Mentoring Support Research Articles

The role of social factors in access to and equity in higher education for students with low socioeconomic status: A case study from Indonesia

This study investigates the role of social factors in the access to and equity in higher education (HE) for students with a low socioeconomic status (SES) in Indonesia, from multiple stakeholder perspectives. Semi-structured interviews were conducted with the students, lecturers, and support staff at a large Indonesian university. Focus group discussions were organised to validate the interview results. Family and mentoring programmes appear to play a major role in accessing HE, while lecturers and peers play a significant role in equity. This study highlights the importance of mentoring programmes that guide students to continue their study at the university level. The result provides insights into programmes at the university itself that should focus on developing social skills. This study illustrates the necessity of social support factors, including family, peers, mentor programs, teachers, and lecturers, in supporting access to and equity in HE.

Increasing research capacity in community organizations: Findings from the Community Research Scholars Initiative

Increasing research capacity in community-based organizations (CBOs) can equip the organizations to be more equal partners in academic/community partnerships and can help them be more accountable to their clients and funders. In this study, we report on findings from four years of data collected from the Community Research Scholars Initiative (CRSI) in Cleveland, Ohio. CRSI provided intensive research training over two years to two cohorts (N = 9) of frontline workers (“Scholars”) from CBOs focused on health disparities. Scholars completed one year of didactic training and one year of mentoring to complete a research project based at their organization. Findings from surveys, focus groups with Scholars, and supervisor interviews indicated changes in Scholars’ knowledge, confidence, and comfort with research concepts and skills. Scholars also demonstrated greater confidence in interacting with academic researchers, enhanced networks and career opportunities, and increased capacity for conducting community-based research. Scholar and organization engagement with community-based research was maintained after the program’s end through a community-based research network (CBRN). Findings suggest that the intensive training program for community members with a broad curriculum, mentoring, and strong support helped changed how CBOs think about data and research and demonstrate the impact of their work.

Therapists’ perspectives on using brain-computer interface-triggered functional electrical stimulation therapy for individuals living with upper extremity paralysis: a qualitative case series study

BackgroundBrain computer interface-triggered functional electrical stimulation therapy (BCI-FEST) has shown promise as a therapy to improve upper extremity function for individuals who have had a stroke or spinal cord injury. The next step is to determine whether BCI-FEST could be used clinically as part of broader therapy practice. To do this, we need to understand therapists’ opinions on using the BCI-FEST and what limitations potentially exist. Therefore, we conducted a qualitative exploratory study to understand the perspectives of therapists on their experiences delivering BCI-FEST and the feasibility of large-scale clinical implementation.MethodsSemi-structured interviews were conducted with physical therapists (PTs) and occupational therapists (OTs) who have delivered BCI-FEST. Interview questions were developed using the COM-B (Capability, Opportunity, Motivation—Behaviour) model of behaviour change. COM-B components were used to inform deductive content analysis while other subthemes were detected using an inductive approach.ResultsWe interviewed PTs (n = 3) and OTs (n = 3), with 360 combined hours of experience delivering BCI-FEST. Components and subcomponents of the COM-B determined deductively included: (1) Capability (physical, psychological), (2) Opportunity (physical, social), and (3) Motivation (automatic, reflective). Under each deductive subcomponent, one to two inductive subthemes were identified (n = 8). Capability and Motivation were perceived as strengths, and therefore supported therapists’ decisions to use BCI-FEST. Under Opportunity, for both subcomponents (physical, social), therapists recognized the need for more support to clinically implement BCI-FEST.ConclusionsWe identified facilitating and limiting factors to BCI-FEST delivery in a clinical setting according to clinicians. These factors implied that education, training, a support network or mentors, and restructuring the physical environment (e.g., scheduling) should be targeted as interventions. The results of this study may help to inform future development of new technologies and interventions.

An Integrated Achievement and Mentoring (iAM) Model to Promote STEM Student Retention and Success

The Integrated Achievement and Mentoring (iAM) Program responds to the challenge of STEM student retention. The iAM Program provides access to the hidden curriculum (the unwritten, implicit skills critical for academic success) and uses legitimate peripheral participation to structure resources. Three essential (integrated support services, mentoring, and responsive program structure) and two adaptable components (STEM writing and metacognition seminar, and scholarships) are intended as mechanisms of inclusivity that build community and promote belonging. Retention of iAM Scholars was 18.3% higher relative to peers who were eligible but did not join the program. The Scholars’ four-year graduation rate was 26% higher than that of their STEM peers. A cost/benefit analysis revealed a net revenue benefit and suggests less-quantifiable benefits to the institution such as increased reputation. While the essential components of an iAM-based program should be consistent across institutions, the adaptable components can be implemented in ways that address local challenges and opportunities across international contexts.

Disparities in mentoring and mental health problems of U.S. college students in science and engineering during the COVID-19 pandemic

This study examines the relationships between mentoring support and mental health problems (i.e. depression and anxiety) among college students in science and engineering in the United States during the COVID-19 pandemic. Descriptive results from a nationwide survey of 2352 undergraduates (from 43 institutions in 25 states), indicate that students who identified as women, underrepresented racial/ethnic minorities, of lower socioeconomic status (SES), and persons with disabilities reported higher levels of mental health problems at the beginning of the COVID-19 pandemic (early summer 2020). Structural equation modelling results indicate that student perceptions of instrumental and psychosocial mentoring support were positively associated with mentoring satisfaction (MS), which in turn was negatively associated with their mental health problems. Moderation analysis findings show that the relationship between MS and mental health problems is stronger for low-SES and non-disabled students. Implications for research and efforts to address the mental health problems of college students are discussed.

Informal mentoring support as a potential moderator of the relation between adolescent dating violence victimization and substance use.

Research links adolescent dating violence (ADV) victimization to negative developmental outcomes, including involvement in substance use. Informal mentoring is associated with several positive outcomes, including reduced risk of substance use. Addressed in this study is whether support from an informal mentor can function to protect victims of ADV from involvement in substance use.Participants were 152 adolescents (grades 9-12).Findings revealed a significant association between ADV victimization and adolescents' involvement in substance use, as well as some evidence that support from an informal mentor moderates that link. When informal mentor support was low or at the mean, ADV victimization was significantly linked to adolescents' involvement in substance use; when informal mentor support was high, ADV victimization was unrelated to substance use involvement.Discussed are research and practice implications of the potential protective role of informal mentors for victims of ADV.

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.

Scientific and Methodological Support as a Condition for Securing Teachers of Educational Organizations in the Profession

The meaning of scientific-methodological and methodical accompanying of teachers are opened. The factors and conditions of teachers’ support are considered, the forms of methodological support implemented by the methodological service of the educational organization are declared. The aim of the article is to study the meaning of scientific-methodological and methodical accompanying, to define functions and conditions of its’ realization. Methodology. To study precondition for the “launch” of processes of selfregulation and creative initiatives of teacher in professional activity and necessity of using differential approach at teachers’ scientific-methodological and methodical accompanying the method of questioning used. The subjects were offered methods to identify difficulties in professional activity, to identify the need for teachers to be accompanied by mentors in the process of activity and their participation in the mentoring program. The results of the study were manifested in specific quantitative and qualitative indicators: 16 out of 18 young teachers confirmed that they are aware of the need to be accompanied by more experienced mentors: they need help in organizing the educational process, in solving educational tasks with students. In terms of scientific-methodological and scientific-methodological support, novice teachers (all 18 students) noted that they need support in the development and implementation of textbooks, programs and other regulatory documents, the preparation of scientific articles and research. Before the implementation of the program, potential participants were offered questionnaires, the answers to the questions in which determined their desire to become a real professional. So, to the question “Would you like to improve your professional level?” 18 people (100%) confirmed their desire; to the question “Do you need the support and support of experienced mentors?” 16 people (83%) answered positively; to the question “Are you ready for self-improvement and self-development?” 18 people (100%) gave affirmative answers. In the process of implementing the mentoring program, young teachers participated in the development of group projects, collectively solved tasks with students within the framework of case, quest, triz technologies. Upon completion of pedagogical influences, young teachers began to feel more confident in solving educational and educational tasks with pupils, did not have difficulties in the ability to build trajectories of interaction, showed the ability to form a comfortable psychological climate in the classroom. Students under the guidance of young teachers, united by a single motive, began to show interest in learning, took part with interest in creative design. They productively implemented the ideas of the teacher, which indicates an adequate attitude of the majority of respondents to the need to improve their professional growth.

ATBC 2022 Student and Early Career Awards

The Association for Tropical Biology and Conservation (ATBC) recognizes the exceptional research of students and early career scientists through awards presented at Annual Meetings of the ATBC. The ATBC is pleased to announce the 2022 winners of these awards, which were presented at the 58th Annual Meeting of the ATBC in Cartagena, Colombia, “Conserving Tropical Biodiversity and Achieving Socio-Ecological Resilience in the Anthropocene: Opportunities and Challenges.” The Luis F. Bacardi Award for Advances in Tropical Conservation is awarded to the best conservation talk presented during the ATBC Annual Conference by an early-career scientist (i.e., a researcher who received their Ph.D. no more than 5 years before the meeting date). This award was established in 2005 with an endowment from the Lubee Bat Conservancy, an international non-profit organization based in Gainesville, Florida, USA. The Lubee Bat Conservancy was founded in 1989 by the late Luis F. Bacardi and is dedicated to protecting biological diversity through the conservation of fruit- and nectar-feeding bats. At the 2022 ATBC Annual Meeting, Katharine Thompson, a Presidential Postdoctoral Fellow at Pennsylvania State University (USA) was awarded the Luis F. Bacardi Award for her presentation entitled “From lemurs to lobsters: Land to sea links in a coastal socio-ecological system in western Madagascar.” The Alwyn Gentry Presentation Awards were established to recognize outstanding oral and poster presentations given by students at the ATBC Annual Conference. Alwyn Gentry (1945–1993) was a prominent botanist who made exceptional contributions to the study of the diversity and conservation of tropical plants and to the training of students from the Americas. These awards are in remembrance and recognition of the contributions of this singular scientist, colleague, supportive mentor, and friend. At the 2022 ATBC Annual Meeting, Rodrigo Muñoz, Ph.D. candidate from Wageningen University and Research (The Netherlands), was awarded the Alwyn Gentry Award for the Best Oral Presentation for his presentation entitled “Climatic drivers of productivity in tropical secondary forests.” Lim Qi Luan, a Ph.D. candidate from the Wildlife Research Center, Kyoto University (Japan) was awarded the Alwyn Gentry Award for the Best Poster for her presentation entitled “Historical effective population size of the endangered Malayan tapir: implications for conservation.” The New Phytologist Trust graciously funds an annual award to recognize achievement in Plant Biology by a student author presenting a poster at the ATBC Annual Meeting. At the 2022 Annual Meeting, the New Phytologist Poster Prize in Plant Biology was awarded to Siddarth Machado, a Ph.D. candidate from the School of Forest, Fisheries and Geomatics Sciences at University of Florida (USA), for his poster entitled “Resilience to drought in a humid tropical Dipterocarp forest, India.” The ATBC is honored by all who chose to present their work at the 2022 ATBC Annual Meeting and congratulates these recipients for their outstanding contributions to tropical biology and conservation. The ATBC is also honored to be able to award the Navjot Sodhi Conservation Research Award each year to a student or recent graduate from a developing country conducting research in tropical conservation biology. This award is in remembrance and recognition of the contributions of our dear colleague and friend Navjot Sodhi, who inspired many students and colleagues with his passion for research and the conservation of tropical biodiversity. Armando Das, Director of Proyecto Tapir Nicaragua and a Ph.D. candidate from Michigan State University (USA), was awarded the 2022 Navjot Sodhi Conservation Research Award for their project entitled “Establishing the baseline to protect and manage critically endangered mammals in one of the last strongholds for tropical biodiversity in southeast Nicaragua.” The ATBC promotes the professional development of students working in the areas of tropical biology and conservation by awarding seed grants to support graduate student research. The ATBC is pleased to announce the 2022 winners of the Seed Grants, who are the following: We thank the Grants and Awards Committee of the ATBC for volunteering their time to review Seed Grant and Navjot Sodhi Conservation Research Award applications. We also thank all who volunteered to evaluate oral and poster presentations during the ATBC 2022 Annual Meeting. The New Phytologist award was judged by the representatives from the journal.

Professional development of kazakhstani rural teachers of russian language and literature in the context of digitalization of education

Introduction. The professional development of a teacher improves the quality of education, contributes to the improvement of the teacher's skills and motivates him for further continuous professional growth. The purpose of the article is to diagnose the professional needs of Kazakhstani rural teachers of Russian language and literature and to determine the factors contributing to their professional development. Research methods. To determine the assessment of the activities, working conditions and professional development of Kazakhstani teachers, the results of the international study of the teaching staff on teaching and learning TALIS-2018 were analyzed. The method of secondary data analysis based on a large-scale study was used, as a result of which it has high validity. The SPSS statistical program was used to process an international database. In order to determine the needs of rural teachers and factors that negatively or favorably affect their professional development, a questionnaire was conducted. More than 70 rural teachers of Russian language and literature of Almaty region took part in the online survey. In addition, focus groups with teachers of the Almaty region were conducted to obtain high-quality data. The interview was processed using the decryption method, that is, transcribing audio recordings and encoding texts. Results. The article analyzes how the data of the international TALIS-2018 study were used to reform Kazakhstan's educational policy. In addition, the results of the online survey allowed the authors to conclude that rural teachers of Russian language and literature prefer to master the topics of digital technologies in education (54.5%), functional literacy and critical thinking (54.3%), assessment methods (47.1%). The professional needs of rural teachers are associated with the need to improve teaching methods (41.2%), consult with the most experienced colleagues (32.5%) and develop skills to work with children with special educational needs. Conclusion. The directions contributing to the professional growth of rural teachers of Russian language and literature and the quality of improving the academic performance of students in rural schools where there is no language environment and poor quality of Internet connection are identified: the formation of digital competencies of rural teachers, extracurricular work, mentoring and professional support, diagnostics of professional needs of rural teachers and the organization of advanced training courses, methodological support of small schools.

Awareness and knowledge of manuscript writing and research integrity: A cross sectional survey among graduate students

Graduate students face a variety of barriers when writing manuscripts. The major barrier is inadequate writing experience and training. We aimed to evaluate the awareness and the knowledge of the basic principles in manuscript writing and research integrity among graduate students, and to assess the usefulness of workshops to improve their knowledge about manuscript writing process. A cross sectional survey was developed to evaluate the awareness and the knowledge about the manuscript writing steps and the research integrity among graduate students in Jordan. A one-day workshop about manuscript writing and research integrity was conducted. Students (n = 285) completed the questionnaire. Most participants were female masters'; students. Although 83.8% of the students were aware of the general manuscript structure, most of them were not aware of the basic concepts to write most manuscript sections. Only 22.5% of the students were aware of the authorship criteria. Data showed a lack of knowledge of different practices of scientific misconduct. Barriers in manuscript writing included the lack of focused research methodology courses and the lack of professional workshops and the absence constructive mentorship support. The workshop was useful in introducing the key concepts in manuscript writing. The present study revealed a lack of knowledge among graduate students about manuscript writing and scientific misconduct. Professional workshops are useful in improving students’ knowledge.

Vaccination in pregnancy: The role of the midwife.

Midwives are the front-line workers providing maternity care for women in many countries. The role of the midwife includes providing information about, and recommendations for, maternal vaccination in pregnancy and for the baby in the postnatal period. Vaccinations recommended in pregnancy include those to prevent influenza, pertussis, tetanus and now COVID-19. Vaccinations for the newborn baby include hepatitis B. Healthcare professionals play an important role in influencing decision-making around vaccination and midwives are key in supporting vaccination uptake. Midwives are strong influencer in women's decisions around vaccination for themselves and their babies. The COVID-19 vaccination programs have shone a light on vaccination in pregnancy especially as SARS-COV-2 infection has significant adverse effects in pregnancy. COVID-19 vaccination has been shown to be safe and effective in pregnancy. Despite this, there is vaccine hesitancy from pregnant women in many countries. Midwives play a unique role in the provision of care to women and families but they need specific support and information regarding vaccination in pregnancy. Targeted education, supportive mentoring and supervision and opportunities to lead innovative ways of ensuring vaccine access is logistically easy and possible are all needed. This Commentary outlines the key vaccinations recommended in pregnancy including COVID-19 vaccination and highlights some strategies to scale-up vaccination programs in pregnancy with a particular focus on the role of midwives.

Undergraduate nursing students' mentoring experiences in the clinical practicum: The United Arab Emirates (UAE) perspective.

This study explored undergraduate nursing students' mentoring experiences during their final clinical practicum as they prepared to enter the workforce. We used a qualitative case study design with data collected in two focus group discussions involving 19 students. Data were analysed using inductive thematic analysis. Students' descriptions of their mentoring experiences fell under three themes: 'great experience', 'being treated like part of the family', and 'gaining confidence and skills'. Students described their mentors as having critical roles in providing feedback and learning opportunities to interns. Students also reported that ungraded initial assessment, friendlier workplaces, and mentors with patience were required to strengthen their professional learning at the workplace. These results suggest that prompt and constructive feedback, warmer workplace environments, and passionate mentors' involvement may help enhance students' mentoring experiences during their clinical practicum. Management and academia should work jointly to develop mentorship programs to achieve better student outcomes. Doing this will lead to role clarity, higher levels of satisfaction, and increased productivity. Management needs to consider compensating mentors for their time in student learning and select experienced nurses willing to mentor others to promote enjoyable relationships and effective mentoring engagements. Management needs to find creative ways to build mentoring into appraisals, for at present, it is considered a voluntary activity for educating the next generation of nurses. Management should ensure adequate training and ongoing support for mentors and mentees in clinical mentoring.

Basic theory and policy validation of youth mentoring program

Many mentorship programmes pair more experienced elders with trainees, enabling experienced practitioners to pass knowledge down to younger generations. Professor Kayoko Watanabe, Aichi-Shukutoku University, Japan, believes in the importance of mentoring programmes and has been investigating mentoring programmes. The idea of mentoring programmes has yet to gain traction in Japan and Watanabe helped implement and continues to play a role in improving the Hiroshima City Youth Support Mentor System, which was launched in 2004 by the Board of Education in Hiroshima City and connects school-aged children with volunteers who act as mentors. Watanabe believes the theory and practice of mentoring programmes are interconnected, working together in a feedback loop to improve mentoring programmes. She has been studying the current status and core issues surrounding the mentoring movement in the US, UK, Germany, Canada, Australia and New Zealand and uses a number of theories in her work, including lifelong development, social capital and social investment. Watanabe has evaluated the mentoring programmes, considering the viewpoints of mentors, mentees and parents of mentees and found a clear recognition of the benefits of the programme for all stakeholders.

An exploratory study of STEM teachers’ mentorship networks

BackgroundThe Noyce Scholarship Program was created to attract and retain science, technology, engineering, and mathematics (STEM) teachers in high-need schools. Teacher support networks, and specifically mentorship support, have been linked to increased retention of high-quality teachers in the classroom. Using a sample of Noyce teachers, we used a multilevel model to explore how the characteristics and composition of novice teachers’ support networks are related to the likelihood that they receive mentorship support, and further, how characteristics common among Noyce programs are related to mentorship support.ResultsFindings suggest that the characteristics and composition of a teacher’s network, as well as certain Noyce program characteristics, contribute to the likelihood that teachers receive mentorship support from their larger support network.ImplicationsThe results of this study highlight the importance of considering how the design of teacher preparation programs may contribute to continued mentorship support for early career teachers, and ultimately, their retention in the classroom.

Peer Mentoring Programs for Culturally and Linguistically Diverse Refugee and Migrant Women: An Integrative Review.

Refugee and migrant women experience personal, cultural and structural challenges as they adapt to new lives in host countries. Peer mentoring programs are used to facilitate resettlement, build empowerment and improve job-readiness for refugee and migrant women; however, the effectiveness of these programs is not well understood. A systematic search of five databases, plus grey literature from January 2005 to December 2020, was undertaken, resulting in 12 articles. A narrative synthesis using thematic analysis identified the key components and outcomes of effective programs. Most mentoring programs were co-designed with community-based service providers, using participatory approaches to ensure cultural acceptability. Communication and sharing were facilitated using workshops and individual in-person or telephone mentoring. The training and support of mentors was critical. However, differences in expectations between mentors and mentees at times resulted in attrition. Qualitative evaluation revealed enhanced social support, greater empowerment and confidence for the women. There was improved access to the social determinants of health such as education, but limited success in obtaining employment. Mentoring programs can enhance refugee and migrant women’s wellbeing and social connectedness in resettlement contexts. However, it is unclear whether these benefits can be sustained over the longer term. Future programs should be rigorously evaluated through qualitative and quantitative analyses to generate conclusive evidence for best practice.

Career Barriers of Lampung University Students Force 2015 - 2021

This study aims to identify various obstacles faced by students in the process of planning their careers. This study uses a qualitative survey approach with 970 students of eight faculties at the University of Lampung, Class of 2015-2021. Respondents were recruited through a voluntary sampling method. The data was obtained from an instrument in the form of a survey with open-ended questions distributed online through the google form application. The data were then analyzed using thematic analysis techniques with the help of the ATLAS.ti 9 for Windows application. Through the thematic analysis process, two themes were found, namely internal and external career preparation barriers. The themes of internal career preparation barriers are various things that students perceive to hinder their career preparation process and come from themselves, including self-understanding, self-confidence, self-motivation, physical condition, mastery of skills, economic conditions, and career literacy. In contrast, external barriers include family support, mentor support, friend support, availability of connections, lecture dynamics, and campus support.

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.

Attitude, Practice and Barriers of Academic Research among Radiology Residents in Ethiopia: A Cross-Sectional Survey.

Radiology has become one of the most sought out residency programs in the country attracting highly qualified candidates from all over the country. The objective of the study was to determine the attitude, practice and barriers of radiology residents towards academic research. A descriptive cross-sectional survey was conducted across all five institutions currently giving radiology residency programs in the country the survey was carried out from 12/16/2020 to 12/12/2021. Using a questionaries' that were distributed to the residents using google docs. There were A total of 120 radiology residents participated in the study. 93(77.5%) of the participants were male while the rest 27 (22.5%) were female. With the mean age of the participants was 29 (1.75)years of age. Out of the 120 residents only 6 (5%) of them have published a research paper. 92.6% of the respondents were found to have a positive attitude towards academic research. Some of the major barrier to research identified by the study were the lack of time due to heavy workload, lack of Training course, inadequate Mentor Support and inadequate financial support. The study has showed that the overall attitude of radiology residents across the country towards academic research was positive but the practice of the residents in various academic research activities was found to be low. The authors recommend that all the stakeholders in radiology post graduate education to encourage residents in their academic pursuits by providing the necessary time and resources needed to perform quality research.

Supporting excellence in teaching

This focus of this article is the impact of the role of mentor on academic staff within an institutional framework for CPD. A study was undertaken to explore mentors’ experiences of participating in a pilot project that was established to support successful engagement with the framework. Qualitative data from one focus group and one interview were analysed using thematic and emotion coding. The analysis revealed challenges and rewards associated with the role of mentor and highlighted a need for practical support and development opportunities for mentors, as well as greater clarity of roles and responsibilities. An outcome is enhanced support for the project.