Current situation and influencing factors of mentor academic leadership evaluation in a tertiary A hospital

doi:10.3969/j.issn.2096-045X.2024.01.017

Abstract

Abstract: Objective　This study investigated the academic leadership status of mentors and mentor-mentee relationship in a tertiary hospital of Capital Medical University and further analyzed the relationship between them.Methods　Graduate students in the hospital were sampled by the Academic Supervisor Leadership Scale(ASLS), Abusive Behavior Measurement Scale (ABMS) and Leader-Member Exchange Scale (LMXS), and the differences between groups were compared by two independent samples t test or one way ANOVA, correlations among groups were analyzed by Pearson or Spearman rank correlation analysis and multiple linear regression analysis.Results　A total of 158 graduate students participated in the survey. The scores of the ASLS, ABMS and LMXS were (112.23±19.01), (16.26±5.55) and (29.80±4.94). The scoring rates were 89.8%, 21.7% and 85.1% respectively. After group comparison, it was found that the scores of developing and motivating dimensions of ASLS and LMXS of mentors with different mentoring frequency were statistically significant. Mentor guidance frequency was positively correlated with scores of developing and motivating dimensions of ASLS and of LMXS. ABMS scores were negatively correlated with ASLS and LMXS scores. LMXS scores were positively correlated with ASLS scores, and the regression equation: ASLS=40.422-0.816ABMS+2.799LMXS could be deduced (F=52.031, P<0.001, R²=0.722).Conclusion　The scores of developing and motivating dimensions of ASLS and LMXS of mentors with different mentoring frequency were statistically significant. The guidance frequency had positive influence and the critical behavior had negative influence on the ASLS and the LMXS, and the mentor-mentee relationship had positive influence on ASLS. It calls on relevant departments of colleges and universities to attach great importance to the understanding, evaluating and cultivating of academic leadership of mentors, organizing training programs for them, promoting the establishment of good mentor-mentee relationship and mentor's academic supervisor leadership.

Key words: mentor evaluation, academic supervisor leadership, abusive leadership, mentor-mentee relationship

CLC Number:

R-1
G645

Li Yue, Zhaoyan, Lu Jie. Current situation and influencing factors of mentor academic leadership evaluation in a tertiary A hospital[J]. Medical Education Management, 2024, 10(1): 100-106.

0
/ / Recommend

Add to citation manager EndNote|Reference Manager|ProCite|BibTeX|RefWorks

URL: https://journal06.magtechjournal.com/Jwk3_yyyzlt/EN/10.3969/j.issn.2096-045X.2024.01.017

https://journal06.magtechjournal.com/Jwk3_yyyzlt/EN/Y2024/V10/I1/100

References

［1］王凤清，王青，段丽萍. “双一流” 背景下提升医学学术博士科研创新能力的思考［J］. 中华医学科研管理杂志， 2019， 32（1）： 56-59.
［2］ Yukawa M C， Gansky S A， O'Sullivan P， et al. A new mentor evaluation tool： evidence of validity［J］. PLoS One， 2020， 15（6）： e0234345.
［3］蒙艺. 学术导师领导力的结构、测量及其对研究生创造力的作用机制研究［D］. 重庆：第三军医大学， 2015.
［4］ Blake-Beard S， Shapiro M， Ingols C. A model for strengthening mentors： frames and practices［J］. Int J Environ Res Public Health， 2021， 18（12）： 6465.
［5］ Tepper B J. Abusive supervision in work organizations： review， synthesis， and research agenda［J］. J Manage， 2007， 33（3）： 261-289.
［6］ Wang H， Law K S， Hackett R D， et al. Leader-member exchange as a mediator of the relationship between transformational leadership and followers' performance and organizational citizenship behavior［J］. Acad Manage J， 2005， 48（3）： 420-432.
［7］ Graen G B， Uhl-Bien M. Relationship-based approach to leadership： development of leader-member exchange （LMX） theory of leadership over 25 years： applying a multi-level multi-domain perspective［J］. Leadersh Q， 1995， 6（2）： 219-247.
［8］宋林子，杨敬，吴宇彤，等. 北京市公立医院集体领导力内部影响因素研究［J］. 中国医院， 2018， 22（9）： 23-25.
［9］ Sureda E， Chacón-Moscoso S， Sanduvete-Chaves S， et al. A training intervention through a 360° multisource feedback model［J］. Int J Environ Res Public Health， 2021， 18（17）： 9137.
［10］ Wiskur B， Mickel N， Williams V N. Mentee assessment of mentoring competencies at an academic health sciences center［J］. J Fac Dev， 2020， 34（2）： 33-43.
［11］ Ramanan R A， Taylor W C， Davis R B， et al. Mentoring matters. Mentoring and career preparation in internal medicine residency training［J］. J Gen Intern Med， 2006， 21（4）： 340-345.
［12］ Fischer C， Malycha C P， Schafmann E. The influence of intrinsic motivation and synergistic extrinsic motivators on creativity and innovation［J］. Front Psychol， 2019， 10： 137.
［13］ Wu H B， Li S， Zheng J， et al. Medical students' motivation and academic performance： the mediating roles of self-efficacy and learning engagement［J］. Med Educ Online， 2020， 25（1）： 1742964.
［14］ Detsky A S， Baerlocher M O. Academic mentoring--how to give it and how to get it［J］. JAMA， 2007， 297（19）： 2134-2136.
［15］ Sheri K， Too J Y J， Chuah S E L， et al. A scoping review of mentor training programs in medicine between 1990 and 2017［J］. Med Educ Online， 2019， 24（1）： 1555435.
［16］ Sood A， Qualls C， Tigges B， et al. Effectiveness of a faculty mentor development program for scholarship at an academic health center［J］. J Contin Educ Health Prof， 2020， 40（1）： 58-65.
［17］ Ogdie A， Sparks J A， Angeles-Han S T， et al. Barriers and facilitators of mentoring for trainees and early career investigators in rheumatology research： current state， identification of needs， and road map to an Inter-Institutional adult rheumatology mentoring program［J］. Arthritis Care Res （Hoboken）， 2018， 70（3）： 445-453.