The study explored the viewpoints of two groups of mentors -- subject and pedagogy -- on their roles in a 12-month problem-based learning (PBL) academic development program at a Danish university. Q methodology analysis from 49 mentors revealed consensus on certain generic characteristics of good mentorship, namely active listening, constructive feedback, and mutual respect. Significantly distinguished collective opinions on good mentorship were identified through three factors: 1) providing advice using one's own teaching experience, 2) probing mentee self-reflection and responsibility, and 3) co-creating and mediating. While most pedagogy mentors were loaded on Factor 2, emphasizing a social-constructivist approach centred on mentees, subject mentors' views differed across all three distinct collective opinions. Factor 1 participants consisted mainly of subject mentors who have had no pedagogical background, with some reporting similar views to pedagogy mentors. Factor 3 included five female subject mentors who highlighted the importance of knowledge co-creation, reciprocity, and peer learning -- an approach called for in the mentorship literature. The results suggest that structured mentorship preparation programs are needed, in addition to professional learning communities, for pedagogical and subject mentors to work collaboratively.