Ideal Mentor Research Articles

Factors that influence the formation and impact of mentorship relationships for OB/GYN residents

Background Mentorship is critical for successful careers in academic medicine. There is a gap in the literature regarding specific qualities that make effective mentorship relationships for Obstetrics and Gynecology (OB/GYN) residents. This study aimed to identify the attributes most valued by OB/GYN residents in their mentorship relationships and to explore the factors influencing their choice of mentors. Methods We conducted a cross-sectional survey among OB/GYN residents, distributed electronically November 2021-March 2022. Demographic data, mentor qualities, satisfaction with current mentorship and mentee factors were identified. The survey incorporated questions adapted from the validated Ideal Mentor Scale assessing three mentor attributes: Integrity, Guidance, and Relationship. Data analysis involved descriptive statistics, Student’s t-tests, chi-squared tests, and Fisher’s Exact tests where appropriate. Results 48 of 60 (80%) of surveyed residents responded. Among the respondents, 72.9% were female and 29.1% identified as non-white. Integrity emerged as the most valued Ideal Mentor attribute. No statistically significant gender-based differences were observed in the preferences for mentor characteristics including gender of a mentor. Non-white respondents placed greater importance on having a mentor of the same race (p<0.01). Residents interested in subspecialties expressed a stronger preference for mentors with fellowship training (p<0.01) and shared research experiences (p=0.03). Conclusions OB/GYN residents seek mentors characterized by integrity and who are active in research and professional societies aligned with their interests. The data highlight the importance of considering race and subspecialty preferences in fostering influential and equitable mentorship for all residents.

Design of an Ideal Mentoring Model for People Who Convert to Hinduism as a Minority Religion in Indonesia

Objective: As a religious minority in Indonesia, when someone from another religion converts to Hinduism they often encounter obstacles in obtaining assistance after their conversion. Most of them only study self-taught, which has an impact on their understanding and faith which is not optimal. Seeing these conditions, an ideal mentoring model is needed, which is able to increase their understanding and faith in a sustainable manner. For this reason, this research aims to formulate a model for assisting people who convert to Hinduism in Indonesia. Method: This research is initial research which aims to gather the needs of people who have converted to Hinduism and the opinions of experts regarding the ideal mentoring model. This research data was collected through documentation, observation and interviews. Data were analyzed qualitatively using ethnographic communication analysis. Results and Discussion: The results of this research show that the ideal model for mentoring after converting to Hinduism is a mentoring model that includes material on the Tri Basic Framework of Hinduism (Tattwa, Susila, Acara) which is delivered using the Sad Dharma strategy. Research Implications: The results of this research can be used as initial information in developing an effective mentoring model to be implemented in practice in the field in further research. Originality/Value: This study contributes to the development of theory of conducting mentoring for people who convert to Hinduism in Indonesia.

An idea to explore: Cultivating the art of proposal writing among graduate students.

Proposal writing is an essential requirement for making progress in academics. Learning this skill necessitates support from a mentor to cultivate effective habits. It entails effective strategies from graduate students, such as literature reading and using online tools. Additionally, they must develop an understanding of resource accountability, system thinking, and considering deadlines as a driving force. Good practices for effective proposal writing also involve planning to summarize the work done in the field. Moreover, it requires ideal mentor support by providing timely assistance, helping students overcome impostor syndrome, sharing successful proposals, and creating a cooperative environment.

The experience of good mentoring focused on overcoming turnover intention among millennial nurses.

Millennials are emerging as a prominent demographic in the nursing workforce. It is necessary to create an environment that harmonizes the advantages of each generation in a nursing workforce in which various generations coexist. As the importance of mentoring programs for millennial nurses grows, it is believed that the effectiveness of mentoring to support millennial nurses can be enhanced by identifying the attributes of good mentors as perceived by nurses. This study aimed to explore the attributes of good mentors according to millennial nurses in the nursing workforce with a focus on overcoming turnover intention problems. Four focus group interviews were conducted to collect data, which were subsequently analyzed using Braun and Clarke's thematic analysis method. A descriptive qualitative design involving 22 millennial nurses employed at a tertiary hospital, Hospital A, in Seoul, Republic of Korea was utilized. Four themes emerged from the analysis: the concept of a significant others, the presence of a driving force to endure, the importance of a guide to a harmonious life, and the value of a partner for growth. The participants themselves identified these themes. To prevent turnover intention among millennial nurses, mentors should employ diverse strategies, and institutional supports are crucial. Furthermore, since it is unrealistic to expect all ideal mentor characteristics to be present in one person, mentor development education is also necessary. This information is valuable for designing mentor development programs and for establishing a solid framework for effective mentoring programs.

Mentoring online MPA students: Assessing mentorship qualities and aligning program goals

ABSTRACTMentoring is important for students in a Master of Public Administration (MPA) program. This can be even more complicated when the academic program is fully online. Effective mentoring is about building relationships and guiding academically, professionally and emotionally. This can be challenging in the online environment due to a lack of social cues and technology barriers, but is possible through e-mentoring. This contribution is focused on both the quality of mentorship for MPA students and the complexities of providing mentoring in a fully online environment. Additionally, this involves the centering of mentoring in program delivery and how this is integrated into program goals including the Network of Schools of Public Policy, Affairs, and Administration (NASPAA) competencies. A survey was sent to current and former MPA students in a fully online MPA program to assess student perceptions of the ideal mentor and their achievement of the NASPAA competencies. It was found that there is considerable overlap between some mentorship qualities and perceptions of NASPAA competencies.

Mentorship in Higher Education

Although mentorship in business settings is typical, its emergence as a tool in education started only recently. Consequently, this new opportunity has initiated a discussion about mentorship and its principal elements in an academic context. Aspects like the mentor profile, the relationship built between mentors and mentees, and the scope of mentorship have been constantly explored and debated by researchers in this field. All contributions are invaluable; however, the information on what the authors consider the fundamental elements of mentorship is scattered throughout many sources. This is precisely what we are attempting to do in this article; by presenting insights from a literary review and investigating the principal aspects of a successful mentorship program in Higher Education, we are answering the most fundamental mentorship-related questions – what mentorship involves; what the qualities of the ideal mentor are; what the student-mentor interaction entails; what the role of the mentor is; and what activities this interaction should include – in a single, well-organized source.

تربية الأبناء في الإسلام

Prophet Muhammad Peace be upon him is the First Instructor and Ideal mentor in teaching his Followers principles of appropriate Nurturing and education, he a wares them the right beliefs, ethics, principles, norms and traditions, he affirms accountability by sustains personal responsibility. ( All of you are shepherds and each shepherd is responsible of his Folk) . There Fore, the educational tasks are assigned eventually on the Instructors Whatever their social class; So as to maintain the appropriate care Inspired by noble models and persist to the good behavior. 

Promoting padawans: a survey examining the state of mentorship in neurosurgical training in the United Kingdom

Background Mentorship has long since been acknowledged as an integral part of Neurosurgical training. The authors sought to evaluate the state of mentorship in Neurosurgical training in the United Kingdom (UK). Methods A 28-point questionnaire was sent to all neurosurgical trainees in the UK and Ireland via the British Neurosurgical Trainee’s Association (BNTA), comprising 180 trainees. Results There were 75 responses (180 trainees on the mailing list, 42% response rate). Despite all respondents reporting it to be at least somewhat important to have a mentor, 16% felt they had no mentors. The mean number of mentors was 2.91 with 72% of respondents having more than 1 mentor. In terms of the content of mentorship relationships, 63% were comfortable discussing career related topics with their mentor to a high or very high degree but only 29% felt comfortable discussing their general wellbeing. With regards to allocated educational supervisors, 43% thought this person to be a ‘low’ or ‘very low’ source of mentorship. The three most important traits of the ideal mentor as reported by respondents were: someone chosen by them (48%), working in the same hospital (44%) and having received formal mentorship training (36%). Conclusions The current perception of mentorship in Neurosurgery from the surveyed trainees is mixed. A healthy majority of trainees benefit from mentorship of some kind, whilst a significant minority feel underserved. The surveyed trainees feel mentorship is slanted more towards clinical and professional aspects of development than it is towards personal ones. Suggestions for future insight would be an evaluation of senior registrar and consultant sentiments towards mentorship, whilst exploration into more flexible models for establishing mentoring relationships may help to address the heavy importance of trainee choice which is voiced by this survey’s results.

In the search for the ideal mentor by applying the ‘Mentoring for effective teaching practice instrument’

ABSTRACT The study aims to explore and analyse the perceived experiences of Slovenian pre-service teachers with their mentors during their teaching practicum, by using the ‘Mentoring for effective teaching practice instrument (METPI)’. Conclusions were based on 105 responses using paper and pencil, collected from Slovenian pre-service teachers in their 4th year of study. The initial set of 62 items was shortened to 36 items for inclusion in the models. From two concurrent SEM models, it was concluded that students found their experiences related to Hudson’s five-factor model, consisting of personal attributes of their mentor, modelling, pedagogical knowledge, system requirements and feedback, to be satisfactory, while their experience pertaining to Information and Communication Technology as a new, additional factor with reference to their mentor, was unsatisfactory. Several recommendations are made related to the dimensions, especially pertaining to Information and Communication Technology (ICT) tools.

Mentoring during the COVID-19 pandemic: a perspective from graduate students in biomedical science studies in India

Mentorship transforms careers. Yet, a lack of awareness of the need for a mentor is ironically, a pandemic. The pandemic has brought a host of challenges for the academic researcher. As bench work has come to a standstill, there is not just reduced productivity, but a significant increase in fear, anxiety, and depression amongst students. Our survey of -150 graduate students of Life Sciences courses confirmed the anecdotal observation that > 75% did not have a mentor other than their academic guide. Over the past six months, we have been exploring the requirements of mentee-mentor relationships during both normal times and during the COVID-19 pandemic. Written primarily from the mentee perspective, we have described the (i) criteria and roles of an ideal mentor and mentee, (ii) the problems faced by the mentee, and (iii) the solutions to address these challenges. We have described the experience of 10 mentees with a mentor during these challenging times, in which we discussed scientific, psychological, and practical support for each other. We provide some recommendations based on previous work in mentor–mentee interactions and explore the critical nature of this delicate relationship for a successful career.Supplementary InformationThe online version contains supplementary material available at 10.1007/s43538-021-00002-z.

Mentorship Resuscitation During the COVID-19 Pandemic.

In the current ever-changing state of the COVID-19 pandemic, it is clear that one of the casualties has been medical education across all academic levels. While clinical teaching has either been suspended or significantly modified, academic teaching is slowly recovering with the aid of online platforms. Though faculty and educators are working tirelessly to adapt curricula and ensure that students meet requirements to graduate without delay, there is still incredible uncertainty as to how medical training will coexist and evolve within the pandemic.

In Memoriam: Marvin A. Van Dilla: 1919-2019.

© 2020 International Society for Advancement of Cytometry.

An exploration of workplace mentoring preferences of new-graduate physiotherapists within Australian practice.

The transition from student to physiotherapist involves a steep learning curve typically characterised by stress, anxiety and a lack of confidence in clinical and professional skills. Workplace mentoring is widely used to mediate this transition. The aim of this study was to explore new-graduate physiotherapists' preferences for workplace mentoring and perceived characteristics of effective mentoring to mediate workplace transition. A qualitative study with a general inductive thematic approach was used. Semi-structured interviews of 15 employed new-graduate physiotherapists were undertaken within their first 3-6 months of clinical practice. Four themes emerged that were associated with effective mentoring from the new-graduates' perspective: (1) accessibility of mentoring and support, (2) the ideal mentor, (3) individualised to the mentee and (4) desire for self-determination. This study is the first to explore new-graduate physiotherapists' preferences for workplace mentoring in their transition into the workplace and clinical practice. It has identified important characteristics of physiotherapists and other clinicians who support the transition of new-graduate physiotherapists into the practice setting. Enhancing workplaces through support for the development of these characteristics can contribute to the effective integration of the newest members of the profession and may enhance their development and retention in practice.

Exploring a framework for the mentoring of early career teachers in Catholic schools in Western Australia

The basis for the paper ‘Exploring a Framework for the Mentoring of Early Career Teachers in Catholic Schools in Western Australia’ stems from the work undertaken in the author’s recently published PhD study (Topliss 2017) and on personal experiences of teaching philosophy to students as a classroom teacher, gifted and talented coordinator and School leader for over 28 years. The mixed methods study identified and explored the mentoring experiences in the transition from graduate to Early Career Teacher (ECT) in selected Catholic primary and secondary schools in Western Australia. The research addressed a significant deficit, as presently the lack of a system-wide framework for the mentoring of ECTs, the cessation of the current ECT program and the limited training of mentors, has resulted in less than ideal mentoring experiences for ECTs. A chief finding was that the guarantee of a mentor does not necessarily alleviate every problem faced by an ECT. However, the attributes of a mentor may significantly assist or hinder the aspirations of an ECT. Encouragingly, the majority of principals recognised the importance of mentoring by offering support for the instigation of a system-wide mentoring framework. On the basis of these findings, principles upon which a new mentoring framework might be developed are proposed. The suggested system frame-work for Western Australian Catholic Education, titled ‘Borromeo’s Mentoring Framework’, may benefit system-leaders, principals, mentors and ECTs through the implementation of programs at a school based level, that enhance critical thinking skills i.e. Philosophy for Children (P4C) and Circle of Inquiry (CoI).

Exploring the Mentoring Needs of Early- and Mid-Career URM Engineering Faculty: A Phenomenological Study

While mentoring has been identified as a valuable resource in recruiting and retaining underrepresented minority (URM) faculty, little research has examined the difference in mentoring needs of early- and mid-career engineering URM faculty members. As these needs can change as they navigate academia and the tenure process, mentors can effectively provide guidance and support only when they have been identified. The purpose of this phenomenological study was to determine the mentoring needs and activities of early- and mid-career URM engineering faculty who participated in the IMPACT mentoring program and how their needs were met (Moustakas, 1994). The IMPACT program and the associated research were supported by a National Science Foundation Office for Broadening Participation in Engineering award (15-42728 and 15-42524). The Ideal Mentoring Model for URM Faculty served as the theoretical framework and the study included interviews with 11 early- to mid-career faculty who provided an in-depth understanding of the participants’ needs and activities. Findings indicate all faculty members seek career development support in navigating the engineering promotion and tenure process. However, mid-career faculty display greater interest in receiving sponsorship and coaching from their mentors, as well as an awareness of the importance of having a network of mentors.

The Essentials of Organizational Management: A Study on the Bhagavad Gita

The Indian sub-continent since the ancient times has been the epicentre of rich cultural heritage. The ethos of the ancient Indian texts holds true to the present day. Some of the well-known ancient Indian texts are the Upanishads, the Vedas and the epics: Ramayana and Mahabharata. The Bhagavad Gita is an intrinsic part of the great Indian epic Mahabharata. It was written by Sage Vyasa. The Bhagavad Gita gets decoded at the battleground of Kurukshetra. It is based on the conversation between Arjuna, the warrior prince and Krishna, his charioteer. Initially, Arjuna was reluctant to fight the battle and Krishna assumed the role of an ideal mentor to counsel Arjuna to fight for the right cause. Eventually Arjuna was transformed into a determined warrior and ready to take on his rivals. At the end of the battle, Arjuna along with his brothers accomplished victory over their opponents. The eternal philosophy embedded in the verses of the Bhagavad Gita has been adorned by renowned world leaders. Organizational management has evolved since the onset of the industrial revolution. The advent of globalization has led to reshaping the management scenario in every organization across the territories. Every business house is striving hard to enhance the organizational performance to ensure sustainable growth. At a time of globalization it is imperative for organizations to look for alternative paradigms to match up to the constantly evolving management practices. Since the last few decades the Bhagavad Gita has attracted the attention of the management researchers. The present study attempts to evaluate the diverse aspects of the organizational management as reflected in the Bhagavad Gita based on the systematic review of academic literature. The finding of the present study seems to suggest Bhagavad Gita is the store house of ideal solutions to deal with the various issues related to organizational management. More specifically, it emerges from past studies that the Bhagavad Gita is an effective management tool in the field of leadership and provides sustainable solutions to overcome challenges pertaining to the constantly evolving business environment. In the present day business context, organizational leaders and management practitioners may imbibe the ethos of the Bhagavad Gita for the long term survival of their organizations. Thus, it may be said that since the ancient times, the Indian worldview as noted down in the different texts has benefited the human race and will do so for the years to come.

Evaluation of Faculty Mentoring Practices in Seven U.S. Dental Schools

The aim of this cross-sectional study was to examine the faculty mentoring practices in seven dental schools in the U.S. A 34-item survey was administered electronically to dental faculty members of all ranks, tracks, and job categories in seven dental schools using faculty listservs. Survey questions addressed current mentoring practices in which the faculty members were involved; their perceptions of those mentoring practices; their perceived characteristics of an ideal mentoring program, mentor, and mentee; perceived best practices; and respondents' demographics. The survey was conducted from October 2017 to February 2018. A total of 154 surveys were completed (response rate 22%). Over 58% (90/154) of the respondents reported receiving no mentoring; 31.9% (49/154) said they received informal mentoring; and 9.7% (15/154) received formal mentoring. Of the 64 respondents who received mentoring, both formal and informal, 92.2% (59/64) were full-time faculty, and 7.8% (5/64) were part-time faculty (p=0.001). Approximately 39% of the respondents indicated that their mentoring program was not overseen by anyone and that participation was voluntary. The top three perceived benefits of mentoring were increased overall professional development, development of a career plan, and increased professional networks. The three most important characteristics of an ideal mentoring program for the respondents were a program based on the needs of the mentee, a mentor who has the desire to help the mentee, and a mentee who is eager to learn. The results of this study showed a very low level of formal or informal faculty mentoring programs in the dental schools surveyed. Future studies are needed to determine best practices and strategies to expand and enhance mentoring of faculty members.

Standing on the Shoulders of Giants: Dental Students Seek Academically Productive Mentors

The purpose of this study was to determine whether a strong statistical correlation exists between the involvement of trainee groups and the academic productivity of the senior author. A retrospective cohort study of publications in the Journal of Oral and Maxillofacial Surgery from 2002 to 2016 was designed and implemented. The primary predictor variables were the presence of a trainee (dental student or oral and maxillofacial surgery [OMS] resident), year of publication, and study design and topic. The outcome variable was the Hirsch index (h-index) of the senior author. Author affiliations were queried using ScienceDirect, and the Scopus database was used to identify the h-index of the senior author from each publication spanning the previous 15years. Descriptive statistics and t tests were performed to determine significance. Of the 6,398 articles published in the Journal of Oral and Maxillofacial Surgery from January 2002 to December 2016, 1,341 (21.0%) met the inclusion criteria. The mean h-index of senior authors of articles with trainees or OMS residents was not significantly different from the mean h-index of senior authors without trainees (P=.50) or OMS residents (P=.37), whereas the mean h-index of senior authors working with dental students was significantly greater than the h-index of those not working with dental students (P<.01). Dental student mentors had a mean h-index that was below the sample mean from 2002 to 2007 but rose above the sample mean from 2010 to 2016. Trainees were more likely to work with academically productive mentors in orthognathic surgery (P<.01), temporomandibular joint (P<.05), retrospective cohort (P<.05), and innovative technique (P<.05) studies but less likely in randomized controlled trials (P<.05). Dental students seek more academically productive mentors to a greater degree. More studies should be conducted to elucidate the attributes of the ideal mentor in academic OMS and to determine whether differences in mentorship exist between domestic and foreign OMS programs.

Virtues of Mentors and Mentees in the Finnish Model of Teachers’ Peer-group Mentoring

ABSTRACTThis study investigated participants’ conceptions of the ideal mentor and mentee in the Finnish model of peer-group mentoring (PGM). Existing mentoring research emphasises dyadic practices, yet there is a lack of investigation of participants’ roles in group mentoring. The main concepts of this inquiry were dispositions (habitus) and virtues drawing on the theory of practice architectures and Aristotelian virtue philosophy. Methodologically, the study can be identified as philosophical-empirical inquiry that utilises a narrative and hermeneutical approach to analyse qualitative data from 30 respondents. As its central finding, the study identified a set of core characteristics that describe the virtues and vices of a mentor and mentee based on the participants’ views. Overall, these characteristics reflected ideas of relatings (peerness, equality), proactive and reactive participation, and presence in the group. Characteristics focused on the social aspect of dispositions in peer-group mentoring.

Achieving ideal mentoring: working patterns among clinical instructors, nurses, and nursing students

AbstractBackground and purpose: The relationships between those responsible for clinical training, clinical instructors (CIs) and nurses, and the nursing students, have a great impact upon student learning during clinical placements. The present study investigates the pattern of working relationships among CIs, nurses, and student nurses, and analyses the extent to which they achieve ideal mentoring practices.Methods: Qualitative study employing in-depth interviews with CIs (n=3), nurses (n=8), and nursing students (n=8) on a clinical placement was undertaken from June-July, 2017, at Badung District Hospital, Denpasar, Bali. Content analysis was conducted to identify the key themes that emerged from these interviews and formed the basis of the findings. The results are presented narratively in order to highlight the patterns of the working relationships identified and perceived by CIs, nurses, and nursing students, with the aim of developing improved mentoring practices.Results: Analysis of the in-depth interviews identified three main themes: (i) perceptions on the hospital’s mentoring practices, (ii) the role(s) and behaviour in the mentoring process, and (iii) the patterns of working relationships between those involved in the mentoring process. In general, participants defined mentoring in terms of the provision of guidance and instruction to students. Participant’s contrasting perceptions of their role(s) affected how they behaved in the mentoring process. Furthermore, participant’s perceptions of their own’s roles and their behaviour provides a detailed overview of the working relationships pattern of the nursing students, nurses and CIs. Specifically, working relationships between CIs and nurses tend to fit an employee-employer type pattern, whereas those between CIs/nurses and nursing students do not appear to reflect typical mentor-mentee relationships.Conclusions: The pattern of working relationships identified between CIs/nurses and nursing students do not, in fact, reflect a typical mentor-mentee relationship. Furthermore, this paper highlights the impact that suboptimal mentoring may have on nursing students' achievement of medical competence, as well as on the quality of nursing care provided to patients in teaching hospitals.