009 |
SCALE 5: Mentor addressing professional identity development | |||||||
19. The mentor discusses with me how I envision the development of my identity into a doctor. | 3.69 ± 0.17 | 3.74 ± 0.17 | 4.33 ± 0.13 | 0.009 | 102 | 4.93 | Year 1–3 p = 0.014 Year 2–3 p = 0.039 |
26. The mentor challenges me to avail myself of / use my own qualities, values and strengths. | 4.13 ± 0.11 | 4.26 ± 0.12 | 4.55 ± 0.10 | 0.022 | 102 | 3.95 | Year 1–3 p = 0.020 |
Not part of a scale | |||||||
22. For the most part of the meetings the mentor is assuming a guiding role (giving suggestions and advice). | 3.41 ± 0.17 | 3.55 ± 0.20 | 2.70 ± 0.19 | 0.004 | 102 | 5.94 | Year 1–3 p = 0.018 Year 2–3 p = 0.006 |