International Mentoring Research Articles

Mentoring global talent: an integrative review

PurposeThe international mentoring literature predominantly features traditional company-assigned expatriates as protégés overlooking other types of global talent, such as immigrants, refugees, and international graduates, who may help organizations gain long-term IHRM competitive advantages. We integrate multidisciplinary research to better understand the role of mentoring as a global talent management tool, identify research gaps, and propose future research directions.Design/methodology/approachWe draw on an integrative review of 71 academic journal articles published between 1999 and 2024 to explore the role of mentoring in managing global talent (i.e. expatriates, immigrants, refugees, and international students and graduates).FindingsWe found that research has identified and examined relationships between various antecedents and outcomes of mentoring but mainly treating mentoring as a talent development tool. Less is known about the role of mentoring as a recruitment and selection tool in the pre-employment context. Mentoring is an important HRM tool that contributes to managing a global talent pool and developing existing employees.Originality/valueThe review contributes to a better understanding of the characteristics and processes involved in mentoring in a global context by proposing a framework that incorporates antecedents of mentoring, characteristics of the mentoring process, and mentoring outcomes. It highlights the value of mentoring as a recruitment and selection tool supporting global talent management and identifies avenues for future research.

The mentee report: outcomes from implementing a mentorship program for international genetic counseling applicants.

The first genetic counseling (GC) graduate training program was established in the United States (U.S.) in 1969 and GC is an emerging field of healthcare in many countries. Each year, at least 7% of applicants to U.S.-based GC graduate programs come from countries outside the U.S. ("international GC applicants''). To address the unique needs of international GC applicants, volunteers from the International Special Interest Group (ISIG) of the National Society of Genetic Counselors (NSGC) launched a semi-structured mentorship program (the "International Genetic Counseling Mentorship Program'' (IGCMP)) in 2021, which provides individualized mentorship and optional group activities for networking and learning. Fifty-two people from 19 countries signed up for the IGCMP across three application cycles. Of these, 47 were eligible to participate as mentees, and most were interested in one-on-one virtual meetings with international GCs in the U.S. (n = 41/47, 87.2%). An assessment form was sent to 17 mentees who applied to GC graduate school after participating in the first or second cycle of the IGCMP. Of the 12 responses received, 10 (83.3%) reported being extremely satisfied with their individual mentor(s), and the one-on-one meeting with a mentor was considered helpful to both the application and interview process by nine (75.0%) respondents. Importantly, feedback about program improvement revealed an interest in connecting with additional international applicants and mentors and all respondents expressed interest in receiving mentorship throughout graduate school. Future directions include collaborating with other mentorship and graduate programs to further enhance support for international applicants.

An Evaluation of a Virtual Seminar Series for Doctor of Nursing Students to Promote Advanced Nursing Practice

Background:Advanced practice nurses (APNs) have been responding to worldwide changing patient comorbidities, inequalities within access to care, and a shortage of primary care physicians. The scope of practice for these nurses has been expanding internationally but varies across different jurisdictions. For a period of time during the COVID-19 pandemic, APN trainees’ opportunities to work with international mentors in-person were limited.Objective:This study aimed to evaluate the effectiveness of a virtual seminar series in supporting growth in clinical judgment, skills in nursing leadership, and advocacy to optimize APNs’ scope of practice.Methods:A pre-experimental study was conducted in one cohort of students in the Doctor of Nursing (DN) program at The Chinese University of Hong Kong. A total of 10 prerecorded seminars were presented by nurse practitioners (NPs) in Canada on various disease topics. The evaluation of these seminars focused on the effectiveness of teaching by each speaker and the perceived confidence of learners in carrying out each domain of the APN scope of practice.Results:The study found that the virtual seminar series was effective in improving learners’ perceived confidence in carrying out each domain of the APN scope of practice. The perceived teaching effectiveness of each speaker was also evaluated and found to be positive.Conclusions:The virtual seminar series was an effective strategy in supporting newly graduated APNs’ professional transitions, particularly when opportunities for collaboration and education were limited due to the COVID-19 pandemic.Implications for Nursing:Mentorship, experiential learning, interprofessional training, and professional socialization are vital strategies for supporting APNs’ professional development. The virtual seminar series can be an effective strategy for supporting APNs’ scope of practice growth, especially in the current global pandemic context.

Global perspective of barriers in research among oncologists from low-middle income countries.

e13781 Background: Cancer research in low-middle income countries (LMICs) face unique challenges, hindering advancements in patient care. Understanding the practices, barriers and strategic needs encountered by oncologists in LMICs is essential for enhancing research capacities and patient outcomes. This study aimed to assess the barriers and facilitators of research among oncologists in LMICs. Methods: This online cross-sectional survey engaged a diverse group of practicing oncologists from LMICs between December 8, 2023 and February 6, 2024. Respondents include both oncology trainees and consultants primarily from Asia (63%), Africa (18%) and Europe (10%). Using a validated questionnaire (test-retest reliability: 0.98), data analysis was performed using frequency and percentages to detail the survey responses, with 95% confidence intervals calculated to ensure the findings reliability. Results: A total of 276 participants from 29 countries, with a mean age of 38 years, responded to the survey. Fifty three percent (n=146) were male and 46% (n = 126) were female, four participants chose not to disclose. Majority of the respondents were trained in medical oncology and related specialties, 71% (n = 196). Forty one percent (n = 113) of them had less than 5 years’ experience as a cancer physician, while a significant proportion were mid-career oncologists with 5 to 15 years of experience. Regarding individual level barriers; 3% (n = 7) had 60 - 100% protected research time, 3% (n = 8) had local and international mentors, 36% (n = 100) had no biostatistical training, 50% (n = 138) had no clinical trial design training, 11% (n = 29) had utilized qualitative design, 60% (n = 165) had not participated in a population-based study, and 83% (n = 228) had not participated in translational research. In relation to system-level barriers; 30% (n = 84) had inadequate research infrastructure and 43% (n = 120) had no clinical trials unit. Respondents rated the degree of implementation of new research findings into local clinical practice as 3 on a five-point Likert scale. Conclusions: This study highlights the critical gaps in research capacity, resource availability, and infrastructure among oncologists from LMICs. Addressing these barriers through targeted interventions is imperative for advancing cancer research and improving patient outcomes in LMIC settings.

TALABA-QIZLARDA LIDERLIK SIFATLARINI RIVOJLANTIRISHNING ZAMONAVIY MASALALARI: XALQARO TAJRIBA

This article analyzes the importance of developing leadership qualities in female students in modern society and the problems encountered in this process and their solutions. Also, it will be shown how to increase the leadership potential of girls through practical solutions such as modern educational methodologies, international cooperation programs, mentoring and networking.

Developing a mentoring program to support the next generation of immunologists.

Mentorship refers to the guidance given by a mentor to a less experienced individual to enhance their professional and personal development. For graduate research students, seeking independent mentors external to their institution offers the rewarding opportunity to obtain objective guidance on a variety of work, study and life matters. This article outlines the steps taken to develop a professional society-based, international mentoring program of over 70 participants. This 6-month program aimed to connect graduate research students with more senior academic scientists in response to the limited networking opportunities imposed by the coronavirus disease 2019 (COVID-19) pandemic in Australia. Outlined here are the resources used to maximize the potential of this successful program, which include (1) an 'Introduction to Mentoring' workshop, (2) the use of a mentoring software or communication strategy to maintain program momentum and (3) the integration of in-person networking events. Overall, the program was a great success, with a high satisfaction rating (8.7/10) and a large number of participants reported that they would maintain their mentoring relationship. All participants stated that they would recommend the program to a peer, and thus reiterations of the program would likely be similarly well-received and beneficial to the Australasian immunology community.

국내 유학생 멘토의 영어회화 멘토링 프로그램 참가에 관한 연구

The purpose of this study was to investigate the effect of mentoring participation of international student mentors in a college English conversation mentoring program in Korea. For the study, 5 international students participated in the English conversation camp as mentors, while 20 Korean students participated in the camp as mentees for 2 weeks. The mentoring program for international student mentors has set for both of mentors and mentees to develop the core competencies such as communicative competency, self-development competency and global competency. The effect of mentoring participation of international student mentors was investigated by mentors' daily reports, reflection papers and pre and post surveys. The mentors’ daily reports were summarized by Word Cloud and showed that international student mentors spent most of mentoring time by doing ‘presentation practice’, ‘cultural exchange activity’ and ‘English pronunciation practice’ for mentees. The survey results indicated that both of mentors and mentees showed the high satisfaction on a mentoring program. International student mentors also mentioned their English competence in speaking has been developed by mentoring participation. In addition, the survey on core competency of participants showed the increase of global competence, communicative competence and self-development competence. The further pedagogical implication is discussed in the study.

Virtual medical research mentoring.

Medical research is important for professional advancement, and mentoring is a key means by which students and early-career doctors can engage in research. Contrasting international research collaborations, research mentoring programmes are often geographically limited. As the COVID-19 pandemic has led to increased use of online technology for classes and conferences, a virtual, international approach to medical research mentoring may be valuable. We hereby describe our experience at the Cardiovascular Analytics Group, a virtual international medical research mentoring group established in 2015. We make use of virtual platforms in multi-level mentoring with peer mentoring and emphasise active participation, early leadership, an open culture, accessible research support and a distributed research workflow. With 63 active members from 14 different countries, the Group has been successful in training medical students and early-career medical graduates in academic medicine. Our members have led over 100 peer-reviewed publications of original research and reviews since 2015, winning 13 research prizes during this time. Our accessible-distributed model of virtual international medical research collaboration and multi-level mentoring is viable and efficient and caters to the needs of contemporary healthcare. Others should consider building similar models to improve medical research mentoring globally.

The Role of Teamwork in the Creation of Open Educational Resources for Closing SDG-Related Knowledge Gaps

The Sustainable Development Goals (SDGs) with their interconnected targets can only be achieved if their interactions are seriously taken into consideration. Education for sustainability is crucial for raising awareness of different stakeholders about the SDGs and their interactions. The paper discusses how teamwork creation of Open Educational Resources (OER), with their specific benefits, can contribute to closing knowledge gaps about the SDGs and their interactions. The example of OE4BW (Open Education for a Better World) international mentoring program and its energy-related hub, called the SDG7 Hub is presented and discussed, and its future development, targeting the creation of OER to close the SDG7-related knowledge gaps, is suggested. The resulting guidelines are generalized to provide a further increase of OER’s contribution to the achievement of SDGs.

E-Mentoring Student Researchers through an Undergraduate Field Experience Course - Lessons Learned

This paper is written by a mentor and mentee pair, sharing experiences from both perspectives. The mentor is an American independent public health researcher currently located in Gaza, Palestine. Her research focuses on Islam and Health, Muslim health, E-mentoring and remote research. The mentee, who co-wrote this paper, was a student in Rhode Island, USA, in a fieldwork experience course. In this paper, the pair reflected on their research e-mentoring experience and offer insights for future research mentor-mentee pairs. This paper is split into 4 sections: (1) the benefits of e-mentoring; (2) lessons learned, and policies developed; (3) effective e-mentoring tools and systems, such as the weekly meeting call notes system; e-mentoring internship syllabus agreement, mentee research orientation, and maximizing Google Workspace; and (4) tips from a mentee. One unexpected benefit to being matched with an international mentor, was being exposed to a religion (Islam) and culture (Middle Eastern) she had not been previously exposed to. While forced to remote online work during the pandemic, the authors conclude that e-mentoring offers an effective means to conduct global research, while offering a unique method for cultural or religious awareness. Therefore e-mentoring should be further explored and promoted beyond the pandemic.

Perspectives of Zambian Clinical Oncology Trainees in the MD Anderson and Zambia Virtual Clinical Research Training Program (MOZART).

BackgroundAfrican countries are underrepresented in cancer research, partly because of a lack of structured curricula on clinical research during medical education. To address this need, the MD Anderson and Zambia Virtual Clinical Research Training Program (MOZART) was developed jointly by MD Anderson Cancer Center (MDA) and the Cancer Diseases Hospital in Zambia (CDH) for Zambian clinical oncology trainees. We explored participant perspectives to provide insight for implementation of similar efforts.Materials and MethodsThe MD Anderson and Zambia Virtual Clinical Research Training Program consisted of weekly virtual lectures and support of Zambian-led research protocols through longitudinal mentorship groups that included CDH faculty and MDA peer and faculty mentors. Participants were contacted via email to take part in semi-structured interviews, which were conducted via teleconference and audio-recorded, transcribed, and coded. Emergent themes were extracted and are presented with representative verbatim quotations.ResultsThirteen of the 14 (93%) trainees were interviewed. Emergent themes included (1) participants having diverse educational backgrounds but limited exposure to clinical research, (2) importance of cancer research specific to a resource-constrained setting, (3) complementary roles of peer mentors and local and international faculty mentors, (4) positive impact on clinical research skills but importance of a longitudinal program and early exposure to clinical research, and (5) challenges with executing research protocols.ConclusionTo our knowledge, this is the first qualitative study of African clinical oncology trainees participating in a virtual clinical research training program. The lessons learned from semi-structured interviews with participants in MOZART provided valuable insights that can inform the development of similar clinical research training efforts and scale-up.

Country‐level mentoring for advanced practice nursing: A case study

To describe the mentoring process between the ICN Advanced Practice Nurse Network practice subgroup and the University of Pécs to support the emerging advanced practice role in Hungary, and explore the creation of a mentoring algorithm for faculty and other key stakeholders worldwide who wish to develop advanced practice nursing programs. Advanced practice nurses provide comprehensive clinical care and expand access to care in more than 70 countries. In March of 2017, a representative of the Faculty of Health Sciences of the University of Pécs requested assistance in curricula development for the inaugural advanced practice nursing program in Hungary. A mixed-methods single case study was undertaken. The sources of evidence include interviews, e-mails, review of the literature, and related documents. Qualitative data were analyzed for content, and frequencies were calculated for quantitative indicators. The findings highlight the importance of clear communication, development of shared goals, and determination to see the project through. Enriching information was provided by colleagues from diverse global settings. Credibility was gained in Hungary from the support of national and international experts. The mentoring foundation and process facilitated the role development in Hungary and contributed to an increased understanding of advanced practice nurses' scope of practice. The intentional approach and the careful ongoing reflection may lead to future successful endeavors. Multinational engagement and collaborations will promote advanced practice nursing contributions globally. Mentoring can effectively empower nurses and advanced practice nurses to work to their full capacity. The shared experiences of international mentoring colleagues can contribute to and support the development and acceptance of national policies for the advanced practice nursing roles.

Virtual medical research mentoring and collaboration: breaking the bounds of nationality during the COVID-19 pandemic

Funding AcknowledgementsType of funding sources: None.OnBehalfCardioovascular Analytics GroupBackgroundMedical research is critical to professional advancement, and mentoring is an important means of early research engagement in medical training. In contrast to international research collaborations, research mentoring programs are often locally limited. With the COVID-19 pandemic causing drifts to virtual classes and conferences, virtual international medical research mentoring may be viable. We hereby describe our experience with a virtual, international mentorship group for cardiovascular research.MethodsOur virtual international research mentorship group has been running since 2015. The group focuses on risk stratification and outcomes research in cardiovascular medicine and epidemiology. Mentees from any country or region in all stages of medical careers are welcomed. Considering the increasing emphasis of contemporary research on multidisciplinary healthcare and translational research, our team also includes allied healthcare professionals or students, and graduates from natural sciences (Figure 1). With our members’ diverse backgrounds, we firmly adhere to the principle that all members must be given equal opportunities and treatment, regardless of their age, gender, race, nationality, sexual orientation, family background, and institution of study or practice. We make use of virtual platforms and multi-level mentoring (both senior and peer mentoring), and emphasize active participation, early leadership, open culture, accessible research support, and a distributed research workflow (i.e. an accessible-distributed model).ResultsSince establishment, our group has expanded to include 63 active members from 14 countries (Figure 2), leading a total of 109 peer-reviewed original studies and reviews published. We observed no significant difficulty in communication between team members, nor conflicts due to differences in nationality or ethnicity. Most studies involve cross-country and ethnicity collaborations, and inter-disciplinary and inter-regional knowledge exchanges are frequent. Multi-level mentoring ensured mentoring quality without compromising bonding and communication.ConclusionAn accessible-distributed model of virtual international medical research collaboration and multi-level mentoring is viable, efficient, and caters to the needs of contemporary healthcare. We hope that others will build similar models and improve medical research mentoring globally. Figure 1 Figure 2

Book Review

Book Review

Abstract PO-056: The ReTOOL training program for underrepresented minority students: Best practices for virtual training in midst of COVID-19

Abstract Background: The Research Training Opportunities for Outstanding Leaders (ReTOOL) Program is an NCI/NIH-funded program (R25CA214225) that focuses on increasing the representation of underserved minority (URM) scientists in biomedical research careers to diversify the cancer research workforce. In addition to didactic curriculum and mentoring, each trainee works with a research mentor who provides hands-on research training experiences during the summer. Responding to the COVID-19 pandemic, the ReTOOL Program was modified to be virtual for the 2020 program. Methods: In response to the COVID19 global pandemic, the ReTOOL program leadership and faculty mentors modified the program element: didactic classes, research training, mentorship, seminars and support networks. The introductory week's independent reading sessions and weekly research seminars remained unchanged, as they were already virtual. Results: 20 students participated in the ReTOOL 2020 program, which started on May 4 and ended on August 7. An online program agreement was created to set expectations about participation, weekly reporting form to ensure trainees met program requirements, and evaluations for continuous monitoring. Specific adjustments that were made included: (1) the one-week preparatory didactic classes were conducted online using Zoom; (2) all research training took place virtually. All wet-lab research-training activities were cancelled, with the 2020 faculty mentors primarily dry-lab scientists and scientists with expertise in secondary data analyses. All trainees worked remotely with dedicated computer/laptop with camera for Zoom video communications, internet and dedicated space for learning. There was access to online library resources through University of Florida (UF); (3) Mentorship was provided with increased frequency of meetings with faculty mentors, program staff and peers; (4) Weekly social event to foster relationships and peer networks. Trainees developed fun, lighthearted activities; and (5) Research showcase with oral presentations through Zoom and innovative use of Twitter for poster sessions. A critical missed opportunity for the trainees was visiting different graduate or professional programs at UF. To fill this gap, we provided funding for each trainee to visit UF later. An advantage of moving the program to a virtual platform was co-mentoring by international mentors in Africa, through the Prostate Cancer Transatlantic Consortium (CaPTC). Additionally, the Service Learning experiences took place virtually. Conclusion: The COVID19 pandemic created an unusual circumstance but we were able to overcome the challenges, which included Zoom fatigue, adjustment to different time zones, isolation and information fatigue. While the ReTOOL research-training program was different in 2020, we were still be able to provide a meaningful experience for the trainees. 2020 trainees submitted 7 conference abstracts and 6 publications. This includes a special series focused on the ReTOOL program projects soon to publish in ecancermedicalscience Journal. Citation Format: Parisa Fathi, Folakemi Odedina, John Allen, Debra Lyon, Diana Wilkie, Nissa Askins, Brian Seymour. The ReTOOL training program for underrepresented minority students: Best practices for virtual training in midst of COVID-19 [abstract]. In: Proceedings of the AACR Virtual Conference: 14th AACR Conference on the Science of Cancer Health Disparities in Racial/Ethnic Minorities and the Medically Underserved; 2021 Oct 6-8. Philadelphia (PA): AACR; Cancer Epidemiol Biomarkers Prev 2022;31(1 Suppl):Abstract nr PO-056.

Broadening international mentoring: contexts and dynamics of expatriate and HCN intercultural mentoring

PurposeTo enlarge the focus on international mentoring beyond traditional company-assigned expatriates, this conceptual paper examines important contexts and dynamics of intercultural mentoring involving traditional expatriates and host country nationals (HCNs), with both as mentors and mentees.Design/methodology/approachThis conceptual paper explores how intercultural mentoring in different contexts can guide the individual professional development of expatriates and HCNs, and in doing so, contributes to MNC knowledge management and organization development.FindingsMajor contributions of this paper include increased attention to the role of culture in mentoring, and an illumination of important intercultural mentoring opportunities and imperatives involving traditional company-assigned expatriates and HCNs, who are key global talent players in MNC knowledge management and overall operations performance. This paper also provides practical recommendations on how organizations can facilitate mentoring within a global context, as well as suggestions for viable avenues for future research, including further extending the global talent reach of international mentoring.Originality/valueThis paper emphasizes the importance of taking the intercultural context into account when planning and managing mentoring in MNCs and outlines how culture can affect mentoring relationships involving traditional company-assigned expatriates and HCNs. This contextual aspect has often been neglected in the extant literature, yet can be crucial for the success of mentoring relationships that cross cultural borders. With its inclusion of HCNs, this paper also expands the picture of international mentoring beyond the traditional focus on company-assigned expatriates.

International Neurotrauma Training Based on North-South Collaborations: Results of an Inter-institutional Program in the Era of Global Neurosurgery.

Objective: Shortage of general neurosurgery and specialized neurotrauma care in low resource settings is a critical setback in the national surgical plans of low and middle-income countries (LMIC). Neurotrauma fellowship programs typically exist in high-income countries (HIC), where surgeons who fulfill the requirements for positions regularly stay to practice. Due to this issue, neurosurgery residents and medical students from LMICs do not have regular access to this kind of specialized training and knowledge-hubs. The objective of this paper is to present the results of a recently established neurotrauma fellowship program for neurosurgeons of LMICs in the framework of global neurosurgery collaborations, including the involvement of specialized parallel education for neurosurgery residents and medical students.Methods: The Global Neurotrauma Fellowship (GNTF) program was inaugurated in 2015 by a multi-institutional collaboration between a HIC and an LMIC. The course organizers designed it to be a 12-month program based on adapted neurotrauma international competencies with the academic support of the Barrow Neurological Institute at Phoenix Children's Hospital and Meditech Foundation in Colombia. Since 2018, additional support from the UK, National Institute of Health Research (NIHR) Global Health Research in Neurotrauma Project from the University of Cambridge enhanced the infrastructure of the program, adding a research component in global neurosurgery and system science.Results: Eight fellows from Brazil, Venezuela, Cuba, Pakistan, and Colombia have been trained and certified via the fellowship program. The integration of international competencies and exposure to different systems of care in high-income and low-income environments creates a unique environment for training within a global neurosurgery framework. Additionally, 18 residents (Venezuela, Colombia, Ecuador, Peru, Cuba, Germany, Spain, and the USA), and ten medical students (the United Kingdom, USA, Australia, and Colombia) have also participated in elective rotations of neurotrauma and critical care during the time of the fellowship program, as well as in research projects as part of an established global surgery initiative.Conclusion: We have shown that it is possible to establish a neurotrauma fellowship program in an LMIC based on the structure of HIC formal training programs. Adaptation of the international competencies focusing on neurotrauma care in low resource settings and maintaining international mentoring and academic support will allow the participants to return to practice in their home-based countries.

Abstract 91: IGCS Fellowship Program in Mozambique: the Results

Abstract Purpose: Mozambique is a country with a very high prevalence of gynecological cancer and, until 2018 had no training program in gynecologic oncology and no gynecologic oncology specialists. Through the International Gynecologic Cancer Society (IGCS) global fellowship program, three gynecologists in Mozambique were trained to become gynecologic oncologists and completed training in October 2020. Methods: The training program pairs specialists in gynecologic oncology with gynecologists in countries without a formal training program in gynecologic oncology. In Mozambique, fellows were paired with specialists from Brazil and the United States, due to a common language with Brazilians and pre-existing partnerships. Over a 2.5 year period, fellows performed self-study using an on-line curriculum, received training in clinical practice and surgery with specialist mentors who traveled to Mozambique 3-4 times/year, attended monthly tumor boards and other regular virtual meetings, and visited the mentors' hospitals in Brazil for a 3 month observership. All surgical cases were logged in REDCap. after completing all requirements, the fellows successfully completed a final exam and received a certificate of successful completion of training. Results: During the training, each fellow participated on average of 251 surgical procedures where they performed: 69 radical hysterectomies, 80 simple hysterectomies, 92 salpingo-oophorectomies, 73 pelvic lymphadenectomies, 2 para-aortic lymphadenectomies, 14 radical vulvectomies, 19 inguinal lymphadenectomies, 34 cold knife conizations and 38 loop electrosurgical excision procedures (LEEPs). At the conclusion of the fellowship, the fellows were performing these procedures independently. Conclusion: The IGCS program and international mentors supported the training of physicians in Mozambique, a country without formal gynecologic oncology training, facilitating the acquisition of the knowledge and skills to effectively care for women with gynecologic cancers. Citation Format: Ricardina Rangeiro, Dercia Changule, Siro Daud, Magda Ribeiro, Elvira Luis, Flora Mabota, Georgia Cintra, Renato Moretti-Marques, Andre Lopes, Marcelo Vieira, Mila Salcedo, Ellen Baker, Cesaltina Lorenzoni, Kathleen Schemeler. IGCS Fellowship Program in Mozambique: the Results [abstract]. In: Proceedings of the 9th Annual Symposium on Global Cancer Research; Global Cancer Research and Control: Looking Back and Charting a Path Forward; 2021 Mar 10-11. Philadelphia (PA): AACR; Cancer Epidemiol Biomarkers Prev 2021;30(7 Suppl):Abstract nr 91.

Self-assessment of the Master's Degree in Nursing: Tutoring an Axis in the International Experiences of Students

Aims: To recover the international experiencies of the tutors of the master’s degree in Nursing of National Autonomous University of Mexico to identify the vision and attitudes they show towards the international development of students in training.
 Metodology: Descriptive, non-experimental, and transactional research involved both program descriptive information and interview with five tutors selected for their international career, mentoring and availability.
 Results: It was identified that the main task of the tutor is to know the interests, motivations, and limitations of each student to achieve their profesional skills and promote them towards internationalization and multidisciplinary collaboration in their career. With these findings it is posible to identify the decisions that tutors can make, as well as gaps within the same tutoring to promote international studies among tutoring.
 Conclusion: It can be concluded that the figure of the tutor certainly ceases to be only a professional guide, to become a motivating entity that seeks for the student to overcome and reach different goals that are much more demanding among them; therefore, the personal and professional experiences of the tutor and his/her own perspective of the tutoring become the pillars of the metamorphosis that occurs in the stuent during the period of his/her master’s degree.

Social Enterprise and Entrepreneurship: Lesson Learnt from Pandemic Crisis

Social Enterprise and Entrepreneurship: Lesson Learnt from Pandemic Crisis