Mentor Training Research Articles

Comparing the Outcomes of Face-to-Face and Synchronous Online Research Mentor Training Using Propensity Score Matching.

In this study, propensity score matching (PSM) was conducted to examine differences in the effectiveness of research mentor training (RMT) implemented using two modes-face-to-face or synchronous online training. This study investigated each training mode and assessed participants' perceived gains in mentoring skills, ability to meet mentees' expectations, and overall quality of mentoring, as well as intention to make changes to their mentoring practices. Additional factors that may contribute to participant outcomes were also examined. In total, 152 mentors trained using a synchronous online platform and 655 mentors trained in in-person workshops were analyzed using the PSM method. Mentors were matched based on similar characteristics, including mentee's career stage, mentor's title, mentor's prior mentoring experience, mentor's race/ethnicity and sex, and mentor's years of experience; results show that both face-to-face and synchronous online modes of RMT are effective. Findings indicated that the training mode did not significantly impact the mentors' perceived training outcomes. Factors associated with the reported training outcomes included dosage (hours of training), facilitator effectiveness, race/ethnicity, and previous mentoring experience. The results of this study demonstrate that mentors' perceived training outcomes are comparable regardless of the training modality used-online versus face-to-face.

Digital delivery of behavioural activation therapy to overcome depression and facilitate social and economic transitions of adolescents in South Africa (the DoBAt study): protocol for a pilot randomised controlled trial

IntroductionScalable psychological treatments to address depression among adolescents are urgently needed. This is particularly relevant to low-income and middle-income countries where 90% of the world’s adolescents live. While digital delivery...

Teacher Mentoring: Definitions, Expectations and Experiences from International EFL Teachers

This study aims to investigate pre- and in-service EFL teachers' definitions, expectations, and experiences concerning teacher mentoring. The study sample included EFL teachers from 41 countries: 49 pre-service and 187 in-service EFL teachers teaching at various levels from kindergarten to university. A qualitative research design was employed throughout the study. Data were collected via a questionnaire-based survey and semi-structured interviews. For the analysis of this qualitative data, an in-depth thematic analysis was conducted. Overall, the findings suggest that most of the participants found their mentoring experiences positive. In addition, the participants defined teacher mentoring as a master-apprentice relationship, problem-solving, assisting teachers, and collaboration among them. The study also points out that teachers have different expectations about the necessary knowledge, skills, and attitudes from teacher mentoring. The study's findings have important implications for teacher mentors in EFL teacher training. Implications include, among others, that designing teacher mentoring based on context and needs instead of a master apprenticeship would promote their professional development. Apart from that, the active participation of the stakeholders, such as school directors, would better facilitate the teacher-mentoring process.

Reorganizing Pharmaceutical Care in Family Medicine Groups for Older Adults With or at Risk of Major Neurocognitive Disorders: Protocol for a Mixed Methods Study.

The latest global figures show that 55 million persons lived with major neurocognitive disorders (MNCDs) worldwide in 2021. In Quebec, Canada, most of these older adults are cared for by family physicians in interdisciplinary primary care clinics such as family medicine groups (FMG). When a person has a MNCD, taking potentially inappropriate medications or polypharmacy (5 different medications or more) increases their vulnerability to serious adverse events. With the recent arrival of pharmacists working in FMGs and their expanded scope of practice and autonomy, new possibilities for optimizing older adults' pharmacotherapy are opening. This project aims to evaluate the impact of involving these pharmacists in the care trajectory of older adults living with MNCD, in an interdisciplinary collaboration with the FMG team, as well as home care nurses and physicians. Pharmacists will provide medication reviews, interventions, and recommendations to improve the pharmacotherapy and support offered to these patients and their caregivers. This 2-step mixed methods study will include a quasi-experimental controlled trial (step 1) and semistructured interviews (step 2). Older adults undergoing cognitive assessment, recently diagnosed with MNCD, or receiving care for this at home will be identified and recruited in FMGs in 2 Quebec regions. FMGs implementing the intervention will involve pharmacists in these patients' care trajectory. Training and regular mentoring will be offered to these FMGs, especially to pharmacists. In control FMGs, no FMG pharmacist will be involved with these patients, and usual care will be provided. Medication use (including appropriateness) and burden, satisfaction of care received, and quality of life will be assessed at study beginning and after 6 months of follow-up and compared between groups. At the end of the intervention study, we will conduct semistructured interviews with FMG care team members (pharmacists, nurses, and physicians) who have experienced the intervention. We will ask about the feasibility of integrating the intervention into practice and their satisfaction with and their perception of the intervention's impacts for older adults and their families. We will assess the effect of improved pharmaceutical care for older adults with or at risk of MNCDs through the involvement of FMG pharmacists and a reorganization of pharmaceutical care. The inclusion of pharmacists in interdisciplinary care teams is recent and rising, strengthened by more substantial pharmacist practice roles. Results will inform the processes required to successfully involve pharmacists and implement developed tools and procedures transposable to other care settings to improve patient care. ClinicalTrials.gov NCT04889794; https://clinicaltrials.gov/ct2/show/NCT04889794. DERR1-10.2196/42577.

N.J. providers serving dually diagnosed eligible for recovery‐focused training

N.J. providers serving dually diagnosed eligible for recovery‐focused training

THE ESSENTIAL OF CAPACITY DEVELOPMENT IN THE POST CONFLICT COUNTRIES

Capacity development is a concept which is broader than organizational development in that it includes an emphasis on the overall system, environment or context within which individuals, organizations and societies operate and interact (and not simply a single organization)(UNDP, 1998). It can also be the process of developing competencies and capabilities in individuals, groups, organizations, sectors or countries which will lead to sustained and self-generating performance improvement (Aus AID, 2004). Capacity building is badly needed in South Sudan. Much of the adult population spent its youth in war with a minority having access to education abroad; therefore, everything from education, technical training, business training, entrepreneurship and other capacity is required. Anyone doing business in South Sudan should definitely consider a strong CSR element in capacity building, which could take various forms: vocational training, mentoring, or supplementary training. Note that due to the length of the war, there is a general absence of skilled labor or a work ethic in South Sudan. Startup companies may need to consider importing some skilled labor, or trying to identify individuals returning from various Diaspora with the requisite skills (USAID, 2012). Capacity development has the following attributes; Knowledge, Skills, Competencies, Capabilities and innovations

Spine

Pediatric spine surgeons coding their cases benefit from a more limited number of typical procedures compared to other subspecialties. However, each surgery involves several CPT codes and their details can be confusing. Many of us adopt the coding of our training mentors, but different hospital billing teams may understand operative dictations differently, new procedures may have been introduced since then, and as in a game of telephone, some misinterpretation may occur as coding wisdom is passed down. We aim to address the coding of some of the most common pediatric spine procedures to help new surgeons while also covering some details that even the most experienced will gain new insight into. As always, these are meant as examples and ultimately, your coding should reflect what you did in the operation.

Predictors of dissertation publication in clinical and counseling psychology.

A doctoral dissertation constitutes a student's original research and a novel contribution to scientific knowledge. Yet, few psychology dissertations, particularly in professional subfields, are published in the peer-reviewed literature, and the reasons for this are unclear. The present study investigated student, advisor, and doctoral program variables that might predict dissertation publication in professional psychology. Using a stratified random cohort sample of 169 Ph.D. dissertations in clinical and counseling psychology, we conducted exhaustive searches to determine whether dissertation studies were published in peer-reviewed journals within 0-7 years following their completion. Logistic regression models were estimated to test whether dissertation publication was predicted by student and advisor prior research productivity, dissertation length, and doctoral program's training emphasis, accreditation status, and subfield. Results indicated that dissertations that were supervised by more research-productive advisors and that were relatively brief (<180 pages) were significantly more likely to be published in peer-reviewed journals. No other predictors were significant. Results are discussed with regard to implications for training and mentorship. Faculty advisors who publish frequently might be more likely to attract research-oriented students, to mentor students in preparing a publishable dissertation, and/or to encourage students to publish their dissertation research. By systematically promoting research dissemination as part of doctoral research training, graduate programs and faculty mentors in clinical and counseling psychology could help facilitate students' sharing their dissertation findings with the scientific community.

Finding balance: the positives and negatives of moving peer mentor training online

The Student Academic Mentor (SAM) programme at the London School of Economics has only been in place for five years, and in that time it has rapidly grown in scope and numbers. With the pandemic, training of the largely international cohort of undergraduates moved online and in-person training was removed. This continued in 2020/21. The result is a trained cohort, but a disconnection between the student volunteer and the programme co-ordinator. In a Learning Development context, with the new landscape of HE emphasising hybridity, where do we find the balance between practical necessity and losing our personal touch with students?

Variation in Research Experiences and Publications During Medical School by Sex and Race and Ethnicity

Diverse research teams are critical to solving complex health problems and producing high-quality medical research. To examine the associations of student sex and racial and ethnic identity with publication rates during medical school. This cohort study assessed individual-level data of US MD graduates from medical school who matriculated in academic years 2014 to 2015 and 2015 to 2016. Data were obtained from the Association of American Medical Colleges and analyzed from October 2021 to January 2022. Outcomes of interest included students' self-reported participation in unique research experiences, number of publications, and computed publications per research experience. Poisson regressions were constructed to determine the association of sex and racial and ethnic identity with research outcomes using adjusted rate ratios (aRRs). Among 31 474 graduates, 15 159 (48.2%) identified as women and 4344 (13.8%) identified as underrepresented in medicine by race and ethnicity (URIM; including American Indian, Alaska Native, Black, Hawaiian Native, Hispanic/Latinx, and Pacific Islander individuals). Students who attended National Institutes of Health (NIH) top 40 research-ranked schools reported higher number of research experiences and publication counts, resulting in a higher publication rate compared with students from non-top 40 schools (median [IQR] 1.60 [1.00-3.00] vs 1.25 [0.50-2.33]; P < .001). Women reported a higher number of research experiences than men but a significantly lower number of publications (top 40 schools: aRR, 0.89; 95% CI, 0.87-0.90; non-top 40 schools: aRR, 0.93; 95% CI, 0.92-0.95). This resulted in a significantly lower publication rate among women (top 40 schools: aRR, 0.85; 95% CI, 0.83-0.86; non-top 40 schools: aRR, 0.91; 95% CI, 0.90-0.92). Compared with White students, Asian students had higher publication rates at both NIH top 40 schools (aRR, 1.10; 95% CI, 1.08-1.12) and non-top 40 schools (aRR, 1.07; 95% CI, 1.05-1.08), while lower publication rates were reported among Black students (top 40 schools: aRR, 0.83; 95% CI, 0.80-0.86; non-top 40 schools: aRR, 0.88; 95% CI, 0.85-0.95) and Hispanic students attending non-top 40 schools (aRR, 0.93; 95% CI, 0.90-0.95). These findings illustrate that inequities in the physician-scientist workforce began early in training and highlight key areas for intervention, such as funding support and mentorship training during undergraduate medical education, that may promote the future success of a diverse physician-scientist workforce.

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.

Design and Evaluation of the Veterinary Epidemiology Teaching Skills (VETS) Workshop: Building Capacity in the Asia-Pacific Region.

Building workforce capacity in epidemiology skills for veterinarians in the Asia-Pacific region is crucial to health security. However, successful implementation of these programs requires a supply of trained veterinary epidemiology teachers and mentors. We sought to design and evaluate delivery of a 4-day Veterinary Epidemiology Teaching Skills (VETS) workshop as part of a larger project to strengthen field veterinary epidemiology capacity. Thirty-five veterinarians were selected to participate in the 4-day VETS workshop, consisting of nine modules delivered synchronously online. Participants were formatively assessed and given feedback from peers and facilitators on all activities. Data were collected with pre- and post-course questionnaires. Numeric values were categorized to convert into an ordinal scale with four categories. Qualitative data were analyzed using thematic analysis. Thirty-four veterinary epidemiologists from eight countries of the Asia-Pacific completed the workshop. Participants felt able to achieve most key learning outcomes through provision of succinct literature, teaching frameworks, and active participation in small groups, with multiple opportunities to give and receive feedback. Although the online workshop provided flexibility, participants felt the addition of face-to-face sessions would enrich their experience. Additionally, protected time from work duties would have improved their ability to fully engage in the workshop. The VETS workshop granted an effective online framework for veterinary epidemiologists to develop and practice skills in teaching, facilitation, assessment, feedback, case-based learning, program evaluation, and mentorship. A challenge will be ensuring provision of local teaching and mentoring opportunities to reinforce learning outcomes and build workforce capacity.

Strengthening maternal nutrition counselling during routine health services: a gap analysis to guide country programmes.

The WHO recommends counselling on healthy eating, weight gain, and physical activity during antenatal care (ANC) and postnatal care (PNC), yet advice and information are often not tailored to women's nutritional needs and contexts. The purpose of the gap analysis was to identify key elements related to the provision of maternal nutrition counselling during routine health contacts and provide programme considerations to strengthen quality service delivery. A search of PubMed, Cochrane Library, CINAHL Plus and Scopus databases was conducted to retrieve studies from January 2010 to December 2021. Using inclusion criteria, quantitative, qualitative and mixed methods studies were included in the final gap analysis. Low-, middle- and high-income country contexts. Following application of gap analysis criteria, thirty-seven articles from sixteen countries were included in the analysis. Gaps in delivery of maternal nutrition counselling include provider capacity building, frequency, content and delivery platforms. Globally, counselling on appropriate weight gain during pregnancy is often not delivered with the desired content nor quality, while targeted counselling to overweight and obese women was provided in several high-income country contexts. Delivery of maternal nutrition counselling through multiple delivery platforms demonstrated improvements in maternal diet and/or weight gain during pregnancy. Strengthening the integration of maternal nutrition counselling into pre- and in-service curricula, routine health provider training, supportive supervision and provider mentoring is needed. Future efforts may consider generating global and regional weight gain guidelines and incorporating maternal nutrition counselling indicators as part of quality-of-care ANC/PNC standards and routine health systems.

The KomMent study: apilot project on structured interprofessional communication in uro-oncology

Communication and interprofessional collaboration with patients diagnosed with cancer is challenging. Structured communication training has not yet been integrated into postgraduate medical education. The aim of this study was to evaluate the feasibility of an 80-teaching unit interprofessional communication training (ICT), as recommended in the National Cancer Plan, at aclinic with auro-oncological focus. Aneeds assessment was conducted using focus groups and individual interviews. Learning objectives were aligned with (inter)national learning objective catalogs. The ICT was developed using the six-step approach according to Kern and design-based research. Utilization and acceptance were evaluated. The ICT comprised six face-to-face workshops (50teaching units) and team supervision sessions (10teaching units). Six defined settings were identified for the individual workplace-based training (20teaching units): Ward rounds, handover, reporting of medical findings, admission and discharge interviews, and afreely choosable setting. Physician participation rates in the workshops were 83.0% and nursing participation rates were 58.3%. Utilization of the workplace-based training was 97%. The physicians evaluated the ICT very positively. All participants felt better prepared for discussions with patients and relatives. For continuity, physicians were trained as mentors. The implementation of an ICT with 80teaching units is successfully feasible in aurological clinic and leads to asustainable improvement of the communication culture, among other things through mentor training.

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.

PEMBERDAYAAN EKONOMI MASYARAKAT MELALUI BUDIDAYA LEBAH TRIGONA PENGHASIL MADU DI DESA SUDIMORO KECAMATAN TULUNG KABUPATEN KLATEN

: Sudimoro Village is one of the villages in Klaten Regency. Most of the residents of Sudimoro Village are engaged in agriculture. Meanwhile, Sudimoro Village has the potential for natural tourism that can be a source of food for Trigona honey bees. Trigona honey bee cultivation is expected to be able to empower the community's economy so that the surrounding community has economic resources other than agriculture. Trigona honey bee cultivation is expected to produce honey that can be a product of Sudimoro Village to support the One Village One Product Program. In addition, it is expected to be able to attract tourists to visit Sudimoro Village. The implementation method used in this activity is counseling, lectures, question and answer discussions, then continued with mentoring training. The target partners in this Community Service activity are the Sudimoro Village Community, the Kalimosodo Tourism Object Management, and PKK women. The results achieved from this service activity are that the target partners are able to cultivate trigona honey-producing bees, starting from breeding to producing honey.

Mengembangkan Pola Pikir Positif untuk Memulai Wirausaha bagi Klien Binaan BNN Provinsi Jawa Barat

Abstract: Purpose: Universities, one of the elements of society, can assist BNN in dealing with and eradicating narcotics crimes. One of the Tridharma of higher education, namely community service, can participate in activities to help BNN. One of the things our team is doing is assisting BNN in nurturing fostered clients who have been rehabilitated by BNN to become entrepreneurs so as not to fall back into a dark world. Method: This method is carried out online for BNN-assisted clients by starting to develop a positive mindset that although former drug addicts they can be successful with one of them is to create jobs for themselves and the surrounding community. Result: The result will be continuous training for these BNN mentors and in the future it is hoped that there will be mentoring for those who open entrepreneurs. Limitation: The limitations of this activity are in terms of time and cost so that it can only be carried out for the West Java Province BNN in the meantime. Keywords: 1. Entrepreneurship 2. National Narcotics Agency

Factors Affecting the Acquisition of Basic Surgical Skills among Surgery Interns in Teaching Hospitals in Southeast, Nigeria.

Upon graduation from medical school, doctors in Nigeria undergo a compulsory internship program which includes rotation through four core specialties: Internal medicine, Obstetrics and Gynaecology, Paediatrics and Surgery. Interns are expected to acquire basic surgical skills during their rotation in surgery. To identify the factors that affect the acquisition of basic surgical skills by surgery interns (house officers) during their one-year internship program in teaching hospitals in Southeast Nigeria. A total of 73 surgery interns were sampled using a descriptive cross-sectional, epidemiological survey that employed self-administered Google forms. The semi-structured questionnaire was electronically distributed to interns currently in surgery rotations in their internship program in South-east, Nigeria. The data was analyzed using IBM's Statistical Package for Social Sciences (SPSS) version 22 and presented in tables and charts. Consent was obtained from all respondents and measures were put in place to limit different forms of bias. The most important factors that negatively affected the acquisition of surgical skills by interns were fatigue from overwork (55.4%), poor mentorship (47.3%) and inadequate skill training courses (44.6%). There were no statistically significant correlations amongst the factors that affected the acquisition of basic surgical skills by house officers. Some of the major limitations to acquisition of surgical skills by house officers that have undergone the surgery rotation were identified to be the workload, poor mentorship and inadequate structured skill training courses. Provision of better work conditions to limit work fatigue and improve learning. The training of house officers undergoing their surgery rotation should be supplemented by periodic assessment and mentorship programs by senior doctor to improve the acquisition of basic surgical skills by house officers.

Cultural Humility Training for Mentors: Lessons Learned and Implications of Youth Programs

Cultural Humility Training for Mentors: Lessons Learned and Implications of Youth Programs

Cultural Humility Training for Mentors: Lessons Learned and Implications for Youth Programs

The current paper presents lessons learned from a research-to-practice partnership between mentoring program practitioners and researchers that focused on the development and implementation of a cultural humility training for volunteer mentors. Using multiple data sources (e.g., training materials, field notes, mentor surveys), we present a description of the research-to-practice partnership and the Culturally Smart Relationships pilot training content. We generate practice-oriented lessons to inform future cultural humility training work with staff and volunteers in youth programs. Our lessons reflect recommendations that emerged from five project phases: (a) organizational commitment to justice, equity, diversity, inclusion; (b) training curriculum and logistical planning; (c) “To Zoom, or not to Zoom''; (d) facilitation of the training; and (e) post-training and ongoing support. The pilot training content and lessons learned have implications for youth programs by elucidating training as one component of a broader approach for equity in youth developmental program practice.