MERIT: A mentor reflection instrument for identifying the personal interpretative framework

Lianne M Loosveld; Pascal W M Van Gerven; Erik W Driessen; Eline Vanassche; Anthony R Artino

doi:10.1186/s12909-021-02579-x

MERIT: A mentor reflection instrument for identifying the personal interpretative framework

Lianne M Loosveld^*, Pascal W M Van Gerven, Erik W Driessen, Eline Vanassche, Anthony R Artino

^*Corresponding author for this work

Research output: Contribution to journal › Article › Academic › peer-review

Abstract

BACKGROUND: Essential to the professional development of mentors is making explicit and critically challenging the knowledge and beliefs underpinning their mentoring practice. This paper reports on the development of a survey instrument called MERIT, MEntor Reflection InstrumenT, which was designed to support mentors' systematic reflection on the how, what and why of their practice.

METHODS: In 2019, a twenty-item survey instrument was developed and piloted. Initial validation data (N = 228) were collected by distributing the survey through the authors' network. An exploratory factor analysis (EFA) was conducted and internal consistency reliability coefficients were calculated.

RESULTS: The Principal Axis EFA with Direct Oblimin rotation (Delta = 0) resulted in four factors: 1) supporting personal development, 2) modelling professional development, 3) fostering autonomy, and 4) monitoring performance. The four factors explained 43% of the total variance of item scores. The Cronbach's alphas for the subscale scores were between .42 and .75.

CONCLUSIONS: The MERIT can help mentors reflect on their beliefs and professional knowhow. These reflections can serve as input for the faculty development initiatives mentors undertake, which may ultimately improve their knowledge and skills as a mentor.

Original language	English
Article number	144
Number of pages	8
Journal	BMC Medical Education
Volume	21
Issue number	1
DOIs	https://doi.org/10.1186/s12909-021-02579-x
Publication status	Published - 4 Mar 2021

Keywords

Mentoring
Systematic reflection
Faculty development
Personal interpretative framework
Survey study

Access to Document

10.1186/s12909-021-02579-xLicence: CC BY

Cite this

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title = "MERIT: A mentor reflection instrument for identifying the personal interpretative framework",

abstract = "BACKGROUND: Essential to the professional development of mentors is making explicit and critically challenging the knowledge and beliefs underpinning their mentoring practice. This paper reports on the development of a survey instrument called MERIT, MEntor Reflection InstrumenT, which was designed to support mentors' systematic reflection on the how, what and why of their practice.METHODS: In 2019, a twenty-item survey instrument was developed and piloted. Initial validation data (N = 228) were collected by distributing the survey through the authors' network. An exploratory factor analysis (EFA) was conducted and internal consistency reliability coefficients were calculated.RESULTS: The Principal Axis EFA with Direct Oblimin rotation (Delta = 0) resulted in four factors: 1) supporting personal development, 2) modelling professional development, 3) fostering autonomy, and 4) monitoring performance. The four factors explained 43% of the total variance of item scores. The Cronbach's alphas for the subscale scores were between .42 and .75.CONCLUSIONS: The MERIT can help mentors reflect on their beliefs and professional knowhow. These reflections can serve as input for the faculty development initiatives mentors undertake, which may ultimately improve their knowledge and skills as a mentor.",

keywords = "Mentoring, Systematic reflection, Faculty development, Personal interpretative framework, Survey study",

author = "Loosveld, {Lianne M} and {Van Gerven}, {Pascal W M} and Driessen, {Erik W} and Eline Vanassche and Artino, {Anthony R}",

year = "2021",

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doi = "10.1186/s12909-021-02579-x",

language = "English",

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journal = "BMC Medical Education",

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AU - Loosveld, Lianne M

AU - Van Gerven, Pascal W M

AU - Driessen, Erik W

AU - Vanassche, Eline

AU - Artino, Anthony R

PY - 2021/3/4

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N2 - BACKGROUND: Essential to the professional development of mentors is making explicit and critically challenging the knowledge and beliefs underpinning their mentoring practice. This paper reports on the development of a survey instrument called MERIT, MEntor Reflection InstrumenT, which was designed to support mentors' systematic reflection on the how, what and why of their practice.METHODS: In 2019, a twenty-item survey instrument was developed and piloted. Initial validation data (N = 228) were collected by distributing the survey through the authors' network. An exploratory factor analysis (EFA) was conducted and internal consistency reliability coefficients were calculated.RESULTS: The Principal Axis EFA with Direct Oblimin rotation (Delta = 0) resulted in four factors: 1) supporting personal development, 2) modelling professional development, 3) fostering autonomy, and 4) monitoring performance. The four factors explained 43% of the total variance of item scores. The Cronbach's alphas for the subscale scores were between .42 and .75.CONCLUSIONS: The MERIT can help mentors reflect on their beliefs and professional knowhow. These reflections can serve as input for the faculty development initiatives mentors undertake, which may ultimately improve their knowledge and skills as a mentor.

AB - BACKGROUND: Essential to the professional development of mentors is making explicit and critically challenging the knowledge and beliefs underpinning their mentoring practice. This paper reports on the development of a survey instrument called MERIT, MEntor Reflection InstrumenT, which was designed to support mentors' systematic reflection on the how, what and why of their practice.METHODS: In 2019, a twenty-item survey instrument was developed and piloted. Initial validation data (N = 228) were collected by distributing the survey through the authors' network. An exploratory factor analysis (EFA) was conducted and internal consistency reliability coefficients were calculated.RESULTS: The Principal Axis EFA with Direct Oblimin rotation (Delta = 0) resulted in four factors: 1) supporting personal development, 2) modelling professional development, 3) fostering autonomy, and 4) monitoring performance. The four factors explained 43% of the total variance of item scores. The Cronbach's alphas for the subscale scores were between .42 and .75.CONCLUSIONS: The MERIT can help mentors reflect on their beliefs and professional knowhow. These reflections can serve as input for the faculty development initiatives mentors undertake, which may ultimately improve their knowledge and skills as a mentor.

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