Beyond workshops: how longitudinal mentorship deepens faculty reflective practice

Reflection is essential for professional development and improving teaching quality in higher education, yet faculty members often struggle with meaningful reflective practices. This quasi-experimental study was conducted at Hormozgan University of Medical Sciences (HUMS) with 30 faculty members who voluntarily participated. The intervention consisted of two phases: Phase 1 involved two workshops focused on Rolfe et al. (2001) reflective model (What, So What, Now What), while Phase 2 included a two-month mentorship program where participants engaged in guided reflections on real-life teaching challenges. The effectiveness of the intervention was assessed using Kirkpatrick’s Four-Level Model, including participant reaction, learning outcomes, behavioral changes, and improvements in reflective depth. The findings indicated a positive participants’ perceptions of reflection. The depth of reflective reports improved over time, with the percentage of participants achieving higher levels of reflection increasing from Phase 1 to Phase 2. The findings emphasize the crucial role of longitudinal support in fostering sustained engagement with reflection. Structured mentorship programs can significantly enhance reflective practice beyond the impact of short-term workshops, leading to long-term improvements in faculty development and teaching quality.