Measuring the effectiveness of faculty mentoring relationships
Measuring the effectiveness of faculty mentoring relationships
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DOI：
10.1097/00001888-200501000-00017
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发表时间：
2005-01-01
影响因子：
7.4
通讯作者：
Yeo, TP
中科院分区：
文献类型：
--
作者：
Berk, RA;Berg, J;Yeo, TP
“导师”是一个在学术医学中广泛使用的术语，但在操作定义上没有达成共识。此外，很少报告评估辅导效果的标准。本文介绍了一个特设教师指导委员会的工作，其任务是定义“导师制”，指定具体的特点和责任的导师是可衡量的，并开发新的工具来评估的有效性的指导关系。该委员会开发了两种工具：导师简介问卷，从学员的角度描述了导师关系的特征和结果测量，以及导师有效性量表，一个12项6点同意-不同意格式的Likert类型评级量表，评估导师的12个行为特征。对这些文书作了解释并提供了副本。心理测量学问题，包括内容相关的有效性证据的重要性，由于默许和光环效应的反应偏差，以及收集可靠性证据的局限性，在导师-学员关系的背景下进行检查。最后提出了今后研究的方向。
"Mentor" is a term widely used in academic medicine but for which there is no consensus on an operational definition. Further, criteria are rarely reported for evaluating the effectiveness of mentoring. This article presents the work of an Ad Hoc Faculty Mentoring Committee whose tasks were to define "mentorship," specify concrete characteristics and responsibilities of mentors that are measurable, and develop new tools to evaluate the effectiveness of the mentoring relationship. The committee developed two tools: the Mentorship Profile Questionnaire, which describes the characteristics and outcome measures of the mentoring relationship from the perspective of the mentee, and the Mentorship Effectiveness Scale, a 12-item six-point agree-disagree-format Likert-type rating scale, which evaluates 12 behavioral characteristics of the mentor. These instruments are explained and copies are provided. Psychometric issues, including the importance of content-related validity evidence, response bias due to acquiescence and halo effects, and limitations on collecting reliability evidence, are examined in the context of the mentor-mentee relationship. Directions for future research are suggested.