Why the cultural implications of mentoring in Africa might help us to understand mentoring elsewhere.
Why the cultural implications of mentoring in Africa might help us to understand mentoring elsewhere.
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DOI：
10.1111/medu.13061
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发表时间：
2016-06
影响因子：
6
通讯作者：
Girotti JA
中科院分区：
文献类型：
--
作者：
Girotti JA
在这个问题的医学教育，Sawatsky等人1。贡献了一个有价值的发现，以目前的知识指导学术医学。基于Sambunjak提出的生态指导模式，2他们断言，文化因素渗透到指导关系的每一个层面。当我们回顾概念模型的每一层时，“文化”的感叹词似乎是直接而有意义的。例如，在个人层面上，导师和学员的文化背景似乎是指导风格、动机等的内在因素;人际因素涉及关系方面，如相似性、期望一致性和能力;在制度层面，具体领域的文化特征，指导气氛和工作设计可以叠加，以更好地了解关系及其潜在的有效性，最后，（也许是最直接的），文化渗透到作为指导关系一部分的社会因素中。综上所述，我们可以得出这样的结论：在不同的环境中，教师和学生的组成可能不同于一般人口（沿着民族或种族界线，以及在社会经济地位方面，等等），指导可能不会像人们希望的那样容易发展。考虑到这一框架，Sawatsky等人1通过检查撒哈拉以南地区指导关系的文化含义来检验模型。在这样做的时候，他们描述了一个特定的背景下，辅导发生：一个相对较新的学校在一个国家的医生短缺，这是远远大于在该地区的其他国家的经验。在这方面，似乎普遍缺乏关于职业选择的信息，教职员工认为，受训人员往往满足于不太理想的专业职位。相比之下，学生和学员在机构环境中感受到了理解自己崭露头角的职业身份的挑战，这种机构环境对他们的临床主管所扮演的角色发出了混杂的信号，他们被描述为“导师”，但他们的时间受到临床职责的限制，因此他们发现很难投入时间进行指导。
In this issue of Medical Education, Sawatsky et al1. contribute a valuable finding to current knowledge of mentoring in academic medicine. Building on the ecological model of mentoring proposed by Sambunjak, 2 they assert that cultural factors permeate every level of the mentoring relationship. As we review each layer of the conceptual model, the interjection of ‘culture’seems straightforward and meaningful. For example, at the intrapersonal level the cultural backgrounds of mentors and mentees appear to be intrinsic contributors to mentoring style, motivation and so on; interpersonal factors address relational aspects such as similarity, congruency of expectations, and competencies; at the institutional level, the cultural characteristics of specific fields, mentoring climate and work design can be superimposed to better understand relationships and their potential effectiveness, and, finally (and perhaps most directly), culture permeates societal factors that are part and parcel of mentoring relationships. Added together, these lead us to the conclusion that in diverse environments, in which the composition of the faculty and student body may differ from that of the general population (along ethnic or racial lines, and in terms of socio-economic status, etc.), mentoring may not flourish as easily as one might hope.With this framing in mind, Sawatsky et al. 1 put the model to the test by examining the cultural implications of mentoring relationships in a sub-Saharan setting. In doing so, they describe a particular context in which mentoring takes place: a relatively new school in a country with a shortage of physicians that is much larger than that experienced in other nations in the region. In this context, there seems to be a general lack of information on career options and it is the opinion of faculty staff that trainees tend to settle for professional positions that are less than ideal. Students and trainees, by contrast, feel challenged to make sense of their budding professional identities in an institutional setting that sends mixed signals about the roles played by their clinical supervisors, who are described as ‘mentors’ but whose time is constrained by clinical responsibilities and who therefore find it difficult to devote time to mentoring.
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影响因子：
4.7
作者：
Goldie, John
通讯作者：
Goldie, John
影响因子：
6
作者：
Girotti, Jorge A.;Park, Yoon Soo;Tekian, Ara
通讯作者：
Tekian, Ara
影响因子：
--
作者：
Sambunjak, Dario
通讯作者：
Sambunjak, Dario
影响因子：
6
作者：
Sawatsky, Adam P.;Parekh, Natasha;Bui, Thuy
通讯作者：
Bui, Thuy
影响因子：
7.4
作者：
Dickins, Kirsten;Levinson, Dana;Humphrey, Holly J.
通讯作者：
Humphrey, Holly J.