Cultural implications of mentoring in sub-Saharan Africa: a qualitative study
Cultural implications of mentoring in sub-Saharan Africa: a qualitative study
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DOI：
10.1111/medu.12999
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发表时间：
2016-06-01
影响因子：
6
通讯作者：
Bui, Thuy
中科院分区：
文献类型：
--
作者：
Sawatsky, Adam P.;Parekh, Natasha;Bui, Thuy
尽管许多研究已经证明了指导在学术医学中的益处，但概念性的理解仅限于在北美和欧洲进行的研究。学术医学指导的生态模型可以为更广泛地理解文化在指导中的作用提供结构。目的本研究的目的是探讨文化在马拉维大学医学院师徒关系发展和维持中的作用。方法采用深度、半结构化访谈和专题分析的定性研究方法，探讨研究机构的师友关系的意义。采用标准抽样来确定和招募医学生、实习生、登记员和教员。研究小组成员通过开放编码开发了一个代码本，并将其应用于所有采访记录。主题分析用于根据生态模型识别和分类主题。结果来自马拉维两个主要中心的46名参与者接受了采访。主题被确定在三个领域：个人的；人际关系和制度。人际关系的主题包括马拉维人的礼貌、指导需求、友善和乐于助人。人际关系的主题包括理解导师的角色，尊重长辈，个人和职业界限，以及对他人的看法。制度主题包括主管与导师、时间压力、关于培训范围的紧张关系，以及指导周期。结论：本研究强调了文化对研究机构提供师徒关系的优势和挑战。它还强调了文化在指导中的核心作用，并提出了学术医学指导的更新模型。这种模式可以为未来的指导研究提供信息，并可以作为在撒哈拉以南非洲地区提供指导教师发展的更大努力的一种模式。
CONTEXT Although many studies have demonstrated the benefits of mentoring in academic medicine, conceptual understanding has been limited to studies performed in North America and Europe. An ecological model of mentoring in academic medicine can provide structure for a broader understanding of the role of culture in mentoring.OBJECTIVE The goal of this study was to explore the role of culture in the development and maintenance of mentoring relationships within the context of the University of Malawi College of Medicine.METHODS A qualitative study using in-depth, semi-structured interviews and thematic analysis was conducted to explore the meaning of mentorship at the study institution. Criterion sampling was used to identify and recruit medical students, interns, registrars and faculty members. Study team members developed a codebook through open coding and applied it to all interview transcripts. Thematic analysis was used to identify and categorise themes according to an ecological model.RESULTS A total of 46 participants from two major centres in Malawi were interviewed. Themes were identified within three domains: the intrapersonal; the interpersonal, and the institutional. Intrapersonal themes included Malawian politeness, mentoring needs, and friendliness and willingness to help. Interpersonal themes included understanding the role of the mentor, respect for elders, personal and professional boundaries, and perceptions of others. Institutional themes included the supervisor versus mentor, time pressures, tension about the scope of training, and the mentoring cycle.CONCLUSIONS This study highlights the strengths of and challenges imposed by culture to the provision of mentoring relationships at the study institution. It also highlights the central role of culture in mentoring and proposes an updated model for mentoring in academic medicine. This model can inform future research on mentoring and may serve as a model in the larger effort to provide faculty development in mentoring across sub-Saharan Africa.