Supervision Of Mentor Research Articles

Assessing Undergraduates’ Critical Thinking Disposition: A Top University in China as a Case Study

The study focused on assessing critical thinking (CT) dispositions among Chinese undergraduate students using the CCTDI-CV. Results showed neutral CT dispositions among students at a top university in China, with factors like gender, grade level, extracurricular activities, Research Program participation, time spent on activities, and mentor supervision influencing CT disposition. Interviews with faculty, students, and administration officials helped identify these factors' impact on students' CT disposition. Recommendations included emphasizing CT development, incorporating active teaching methods, integrating active learning in education, and ensuring systematic support for CT cultivation. The study aimed to enhance students' CT abilities through targeted strategies tailored to the university context.

Using coaching and mentoring supervision of lesson study to enhance classroom research competencies: a multi-case study

PurposeThe purpose of this paper is to explore the coaching and mentoring supervision of the Lesson Study to enhance preservice mathematics teachers' research competencies.Design/methodology/approachThe researcher employed a multi-case study design to describe the internship experiences of practicing coaching and mentoring supervision while preservice teachers engaged in Lesson Study. A total of six preservice teachers were the samples, and they were teaching six lessons. A classroom observation evaluation form was used to collect data from 60 observers, with a proportion of 10 observers to each sample to assess and provide feedback on the samples' research competencies. This was followed by 12 individual, semi-structured interviews using interview protocol. The participants included 60 Lesson Study group members and six mentors from the three research schools, together with the samples' internship advisors from Suratthani Rajabhat University, totaling to 72 assessors. Data were examined using the thematic analysis method.FindingsThe results of 60 observation evaluations revealed that coaching and mentoring supervision of Lesson Study can develop samples' research competencies in four capabilities, namely, instructional planning, classroom management, instructional delivery and professional development. The 12 interview results indicated that the six samples' research competencies were improved in these four aspects, namely, data collection and analysis, collaboration, reflection and pedagogical content knowledge.Practical implicationsMentoring and coaching supervision of Lesson Study holds great potential for collaborative professional development and continuous improvement of mathematics teachers' research competencies.Originality/valueThis article suggests meaningful professional benefits of participation in mentoring and coaching supervision.

Transfer of acquired practical skills from dry lab into live surgery using the avatera robotic system: An experimental study

ObjectiveTo evaluate the transfer of the practical skills of robot-assisted surgery acquired in the dry-lab into a real live experimental setting for performing upper and lower urinary tract surgeries. Material and methodsAn in vivo experimental study design was utilized. Six urology trainees and fellows; two 2nd year trainees with no previous exposure to laparoscopic surgery (Group 1), two 4th year residents with medium exposure to laparoscopic surgery (Group 2) and two fellows trained to perform laparoscopic surgeries (Group 3) performed ureteral reimplantation into the bladder, pyeloplasty, and radical nephrectomy on three female pigs under general anesthesia. Prior to performing the requested procedures, each participant completed 10−14 h dry-lab robotic training acquiring skills in basic surgical tasks, such as suturing, cutting and needle passage. The recorded variables were the successful completion of the procedures, the console time, and the time to perform different steps and major complications. ResultsAll procedures were completed successfully by all groups except the pyeloplasty by group 1 which was complicated by bleeding from the renal vein, and the procedure was abandoned. Group 3 achieved shorter console time for all successfully completed procedures and for separate surgical steps compared to all groups, followed by Group 2. The slowest group for all procedures and steps analyzed was Group 3. ConclusionsAlthough further clinical evidence is needed, the robotic-assisted urological procedures and the most challenging steps could be performed safely and effectively after proper training in the dry lab under mentor supervision according to our study.

Transferencia de habilidades prácticas desde el laboratorio a cirugía in vivo utilizando el sistema robótico Avatera: Estudio experimental

ObjectiveTo evaluate the transfer of the practical skills of robot-assisted surgery acquired in the dry-lab into a real live experimental setting for performing upper and lower urinary tract surgeries. Material and methodsAn in vivo experimental study design was utilized. Six urology trainees and fellows; two 2nd year trainees with no previous exposure to laparoscopic surgery (Group 1), two 4th year residents with medium exposure to laparoscopic surgery (Group 2) and two fellows trained to perform laparoscopic surgeries (Group 3) performed ureteral reimplantation into the bladder, pyeloplasty, and radical nephrectomy on three female pigs under general anesthesia. Prior to performing the requested procedures, each participant completed 10-14 hours dry-lab robotic training acquiring skills in basic surgical tasks, such as suturing, cutting and needle passage. The recorded variables were the successful completion of the procedures, the console time, and the time to perform different steps and major complications. ResultsAll procedures were completed successfully by all groups except the pyeloplasty by Group 1 which was complicated by bleeding from the renal vein, and the procedure was abandoned. Group 3 achieved shorter console time for all successfully completed procedures and for separate surgical steps compared to all groups, followed by Group 2. The slowest group for all procedures and steps analyzed was Group 3. ConclusionsAlthough further clinical evidence is needed, the robotic-assisted urological procedures and the most challenging steps could be performed safely and effectively after proper training in the dry lab under mentor supervision according to our study.

REFLECTIONS OF STUDENTS' PEDAGOGICAL INTERNSHIP IN PRIMARY SCHOOL: THE CONTEXT OF IMPROVING PEDAGOGICAL INTERNSHIP

First cycle students’ pedagogical internship in primary school helps to improve the preparation of future pedagogues – teachers, social pedagogues, organisers of extracurricular activities. Three cycles reflecting a consistent change of roles of students who do pedagogical internship are distinguished in the model of pedagogical internship of Šiauliai University – from the observer, or pedagogue assistant under the supervision of mentor and the head of internship, to independent teacher. Pedagogical internship is not only a part of the study process, but also the factor encouraging the professional progress of a student and school where s/he is appointed for internship to and the higher school preparing the future pedagogue. Following internship, students are prompted to reflect their experience, notice its negative and positive sides, successes and failures they faced, reconsider acquired competences and foresee the ways of their professional improvement. The aim of the research is to reveal the experiences and insights of first cycle students of Šiauliai University who did a pedagogical internship in primary school that are significant for improvement of internship arrangement. The written reflection method was applied to reach the aim and collect the research data. Empirical data are analysed in the way of content analysis. The experiences and insights of first cycle students of Šiauliai University, who did a pedagogical internship in primary school, significant for improvement of pedagogical internship implementation are analysed at the time of the study. It is established that students apply their theoretical knowledge in practice during their pedagogical internship, elucidate the expediency of their profession choice and motivation for pedagogical activity. The advantages and the aspects of the pedagogical internship in primary school to be improved are revealed. Keywords: choice of profession, experience reflection, internship improvement, pedagogical internship.

MP25-15 HOLMIUM LASER ENUCLEATION OF PROSTATE (HOLEP) ACTIVE LEARNING AND SELF-DEVELOPMENT PROGRAM FOR LESS COMPLICATION AND SHORT LEARNING CURVE

INTRODUCTION AND OBJECTIVE: The aim of this study is to describe our learning program “HoLEP Active Learning and Self-development Program (HALSeP)” and to present the preliminary results. METHODS: This study represents a retrospective view of on-going program. Eight urologists who interested in HoLEP surgery and had their Laser prostate surgery fellowship program in the same center were included the study. The program was created in two parts; first part is “learning” and the second part is “self-development” phase. Learning part consisted of; monitoring, video editing, mentor assistance (5 cases), middle lobe enucleation (5 cases), middle lobe enucleation&morcellation (5 cases), and the whole case performance under mentor supervision (10 cases). The aim of the learning part was to show the surgeon the anatomical laser enucleation correctly and to reduce the initial case anxiety with the mentorship. Self-development part consisted of; HoLEP case video watching and case video editing. The purpose of the self-development part is to enable the surgeon who has completed the learning curve and to see various case examples to reduce the complications. RESULTS: Between October 2016 and October 2019, eight urologists have included the program. Four urologists have finished the program while others are still under education. Four urologist have performed totally 190 HoLEP cases after finished the HALSeP. In the “learning” part of the program, all surgeons were trained as described above. All surgeons easily completed their learning curves in 25 cases and expressed themselves as being able to perform a case alone. In the “self-development” part, the number of case watching and video editing and consequently the number of complications and complication details are given in the table. Case video watching and video editing were determined effective methods for reducing peri-operative complications in early cases after learning curve (p1 and p2 <0.05). CONCLUSIONS: The importance of case watching and video editing in HoLEP learning is evident through this program and its results. In addition, our learning program is very important that can be easily applied and enables surgeons to perform HoLEP by themselves at the end of 25 cases with less complication rates.Source of Funding: None

Investigating Factors Affecting the Gap of Nursing Education and Practice from students and instructors’ viewpoints

Background: The existence of a gap between theory and practice in nursing is a problem that is rooted in the history of nursing education, which means that there is a difference between what the student at the college and the behavior that appears in the clinic, and this discrepancy is of concern to community health educators. A coherent understanding of the learning and practice gap is a crucial step in dealing with this gap and thus promoting nursing and community health. This study aimed to determine the factors affecting the gap between education and practice from the three viewpoints of nurses in Shohada Medical Center and nursing students and trainers of the Faculty of Nursing and Midwifery of Qaen. Methods: This descriptive-analytic study was carried out at the Faculty of Nursing and Shohada Hospital in Qaen. The instrument was a researcher-made questionnaire, completed by a census sampling method, completed by 107 nurses and 16 instructors and 105 nursing students from the Faculty of Nursing and Midwifery of Qaen, and analyzed. Results: The greatest impact on the gap between training and practice in terms of students, the use of experienced mentors, self-confidence, coaching support, and the greatest impact from the mentors' view, coach's conscience, motivation, weak mentor supervision, the use of experienced coaches, educational perspective Managers and most impact from nurses' perspective: self-esteem, experienced mentors, nurse motivation and nursing shortages. The results also showed that students had more faith in the training and practice gap than instructors and nurses. Conclusion: It seems that, given the gap between education and practice, managers of educational centers should take the necessary measures to reduce this gap in management, decision making and educational planning.

Use of Robotic Anastomosis Competency Evaluation (RACE) for assessment of surgical competency during urethrovesical anastomosis.

We sought to evaluate the Robotic Anastomosis Competency Evaluation (RACE), a validated tool that objectively quantifies surgical skills specifically for urethrovesical anastomosis (UVA), as a tool to track progress of trainees, and to determine the predictive value of RACE. UVAs performed by trainees at our institution were evaluated using RACE over a period of two years. Trainees were supervised by an experienced robotic surgeon. Outcomes included trainee-related variables (RACE score, proportion of UVA performed by trainee, and suturing speed), and clinical outcomes (total UVA duration, postoperative urinary continence, and UVA-related complications). Significance was determined using linear regression analysis. A total of 51 UVAs performed by six trainees were evaluated. Trainee RACE scores (19.8 to 22.3; p=0.01) and trainee proportion of UVA (67% to 80%; p=0.003) improved significantly over time. Trainee suture speed was significantly associated with RACE score (mean speed range 0.54-0.74 sutures/minute; p=0.03). Neither urinary continence at six weeks nor six months was significantly associated with RACE score (p=0.17 and p=0.15, respectively), and only one UVA-related postoperative complication was reported. Trainee RACE scores improved and proportion of UVA performed by trainees increased over time. RACE can be used as an objective measure of surgical performance during training. Strict mentor supervision allowed safe training without compromising patient outcomes.

RETRACTED: Project-based learning in a virtual internship programme: A study of the interrelated roles between intern, mentor and client

The purpose of this study was to analyse how the interrelationships of interns, clients and mentors lead to success in a project-based learning design virtual internship program. Interns from eleven different university programmes were asked to apply their academic experiences in constructing real projects for clients using a virtual environment while under the supervision of mentors. Data included completed intern projects, intern journals, and mentor and client evaluations. Data were collected over five cohorts, from forty-two cases, six of which are highlighted in this study. Programme design, mentor and client training, and intern performance, are considered. Findings demonstrate that interrelated roles evolve during the virtual internship and project success is related to the co-construction of knowledge between the intern, mentor and client. The study of the functions of these roles leads to implications for the design, development and implementation of a successful virtual internship programme. PBL virtual internships support interrelated roles between intern, mentor and client.Project success is related to the connection between the roles.Co-construction of knowledge is supported through interrelationships.Attributes of related roles are found in successful project teams.

MOKYKLA, MOKYTOJAS IR RENGIMASIS MOKYTOJAUTI BŪSIMŲ PRADINIŲ KLASIŲ MOKYTOJŲ AKIMIS [SCHOOL, TEACHER AND TEACHER TRAINING FROM THE PERSPECTIVE OF FUTURE PRIMARY TEACHERS

Students of the study programme of Primary Education experience what it means to be a teacher as early as first years of their studies. Their practical pedagogical studies (30 credits) consist of a 3-part teaching practice: Practice of Teacher Assistant; Teaching Practice under Supervision of Mentor and Independent Teaching Practice. The article discusses Teaching Practice under Supervision of Mentor-1, which was completed by the students in Semester 5. During their teaching practice the students observe lessons delivered by teachers and analyse them, teach lessons themselves, participate in activities of non-formal educational activities, familiarise with the school and its traditions, learn about support to school learners provided by the specialists working in the school and help school learners facing learning difficulties. The article presents the case of Vilnius Pranas Mašiotas Primary School, where 5 third year students of the study programme of Primary Education had their teaching practice. The analysis of practice diaries allows to reveal how teachers to be evaluate an educational institution and people working there, what they think about their own competency, personal development, how they obtain practical experience and what challenges they face during their teaching practice. Key words: pedagogical studies, pedagogical internship, primary education.

Establishing a teaching unit in laparoscopic radical prostatectomy: An Australian experience

Objective: The aim of this project was to examine the role of surgical mentorship on the perioperative and oncological outcomes of patients undergoing laparoscopic radical prostatectomy (LRP) performed by two urologists inexperienced in the procedure. Methods: Forty-one (41) consecutive LRP cases were performed for clinically localised prostate cancer between December 2006 and June 2008 at a single centre. The surgical mentor approach was used with an experienced LRP surgeon being present for all cases that were performed by two urologists training in LRP. Data was retrospectively reviewed to assess morbidity and oncological outcomes of patients undergoing LRP by the team of trainees. Results: No LRP cases were converted to open and no major intraoperative complications were noted. Mean intraoperative blood loss was 493 ml (range 150–1000 ml) with the mean operative time being 220 minutes (range 100–315 minutes). The overall positive margin rate was only 12% (five out of 41 cases). Conclusion: LRP teaching units can be established with appropriate mentor supervision and can result in good oncological outcomes and minimal morbidity that compares favourably to robotic-assisted radical prostatectomy (RARP).

Mentor's brain functional connectivity network during robotic assisted surgery mentorship.

In many complicated cognitive-motor tasks mentoring is inevitable during the learning process. Although mentors are expert in doing the task, trainee's operation might be new for a mentor. This makes mentoring a very difficult task which demands not only the knowledge and experience of a mentor, but also his/her ability to follow trainee's movements and patiently advise him/her during the operation. We hypothesize that information binding throughout the mentor's brain areas, contributed to the task, changes as the expertise level of the trainee improves from novice to intermediate and expert. This can result in the change of mentor's level of satisfaction. The brain functional connectivity network is extracted by using brain activity of a mentor during mentoring novice and intermediate surgeons, watching expert surgeon operation, and doing Urethrovesical Anasthomosis (UVA) procedure by himself. By using the extracted network, we investigate the role of modularity and neural activity efficiency in mentoring. Brain activity is measured by using a 24-channel ABM Neuro-headset with the frequency of 256 Hz. One mentor operates 26 UVA procedures and three trainees with the expertise level of novice, intermediate, and expert perform 26 UVA procedures under the supervision of mentor. Our results indicate that the modularity of functional connectivity network is higher when mentor performs the task or watches the expert operation comparing mentoring the novice and intermediate surgeons. At the end of each operation, mentor subjectively assesses the quality of operation by giving scores to NASA-TLX indexes. Performance score is used to discuss our results. The extracted significant positive correlation between performance level and modularity (r = 0.38, p - value <; 0.005) shows the increase of automaticity and decrease in neural activity cost by improving the performance.

Endoscopic ultrasonography-guided biliary drainage: Who, when, which, and how?

Both endoscopic ultrasonography (EUS)-guided choledochoduodenostomy (EUS-CDS) and EUS-guided hepaticogastrostomy (EUS-HGS) are relatively well established as alternatives to percutaneous transhepatic biliary drainage (PTBD). Both EUS-CDS and EUS-HGS have high technical and clinical success rates (more than 90%) in high-volume centers. Complications for both procedures remain high at 10%-30%. Procedures performed by endoscopists who have done fewer than 20 cases sometimes result in severe or fatal complications. When learning EUS-guided biliary drainage (EUS-BD), we recommend a mentor's supervision during at least the first 20 cases. For inoperable malignant lower biliary obstruction, a skillful endoscopist should perform EUS-BD before EUS-guided rendezvous technique (EUS-RV) and PTBD. We should be select EUS-BD for patients having altered anatomy from malignant tumors before balloon-enteroscope-assisted endoscopic retrograde cholangiopancreatography, EUS-RV, and PTBD. If both EUS-CDS and EUS-HGS are available, we should select EUS-CDS, according to published data. EUS-BD will potentially become a first-line biliary drainage procedure in the near future.

Effects of coaching supervision, mentoring supervision and abusive supervision on talent development among trainee doctors in public hospitals: moderating role of clinical learning environment.

BackgroundEffective talent development requires robust supervision. However, the effects of supervisory styles (coaching, mentoring and abusive supervision) on talent development and the moderating effects of clinical learning environment in the relationship between supervisory styles and talent development among public hospital trainee doctors have not been thoroughly researched. In this study, we aim to achieve the following, (1) identify the extent to which supervisory styles (coaching, mentoring and abusive supervision) can facilitate talent development among trainee doctors in public hospital and (2) examine whether coaching, mentoring and abusive supervision are moderated by clinical learning environment in predicting talent development among trainee doctors in public hospital.MethodsA questionnaire-based critical survey was conducted among trainee doctors undergoing housemanship at six public hospitals in the Klang Valley, Malaysia. Prior permission was obtained from the Ministry of Health Malaysia to conduct the research in the identified public hospitals. The survey yielded 355 responses. The results were analysed using SPSS 20.0 and SEM with AMOS 20.0.ResultsThe findings of this research indicate that coaching and mentoring supervision are positively associated with talent development, and that there is no significant relationship between abusive supervision and talent development. The findings also support the moderating role of clinical learning environment on the relationships between coaching supervision-talent development, mentoring supervision-talent development and abusive supervision-talent development among public hospital trainee doctors. Overall, the proposed model indicates a 26 % variance in talent development.ConclusionThis study provides an improved understanding on the role of the supervisory styles (coaching and mentoring supervision) on facilitating talent development among public hospital trainee doctors. Furthermore, this study extends the literature to better understand the effects of supervisory styles on trainee doctors’ talent development are contigent on the trainee doctors’ clinical learning environment. In summary, supervisors are stakeholders with the responsibility of facilitating learning conditions that hold sufficient structure and support to optimise the trainee doctors learning.

Baccalaureate nursing students' perceptions of learning and supervision in the clinical environment.

This study is an exploration of nursing students' experiences within the clinical learning environment (CLE) and supervision provided in hospital settings. A total of 357 second-year nurse students from all universities in Cyprus participated in the study. Data were collected using the Clinical Learning Environment, Supervision and Nurse Teacher instrument. The dimension "supervisory relationship (mentor)", as well as the frequency of individualized supervision meetings, were found to be important variables in the students' clinical learning. However, no statistically-significant connection was established between successful mentor relationship and team supervision. The majority of students valued their mentor's supervision more highly than a nurse teacher's supervision toward the fulfillment of learning outcomes. The dimensions "premises of nursing care" and "premises of learning" were highly correlated, indicating that a key component of a quality clinical learning environment is the quality of care delivered. The results suggest the need to modify educational strategies that foster desirable learning for students in response to workplace demands.

Clinical Outcome and Fusion Rates after the First 30 Extreme Lateral Interbody Fusions

Introduction. The lateral transpsoas approach for lumbar interbody fusion (XLIF) is gaining popularity. Studies examining a surgeon's early experience are rare. We aim to report treatment, complication, clinical, and radiographic outcomes in an early series of patients. Methods. Prospective data from the first thirty patients treated with XLIF by a single surgeon was reviewed. Outcome measures included pain, disability, and quality of life assessment. Radiographic assessment of fusion was performed by computed tomography. Results. Average follow-up was 11.5 months, operative time was 60 minutes per level and blood loss was 50 mL. Complications were observed: clinical subsidence, cage breakage upon insertion, new postoperative motor deficit and bowel injury. Approach side-effects were radiographic subsidence and anterior thigh sensory changes. Two patients required reoperation; microforaminotomy and pedicle screw fixation respectively. VAS back and leg pain decreased 63% and 56%, respectively. ODI improved 41.2% with 51.3% and 8.1% improvements in PCS and MCS. Complete fusion (last follow-up) was observed in 85%. Conclusion. The XLIF approach provides superior treatment, clinical outcomes and fusion rates compared to conventional surgical approaches with lowered complication rates. Mentor supervision for early cases and strict adherence to the surgical technique including neuromonitoring is essential.

Laparoscopic Adrenalectomy for Beginners Without Open Counterpart Experience: Initial Results Under Staged Training

To develop a staged laparoscopic training program for beginners to perform laparoscopic adrenalectomy (LA) and to determine its safety and feasibility. From January 2002 to October 2007, 5 beginners (postgraduate years 1-5) without previous experience in open adrenalectomy were selected randomly to receive the staged laparoscopic training, including box-trainer, animal model, and mentor-initiated clinical training. During the clinical training, the trainees acted as the camera holder first, and then selectively performed simple operations, such as laparoscopic renal cyst unroofing. Finally, they performed 30 LAs independently under the mentor's supervision using the technique of anatomic retroperitoneoscopic adrenalectomy. The clinical data of the 30 LAs performed by each the trainees (150 LAs total) were collected and compared with the data from the initial 30 LAs of the mentor. All LAs were completed successfully. No procedure required conversion to open surgery. The median operative time of the trainees was 82.3 minutes (range 59-133), which was obviously shorten than the mentor's (median operative time 131.5 minutes, range 73-230, P < .001). The learning curve among the trainees was shorter compared with that of the mentor. No major complications were observed. The minor intraoperative and postoperative complication rate for the trainees was 0.67% and 6.7%, respectively, not significantly different from those of the mentor (0% and 3.3%, respectively; both P > .05). All complications developing in patients treated by the trainees required only conservative therapy. It was safe and feasible for beginners without previous open counterpart experience to perform LA using staged training.

Student nurse theatre placements. The new curriculum.

Following the implementation of the Fitness for Practice (FFP) nurse education curriculum, opportunities are available for student nurses to return to the operating theatre environment during their surgical module. This follows a ten-year absence in most parts of Wales. This article investigates what realistic placement objectives are available for student nurses in Wales and how close mentor supervision can enhance the learning process and promote the clinical experience of theatre nursing.

Mentor supervision and development – exploration of lived experience

The article explores the process of mentor development and the benefits that can accrue, both to the mentor and the mentee. Using personal experience, underpinned by theory, the author sets out to research the fundamental question posed – “How can a mentor effectively help another to explore their hidden behaviours and patterns of action, if they have not done that for themselves?” The use of supervision as a means to support mentors in their work is discussed and examined. The framework described places a value on the need for individual mentors to be able to understand their own process when working with a mentee, thus ensuring that mentees will receive the best possible support themselves.

Mentoring as a bridge to positive outcomes for teen mothers and their children.

This paper compares historical and psychosocial realities of teenage parenting to prevailing contemporary myths. The authors explore the negative consequences of current remedies based on these myths. Community volunteer mentoring programs are suggested as a cost-effective intervention that can benefit communities and promote positive outcomes for at-risk pregnant teenagers. The authors suggest strategies for implementation of a community volunteer mentoring program based on an existing program in an urban community health center. Detailed information for social workers in community agencies is provided with regard to community education, recruitment, training, and ongoing support and supervision of mentors; funding requirements; and program evaluation.