This paper commences with a brief introduction during which the foundations are laid for the ensuing discussion, in which learning, practical knowledge and expertise, and reflective practice are briefly analysed. Thereafter, it is argued that mentorship is best understood as relationship and function, neither of which is necessarily the same as that of the teacher-practitioner.
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The corresponding record at NLM can be accessed at https://www.ncbi.nlm.nih.gov/pubmed/8684360