Evaluating and Giving Feedback to Mentors: New Evidence-Based Approaches
Evaluating and Giving Feedback to Mentors: New Evidence-Based Approaches
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DOI：
10.1111/j.1752-8062.2011.00361.x
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发表时间：
2012-02-01
影响因子：
3.9
通讯作者：
Fleming, Michael
中科院分区：
文献类型：
--
作者：
Anderson, Lauren;Silet, Karin;Fleming, Michael
一个全面的指导计划包括各种组成部分。其中最重要的是对导师的持续评估和反馈。学者需要强有力的主动导师，他们具有专业知识、性格、动机、技能以及接受反馈和调整指导方式的能力。评估一位导师的有效性并非易事。学者之间学习需求和学术目标的可变性使得很难制定单一的评估工具或评估导师的标准化程序。学者、导师和项目领导通常不愿意进行正式的评估，因为没有普遍接受的方法。给予反馈的过程往往是困难的，而且关于疗效的经验数据有限。本文提出了一种新的、创新的导师评估方法，包括对学员培训和授权的评估、同伴学习和导师培训、学者倡导、学员对导师的期望、导师自我反思以及学员对导师的评估。中华临床医学杂志2012；卷5:71-77
A comprehensive mentoring program includes a variety of components. One of the most important is the ongoing assessment of and feedback to mentors. Scholars need strong active mentors who have the expertise, disposition, motivation, skills, and the ability to accept feedback and to adjust their mentoring style. Assessing the effectiveness of a given mentor is no easy task. Variability in learning needs and academic goals among scholars makes it difficult to develop a single evaluation instrument or a standardized procedure for evaluating mentors. Scholars, mentors, and program leaders are often reluctant to conduct formal evaluations, as there are no commonly accepted measures. The process of giving feedback is often difficult and there is limited empirical data on efficacy. This article presents a new and innovative six-component approach to mentor evaluation that includes the assessment of mentee training and empowerment, peer learning and mentor training, scholar advocacy, mentee-mentor expectations, mentor self-reflection, and mentee evaluation of their mentor. Clin Trans Sci 2012; Volume 5: 71-77