Mentor-mentee Relationship Research Articles

Social acceptance from peers and youth mentoring: Implications for addressing loneliness and social isolation.

Youth mentoring may be able to support lonely and socially isolated youth. This study examined the association between participating in youth mentoring programs and mentee perception of social acceptance from peers.Regression models considered the association between mentoring and peer social acceptance in terms of demographics, program features, and baseline peer relationship quality for 693 youth from 27 mentoring programs. The construct validity of a social acceptance scale was explored.The scale suggested two factors of peer social acceptance. No significant changes in peer social acceptance were observed before and after participating in mentoring programs. Trends in social acceptance indicated that positive/negative feelings in the mentor-mentee relationship were associated with positive/negative indicators of peer social acceptance.Mentoring programs may be able to help prevent loneliness and social isolation through positive aspects of the mentor-mentee relationships, but additional intervention activities are likely necessary to support lonely and socially isolated youth.

Freshmen Protégé Perspectives on Mentoring in Engineering Education-A Qualitative Study

Mentoring in engineering education is a critical aspect of success for all student population. Undergraduate mentors can provide young engineers invaluable guidance and support early in their career. Enhancing undergraduate engineering institutes' perspectives on mentoring at wellestablished levels is necessary to ensure the engineers they provide to the industry are capable, both academically and professionally. By qualitatively analyzing student perceptions, the study investigates how freshmen engineering students perceive mentorship in engineering institutes. A questionnaire with open-ended questions was created and given to 26 first-year engineering students in an autonomous institution HITAM (Hyderabad Institute of Technology and Management) in South India. The analysis of students' responses revealed the following themes: Mentoring in engineering education, mentor focus towards physical and mental health, short-term and long-term goal setting, skill development and trust and confidentiality in mentor-mentee relationship. The analysis focused on how theresponses of the students varied depending on their discipline and gender. Comparatively more thorough experiences and views were provided by participants in computer sciences and its applied discipline than by participants in other engineering disciplines. The results of this study will help engineering institutions to better understand mentorship for freshmen protégés and serve as a reference for implementing better and advanced goal-based mentoring practices. Keywords— Mentoring, Mentee, Physical and Mental health, Roles of mentoring, Skill development, Trust and confidentiality

Mentoring in Animal Behavior — What Makes a Successful Mentor-Mentee Relationship?

What makes a good mentor-mentee relationship in dog training and behavior consulting? Features of a successful Australian mentorship program are discussed.

Mentor-Mentee Relationship: 12 Suggestions from English Mentors to Mentees

Mentor-Mentee Relationship: 12 Suggestions from English Mentors to Mentees

Digital Mentorship: Mentor-Mentee Relationships in Virtual Spaces

This study aims to explore the experiences, challenges, and outcomes of digital mentorship, categorizing the different facets of mentor-mentee interactions in virtual environments and identifying effective strategies for digital mentorship. Employing a qualitative research design, this study conducted semi-structured interviews with 25 participants who have been involved in digital mentorship either as mentors or mentees. Thematic analysis was used to identify key themes and categories from the interview transcripts, focusing on communication methods, challenges and solutions, professional development, personal development, and the role of technology and tools in facilitating mentorship. The analysis revealed five main themes: Communication Methods, Challenges and Solutions, Professional Development, Personal Development, and Technology and Tools. Each theme encompasses various categories and concepts, such as synchronous and asynchronous communication, technical issues and cultural differences, skill acquisition and networking, confidence building and work-life balance, and the utilization of collaboration platforms and communication tools. These findings highlight the diversity of practices and experiences in digital mentorship, along with the strategies employed by participants to navigate the challenges of virtual environments. Digital mentorship presents a complex, multifaceted landscape that offers both challenges and opportunities for mentor-mentee relationships. Effective communication, strategic use of digital tools, and attention to personal connection are crucial for maximizing the benefits of mentorship in virtual spaces. This study contributes to the understanding of digital mentorship dynamics, providing insights for enhancing mentorship practices and outcomes in the digital age.

International Neurosurgery: The Role for Collaboration.

The global death toll from lack of access to basic surgical care is three times as much as for tuberculosis, HIV and malaria combined. Patients dying of curable neurosurgical conditions solely because of inadequacy or absence of neurosurgical infrastructure is an issue deserving immediate attention and action. Global neurosurgery is an important step forward in this regard, under which different models of collaboration between HICs and LMICs aim to increase both the number of neurosurgeons as well the quality of neurosurgical care available in these countries through arranging surgical camps, providing neurosurgical training and education, and restructuring the health system in these countries in order to create an environment conducive to the provision of the highest form of neurosurgical care. Despite the many challenges faced by LMICs in furthering neurosurgery programs such as poor resource allocation, brain drain, turbulent socioeconomic conditions, limited training facilities, and population explosion, data now being reported from LMICs the world over, exemplifies the immense positive impact that collaborations have had over the last few decades in improving neurosurgical capacity and infrastructure. So far, conventional methods of collaboration (i.e. neurosurgical missions to LMICs and training of neurosurgeons in HICs) have been effective in progressively bringing about the desired change in LMICs. However, these methods have been limited by a finite funding, pushing the global neurosurgical community to look for alternatives such as online curricula, task shifting and sharing, and long distance mentor-mentee relationships. In this review, we aim to provide an update on the current state of neurosurgical collaborations and identify the barriers in the way of collaborations and what alternative models of collaboration might be used to overcome them..

The power of woman-to-woman mentorship in creating long-term changes in biodiversity conservation in Southeast Asia

Growing evidence indicates that women’s involvement and leadership are important to creating inclusive conservation programs, increasing likelihood of success, and achieving sustainability. Effective future women leaders can be created by providing them with dedicated mentorship, as in long-term support and dynamic learning that encompass the entirety of a person, not only their technical training. Mentorship by women is key to ensuring more women are empowered, can advance their careers, and become independent leaders in their domains. The ways mentorship contribute to a woman’s career have been frequently studied in medicine, sports, and education, yet rarely in conservation. Providing real examples of long-term mentorships centered on the perspective of a mentee from the Global South will demonstrate an applicable roadmap towards recruiting and retaining women in conservation. We recount two sets of ten-year long mentor-mentee relationships—one with a foreign mentor and the other domestic—based on our personal experiences in Indonesia. We examined issues raised by Indonesian women in conservation and provided targeted solutions that may be applicable to a broader audience. The resulting group of empowered, capable women can rely on one another for technical and moral support, along with work together to shift social norms towards becoming more inclusive of women in more varied roles and at multiple career levels in conservation. In highlighting real examples, mentees can understand what they should seek out and expect from mentorship, and how women from the Global North and Global South can provide true mentorship to more women without access to the same opportunities. We hope to inspire more women from the Global South to continue their careers and be leaders in conservation.

Diversifying gender equity in leadership in public relations: the role of mentoring and instrumental support at the organizational level

PurposeThe rise of a professional career presents women in today's public relations profession an intense challenge in balancing professional and family responsibilities. Therefore, this study is motivated to investigate female public relations professionals' perceptions of work–family conflict in their daily life. Specifically, the authors focused the research on women working in the professions of communication and public relations in the United States.Design/methodology/approachAn online survey was designed and conducted in the United States. The final sample includes 512 women working full-time in public relations and communication. In addition, the authors pre-specified several demographic quotas in sampling design in order to recruit a diverse group of female professionals nationwide.FindingsThe findings of this research study confirmed that female professionals have to constantly make changes to their plans for family activities when there is a conflict due to work-related duties. Such impact is particularly intense for professionals in the age bracket of 31–40. They have to use a wide variety of coping strategies to manage the work–family conflict. Findings in the present research study confirmed the critical role of mentoring in providing extra support and to help junior female professionals find coping solutions. Effective mentor–mentee networks can be established and used as valuable resources to support women in managing work–family conflict.Originality/valueBy investigating current female professionals' perceptions on work–life conflict and their adoption of relevant coping strategies in the workplace, this research provides solid evidence that organizations should dedicate efforts in providing strong support in programs and policies and makes the options available to female professionals at all levels. The present research highlights the importance of building mentor–mentee relationships as an effective supportive approach when managing work–family conflict.

Comparison of Male and Female Surgeons’ Experiences With Gender Across 5 Qualitative/Quantitative Domains

A growing body of literature has been developed with the goal of attempting to understand the experiences of female surgeons. While it has helped to address inequities and promote important programmatic improvements, work remains to be done. To explore how practicing male and female surgeons' experiences with gender compare across 5 qualitative/quantitative domains: career aspirations, gender-based discrimination, mentor-mentee relationships, perceived barriers, and recommendations for change. This national concurrent mixed-methods survey of Fellows of the American College of Surgeons (FACS) compared differences between male and female FACS. Differences between female FACS and female members of the Association of Women Surgeons (AWS) were also explored. A randomly selected 3:1 sample of US-based male and female FACS was surveyed between January and June 2020. Female AWS members were surveyed in May 2020. Self-reported gender. Self-reported experiences with career aspirations (quantitative), gender-based discrimination (quantitative), mentor-mentee relationships (quantitative), perceived barriers (qualitative), and recommendations for change (qualitative). A total of 2860 male FACS (response rate: 38.1% [2860 of 7500]) and 1070 female FACS (response rate: 42.8% [1070 of 2500]) were included, in addition to 536 female AWS members. Demographic characteristics were similar between randomly selected male and female FACS, with the notable exception that female FACS were less likely to be married (720 [67.3%] vs 2561 [89.5%]; nonresponse-weighted P < .001) and have children (660 [61.7%] vs 2600 [90.9%]; P < .001). Compared with female FACS, female AWS members were more likely to be younger and hold additional graduate degrees (320 [59.7%] were married; 238 [44.4%] had children). FACS of both genders acknowledged positive and negative aspects of dealing with gender in a professional setting, including shared experiences of gender-based harassment, discrimination, and blame. Female FACS were less likely to have had gender-concordant mentors. They were more likely to emphasize the importance of gender when determining career aspirations and prioritizing future mentor-mentee relationships. Moving forward, female FACS emphasized the importance of avoiding competition among female surgeons. They encouraged male surgeons to acknowledge gender bias and admit their potential role. Male FACS encouraged male and female surgeons to treat everyone the same. Experiences with gender are not limited to supportive female surgeons. The results of this study emphasize the importance of recognizing the voices of all stakeholders involved when striving to promote workforce diversity and the related need to develop quality improvement/surgical education initiatives that enhance inclusion through open, honest discourse.

Research fellowship in a Lebanese academic medical center: What does it take to shift from an informal to a formal program?

Research fellowship programs help medical graduates acquire research skills for an academic career. While our institution employed a large number of research fellows, it did not offer them a formal training program. This study aimed to assess the views of fellows and their mentors regarding the current research fellowship program, and to seek their suggestions for a formal training program at our medical center. We conducted a qualitative descriptive study using both focus group discussions and individual interviews with research fellows, and individual interviews with their mentors. We recruited all eligible participants by email. We collected data in person and analyzed it thematically. We followed the consolidated criteria for reporting of qualitative research (COREQ) checklist. A total of 17 research fellows and 17 mentors participated in the study. Participants described the current non-formal program and proposed suggestions for a formal training program. The identification of available vacant positions and the recruitment process followed an unstructured approach, through networking with mentors and previous fellows. Although there is a formal contract, there is no job description, and no definition of roles, responsibilities and rights. Some fellows get the opportunity of being involved in all aspects of research and benefit from a favorable mentor-mentee relationship. Conversely, others struggle with authorship and with the projects allocated to them, some being "non-research" related. Not all fellows end up publishing their projects. Participants provided suggestions to shift into a formal training, including measures to improve on the recruitment process of fellows, defining roles and exposure to all aspects of research. Research fellows are eager to learn, but the currently available program is unstructured. They need a formal training program that meets their expectations, one that offers equitable learning opportunities and benefits to all.

On Grand-Mentors and Great-Grand-Mentors: Reflecting on Graduate Program Support for a Multigenerational Mentorship Model

Doctoral programs often reflect a formal mentoring project wherein an advisor closely guides a junior scholar through degree completion. But the primary mentor-mentee relationship is only one of many relationships that blossoms during this time. ‘Mosaic’ mentorship models are becoming more common, leading to better outcomes for junior scholars. In this commentary, we reflect on one type of mosaic mentorship model wherein multiple ‘generations’ mentor more junior scholars (and mentor those who are doing the mentoring, too). The authors are five links in this continuing mentorship chain. Together we reflect on what made this style of mentorship a unique and positive experience, and how graduate programs can support their students by encouraging this model.

Developing and Evaluating the Effectiveness of a Nursing Leadership Mentoring Pilot Program.

The nurse leader role is a vital role in ensuring quality, safety, and staff retention in the health care setting. A new nurse manager often receives little mentoring support when assuming a new role. Fifteen mentor/mentee pairs were provided with 6 training sessions specifically designed using the Hale Mentoring Up theoretical framework. Surveys and focus groups were conducted at mid- and endpoints. Data were digitally recorded, transcribed verbatim, and loaded into NVivo 12. Two attributes that facilitated a positive mentoring relationship emerged from the qualitative analysis: interpersonal and organizational skills. Interpersonal skills included a mentor-mentee relationship that was built upon trust, flexibility, and learning and development; and organizational skills included building relationships both internally and externally. Furthermore, time was identified as a barrier to mentoring. A mentoring program is a vehicle to help support new nurse leaders through an educational intervention and mentoring support program. The development of a mentoring pilot program helps to strengthen future nursing leadership to support new leaders in their roles.

Getting by with a little help from my friends? Expanding mentorship for career development and satisfaction

Collaboration and teamwork are well-established cornerstones of modern clinical and academic medicine as well as research, including radiology. Mentorship is also part and parcel of daily medical practice and training. As it is, there is a wide range of opinions on the effectiveness of standard mentorship models. In some cases, academic departments may offer mentorship to fulfill a requirement rather than as a sign of commitment to ensuring that all mentees receive the guidance they seek. Although mentor-mentee relationships might have arisen organically, and such situations are still possible, the overall lack of face-to-face interactions in many departments in the COVID era suggests the need to emphasize formal mentoring programs. We appreciate the overall successes of mentorship in medicine as well as radiology, while acknowledging that, like anything, it is not perfect. Because the processes of decision making and career planning are similar across fields, a peer-to-peer cross-specialty mentorship model could yield untold benefits to early-career radiologists who may receive valuable advice from friends or colleagues outside of medicine, or simply outside of radiology, at crucial points in their careers. There is no ideal formula or format for mentoring, however. We endorse the theory or intentions of mentorship and believe that its effectiveness can take several forms. Having a formal program in place, with built-in flexibility to address our rapidly changing times, remains highly desirable. Our proposal is to expand this notion to a “whatever works,” “anything goes,” or, in the spirit of the COVID era, a hybrid model.

Outcomes of the UAMS summer undergraduate research program to increase diversity in research and health professions.

The University of Arkansas for Medical Sciences (UAMS) Summer Undergraduate Research Program (SURP) aims to increase diversity in research and health-related careers. The SURP provides underrepresented minority (URM) and disadvantaged students with research, mentoring, and networking experiences; real-life surgical observations; and simulated cardiovascular demonstrations. A postprogram survey was developed to assess program outcomes and explore ways of improving the program to stimulate URM and disadvantaged students' interest in research and health-related careers. This is a report of those postprogram survey findings. Using a survey research design, an online survey was emailed to participants (n = 88). Data were collected for 6 weeks beginning March 2020. There were 37 multiple-choice and open-ended questions regarding education, career choices, and program experiences. Responses were downloaded to statistical software for analyses. Quantitative data were analyzed using descriptive statistics. Major themes were identified for qualitative data. Responses were received from 44.3% (n = 39) of former SURP participants. Overall, 59% stated that the SURP influenced their career goals. When asked about mentor-mentee relationships, 69.3% responded that their interactions were excellent or good; 61.5% maintained contact with their mentor after the SURP. Finally, 79% indicated their SURP experience was excellent or good, and 84.6% would recommend the SURP to others. The SURP has been successful at providing URM and disadvantaged students with positive research experiences and long-term mentor-mentee relationships and has influenced educational and/or career goals. Programs that expose URM and disadvantaged students to basic, clinical, and/or translational research are beneficial for stimulating interest in research and health-related careers.NEW & NOTEWORTHY Mentor-mentee relationships were extremely beneficial as many of the former participants maintained contact with their summer mentor after the program ended. This assessment also revealed that exposing underrepresented and minority students to research has a long-lasting effect on career and educational goals.

Black Youths' Perspectives: Importance of Family and Caregiver Involvement in the Mentor-Mentee Relationship.

Research shows that mentorship can significantly influence the lives of youth. As a society we are becoming more diverse and aware that cultural needs for youth of color are more complex. We have seen an increase in formal mentoring programs that offer services to Black youth. As this shift continues, it is imperative that culturally responsive services are considered. Little research exists that explores the importance of family engagement within the mentor-mentee relationship. When working with Black youth, it is important to understand cultural practices found within the Black family that could have an influence on the mentor-mentee relationship. This study uses qualitative inquiry to explore the perspectives of 12 Black adolescents, ages 14-18, participating in a youth mentoring program. Through individual interviews, the participants described their experiences and observations of their mentor's engagement with their family/caregiver. Findings suggest that Black youth value a genuine connection between their mentor and family/caregiver, they often assign a familial role to their mentor, and they adhere to cultural practices observed within the Black family. These results have implications for culturally responsive practices for youth mentoring programs to incorporate when working with Black youth and families.

Digital platforms and entrepreneurial support: a field experiment in online mentoring

The benefits of entrepreneurial mentorship are well documented, but there is limited research on how entrepreneurs connect with mentors, especially in digital settings. We partnered with an online platform that connects entrepreneurs to potential mentors to conduct a field experiment in online mentoring. Drawing on literature on entrepreneurial mentorship and Social Cognitive Theory, we compared the effects of three interventions on the likelihood of reaching out and making a connection with a mentor in a digital setting. We find that showing entrepreneurs a video of a successful mentor–mentee relationship increases the chances that they will reach out to a potential mentor but does not improve their chances of making a connection. These findings are more pronounced for female entrepreneurs. While not all entrepreneurs adopt the offered interventions, those that make the effort to learn to navigate the online platform and craft a suitable introductory message are successful in establishing a mentoring connection. We discuss these implications for both theory and practice.

Eliciting Looked After Children’s Views and Relationships Through Card-based Participatory Research Methods

This brief report discusses the usefulness of “ranking and ratings” cards in the context of participatory research with looked-after children. Within this research, we draw upon notions of participation as outlined in the UNCRC. We undertook participatory research to elicit the voices of looked after children, aged 6 to 11 years, who were involved in a school-based creative mentoring intervention. The researchers created a “ranking and ratings” card based upon the popular game “Top Trumps” to create familiarity and facilitate an examination of mentor-mentee relationships through focused conversations. We found that children’s interactions with the cards stimulated conversations which were open and detailed. This was of particular value for conducting participatory research with marginalized children who may not otherwise necessarily engage in research with an unfamiliar adult.

Seeing behind the curtain: Reverse Mentoring within the Higher Education landscape

ABSTRACT The following article presents the findings of a Reverse Mentoring evaluation project conducted at a modern university in northwest England, which has a high proportion of students from non-traditional educational backgrounds. Using a reverse mentoring framework, the traditional mentor–mentee relationship was flipped with students serving as senior partners and their tutors as junior partners. The purpose of this study was to investigate how staff–student relations could be strengthened by gaining a better understanding of one another’s perspectives. The concept of institutional habitus provided a theoretical framework within which to examine disparities in mentor–mentee cultural understanding. Using a mixed approach to data collection, composite narratives were constructed. They revealed subtle cultural mismatches between the positions of mentor and mentee. The study speculates that by gaining a better understanding and appreciation of students’ habitus, more inclusive teaching practises can be developed to ensure the inclusion of all students.

Development and Retention of Early-Career Clinician-Scientists through a Novel Peer Mentorship Program: Multidisciplinary Intensive Care Research Workgroup.

Early-career clinician-scientists often leave academic medicine, but strong mentorship can help facilitate retention. Beyond the traditional dyadic mentor-mentee relationship, formal peer mentoring provides a rich means to augment career development and foster independence. To describe a model for early-career peer mentorship and the retention of participating early-career clinician-scientists in academic medicine. In 2015, a multidisciplinary and interprofessional group of early-career clinician-scientists focused on critical care developed a peer mentoring group at the University of Michigan called the MICReW (Multidisciplinary Intensive Care Research Workgroup). We describe the establishment, sustainability, guiding principles, challenges, and successes of MICReW. MICReW was established to be a formal, peer-only mentoring group without the direct participation of senior mentors. The purpose of MICReW was to support and promote the research and career development of early-career clinician-scientists by creating an environment that fostered diverse opinions, constructive feedback, and camaraderie. As a group, we wrote a mission statement and defined our guiding principles. Our sustainability, growth, and adaptability (seamlessly transitioning to all virtual meetings) were possible by the continued investment of our peer members. To date, MICReW has had 30 members, of whom 15 are current members and approximately half are women. Nearly all members (n = 29/30) remain in academic positions, and half (n = 15) have been awarded career development awards. Most members also report significant benefits from being a member of MICReW. The MICReW peer mentorship model is a sustainable and adaptable peer mentoring model whose members continue to be engaged in academic medicine.

Effective Mentorship of Women and Underrepresented Minorities in Orthopaedic Surgery: A Mixed-Methods Investigation.

Members of J. Robert Gladden Orthopaedic Society and Ruth Jackson Orthopaedic Society were invited to participate. An email with an anonymous link to the survey was distributed; the survey was open for responses from September 2020 through February 2021. The survey contained free-response and quantitative items about mentorship and its impact on current activities, career path, and ways to improve mentorship. Descriptive statistics, 1-way analysis of variance, frequencies, and Fisher exact test were used to analyze survey data. Qualitative data were deidentified and analyzed using thematic analysis techniques. A total of 155 participants responded to the survey, of those, 151 (98%) met criteria for analysis. Sixty-four percent of participants were women, 15% identified as Black, 4% identified as Hispanic, and 9% identified as multiracial. Eighty-five percent of respondents had a mentor in orthopaedic surgery. Mentorship was often cited as useful for exposure to role models and skills development. Medical students were most likely to consider gender concordance with their mentor important. URM respondents reported greater importance of sharing race/ethnicity with their mentor (p = 0.005). In qualitative responses, participants commented on identity-specific challenges to mentorship, lack of time and institutional support for mentorship, and the disproportionate burden of mentorship on women and URMs. Mentorship was highly valued among women and URMs in orthopaedic surgery across all career stages. Mentorship attracted students to orthopaedic surgery and allowed residents and surgeons to progress in the field. Sharing racial/ethnic identity in mentor-mentee relationships was important to both trainees and practicing surgeons.