TIP ÖĞRENCİLERİ İÇİN ÖNEMLİ OLAN MENTÖR DAVRANIŞLARI:BAĞLANMA TEORİSİ VE MENTÖR SİSTEMLERİ

Öz

Giriş: Özellikle sağlık bilimleri alanında eğitim, öğrencileri olumlu tutum geliştirmeye, kişisel bütünlüğü sağlamaya ve refleksiyon yapabilme kapasitesi geliştirmeye zorlamaktadır. Mentörlük ilişkisi öğrencilerin bu becerileri öğrenip uygulayabileceği ve örnek alabilecekleri bir alandır.  Bağlanma teorisi bu ilişkilerin kalitesi ve bu ilişkilerdeki beklentilerin anlaşılması konusunda içgörü sağlayabilir. 

Gereç ve Yöntem: İki ayrı tıp fakültesinden yaş ortalaması 20,5 (Ss=1,3) olan 375 öğrenci bilgi formu, ilişki ölçeği ve önemli bulunan mentör davranışlarına ilişkin soruları, tek oturumda cevapladılar.

Sonuçlar: Formal sistemdeki öğrencilerin mentörünün olma oranı yüksekti. Kadınlar mentörün, motive etme işlevine daha fazla önem vermekteydi. Güvenli bağlanma puanı akademik rehberlik ve motivasyon sağlama işleviyle pozitif korelasyon gösterdi. Kayıtsız bağlanma tüm mentor işlevleriyle negatif korelasyon gösterdi.

Tartışma: Mentörlük ilişkisinde, bahsi geçen değişkenleri ele almak mentör-danışan ikililerini daha iyi eşleştirme, program tipini belirleme, klinik öncesi öğrencileri arasındaki ihtiyaç farklılıklarını anlama, mentör ve danışanları daha iyi yönlendirme imkanı sunabilir. 

Anahtar Kelimeler

• : bağlanma tarzları,tıp eğitimi,mentörlük ilişkisi,cinsiyet,mentörlük programı,tıp fakültesi öğretim üyesi

IMPORTANT MENTOR BEHAVIORS FOR MEDICAL STUDENTS:ATTACHMENT THEORY AND MENTORING SYSTEMS

Öz

Introduction: Especially in health related sciences, education urges students have positive attitudes, personal integrity and self-reflection capacity Mentoring relationship is one of the areas where students learn, practice and emulate these abilities. Attachment theory may provide insight about the quality of and expectancies in these relationships.

Material & Methods: Three-hundered-seventy-five students (mean age=20.5, Sd=1,3) from two different medical faculties filled the information form, relationships questionnaires and questions about the importance of mentor behaviours in one setting.

Results: Students from formal mentoring program have higher rate of having a mentoring relationship. Women gave more importance to motivation function of the mentors. Secure attachment score had positive correlation with academic guidance and mutual respect functions of mentoring relationship. Dismissing attachment score was negatively correlated with all mentor functions.

Discussion: Handling these variables above in the realm of mentoring relationship may provide opportunities to match mentor-mentee pairs more appropriately, to determine the program type, to detect differences in needs among preclinical years and orient the mentörs and mentees in the programs.

Anahtar Kelimeler

• attachment styles,medical education,mentoring relationship,gender,mentoring program,medical faculty

Kaynakça

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