Mentoring in residency: the perspectives of trainees
Aim. This article analyzes clinical residents' assessments of the mentoring system. Material and methods. The use of theoretical analysis and evaluation of information obtained through a literature review, a questionnaire survey, focus groups, comparison, data pooling, and generalization made it possible to substantiate the psychological and pedagogical foundations of a mentoring system for residents. The study involved 519 respondents (residents). Results. The presented educational path system, based on the acmeological model of resident self-development integrates characteristics inherent in personalized learning and mentoring. Interpretation of data obtained through resident surveys and focus groups demonstrates that the implementation of a multi-modal mentoring system by experienced educators and medical professionals for young physicians (residents) is a pressing and urgent issue. Conclusion. A personalized acmeological approach to resident training has been developed, in which the individual educational path is specified by the development of the young physician's subjective attitude. Individualized mentoring has the potential to become an innovative pedagogical technology in medical schools.