This paper discusses quality evaluation of health sciences mentoring programmes. The
discussion highlights the way in which perceptions of what constitutes quality shape evaluative
purposes. Potential tensions between the evaluative purposes of various stakeholders are brought to
the fore. To this end, the discussion explores the ways in which accountability shapes the evaluative
purposes of funders and how the desire for programme knowledge and development frames the
evaluative purposes of academics. Various approaches to programme evaluation are examined. The
potential of reflective practice as a tool for examining quality for knowledge and development of
programmes is considered. The paper concludes by presenting a framework for evaluating various
aspects of quality in mentoring programmes.