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The Munich-Evaluation-of-Mentoring-Questionnaire (MEMeQ)--a novel instrument for evaluating proteges' satisfaction with mentoring relationships in medical education.

ABSTRACT: Despite the widespread recognition of the importance of mentoring in medical education, valid and reliable instruments for evaluating the relationship of mentors and protégés are lacking. The aim of this study was to develop a feasible instrument to measure the satisfaction with mentoring relationships.Based on two existing questionnaires, the authors developed an instrument to evaluate the weighted satisfaction of mentoring relationships, emphasizing the protégés' individual expectations and needs. Protégés first define individual areas of interest in their mentoring relationship, then assign relative levels of personal importance to them and finally rate their individual level of satisfaction with their mentors' support in each area of interest. In order to evaluate psychometric properties as well as acceptance and feasibility the investigators conducted a multi-method-study.134 protégés were included in the study. The instrument was neither perceived as distressing nor time-consuming. The two scores of the questionnaire correlated closely with the overall satisfaction regarding mentoring relationships (OSM, Rho: 0.66, p <.001 and Rho: 0.53, p < .001).The authors propose MEMeQ as a reliable, valid and flexible instrument for measuring the weighted satisfaction of protégés with their individual mentoring relationship in medical education. Further research is needed to evaluate the generalizability of MEMeQ across other institutions and mentoring programs to add to its validity.

SUBMITTER: Schafer M

PROVIDER: S-EPMC4640154 | biostudies-other | 2015

REPOSITORIES: biostudies-other

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The Munich-Evaluation-of-Mentoring-Questionnaire (MEMeQ)--a novel instrument for evaluating protégés' satisfaction with mentoring relationships in medical education.

Schäfer Matthias M Pander Tanja T Pinilla Severin S Fischer Martin R MR von der Borch Philip P Dimitriadis Konstantinos K

BMC medical education 20151109

<h4>Background</h4>Despite the widespread recognition of the importance of mentoring in medical education, valid and reliable instruments for evaluating the relationship of mentors and protégés are lacking. The aim of this study was to develop a feasible instrument to measure the satisfaction with mentoring relationships.<h4>Methods</h4>Based on two existing questionnaires, the authors developed an instrument to evaluate the weighted satisfaction of mentoring relationships, emphasizing the proté ...[more]

PMID: 26553241

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Project description:BACKGROUND:We sought to determine whether the Reflective Practice Questionnaire (RPQ) is a reliable measure of reflective capacity and related characteristics in medical students. We also planned to learn how the RPQ could be used in medical education. METHODS:The RPQ is a 40 item self-report questionnaire that includes a multi-faceted approach to measuring reflective capacity. It also includes sub-scales on several other theoretically relevant constructs such as desire for improvement, confidence, stress, and job satisfaction. The reliabilities of reflective capacity and other sub-scales were determined by calculating their Cronbach alpha reliability values. In the present study, the RPQ was answered by 98 graduating fourth-year medical students from an American University, and these RPQ scores were compared with general public and mental health practitioner samples from a prior study using ANOVA and Bonferroni adjusted comparisons. RESULTS:Medical students reported a higher reflective capacity than the general public sample, but students were statistically indistinguishable from the mental health practitioner sample. For medical students, reflective capacity was associated with features of confidence, stress, and desire for improvement. Job satisfaction was positively associated with confidence in communication with patients, and negatively associated with stress when interacting with patients. A cluster analysis revealed that around 19% of the medical students exhibited a relatively high level of anxiety interacting with patients, 23% were less engaged, 5% were dissatisfied, and 7% expressed a level of over-confidence in their knowledge and skills that was concerning. CONCLUSIONS:The RPQ is a reliable measure of reflective capacity (Chronbach's alpha value?=?0.84) and related characteristics (Cronbach's alpha values from 0.75 to 0.83) in medical students. The RPQ can be used as part of pre-post evaluations of medical education initiatives, to complement student self-reflection activities in the curriculum, and to identify students who might benefit from targeted intervention.

Dataset Information

The Munich-Evaluation-of-Mentoring-Questionnaire (MEMeQ)--a novel instrument for evaluating proteges' satisfaction with mentoring relationships in medical education.

Publications

The Munich-Evaluation-of-Mentoring-Questionnaire (MEMeQ)--a novel instrument for evaluating protégés' satisfaction with mentoring relationships in medical education.

Similar Datasets

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