Knowing Me Knowing You—Mentorship in Hospital Placement
Respondents suggested that the intervention had shifted their attitudes: Participants realized that establishing contact and actively collaborating with the students, also beyond the mentor's primary team, were beneficial for both students and mentors without demanding additional sacrifices of time or energy. However, the initiative did not manage to change organizational structures or create motivation in mentors to pursue further pedagogic development, underscoring the need to address structural barriers and promote a growth-oriented mindset among mentors.
Authors
- Edvin Schei (ORCID: https://orcid.org/0000-0002-7826-4124)
- Monika Kvernenes (ORCID: https://orcid.org/0000-0002-6042-6383)
- Hilde Grimstad (ORCID: https://orcid.org/0000-0001-7569-7787)
- Terese Stenfors (ORCID: https://orcid.org/0000-0002-0854-8631)
- Tim Dornan (ORCID: https://orcid.org/0000-0001-7830-0183)
- Cathinka Thyness (ORCID: https://orcid.org/0000-0002-8838-9967)
Institutions
- Queen's University Belfast (GB)
- Norwegian Institute of Public Health (NO)
- Norwegian University of Science and Technology (NO)
- Karolinska Institutet (SE)
- Queens University (BD)
- Trondheim Kommune (NO)
- Primary Health Care (QA)
- University of Bergen (NO)
Publication Details
- Journal
- The Clinical Teacher
- Published
- 2025-10-21
- DOI
- https://doi.org/10.1111/tct.70230
- Citations
- 5
- Primary Topic
- Innovations in Medical Education
- Type
- article
- Field-Weighted Citation Impact
- 9.39