Mentor Training Research Articles

ГЕНЕЗА МЕНТОРСТВА ЯК ІСТОРИЧНОГО ЯВИЩА

The article focuses on current trends in economic, political and social development, that generate multi-vector changes in value systems and all social groups, among which a special place is taken up for children and youth, whereas it is very difficult for them to acquire new knowledge and form the necessary competencies and activities without mentoring within the digitalized world. The author of the article considers the historical aspects of the emergence of mentoring in the social and pedagogical spheres. The definition of the category and related definitions of mentoring on the basis of interpretations of Ukrainian and foreign scholars such as I. Sydorchuk, N. Havryliv, Z. Bondarenko, T. Bochkarova, I. Hychan, S. Ikonnikova, А. Reiman, J. Stockdale, L. Tillman etc are studied. It is established that in the times of Kyivan Rus’ mentoring was reflected in folk art and written language, life and works of prominent Kyivan kings Volodymyr the Great, Yaroslav the Wise, Volodymyr Monomakh. Modern pedagogical practice appeals to the historical achievements of the Ukrainian people and passes on their experience to future generations. It is determined that the historical achievements of the Ukrainian people are now translated into the Law of Ukraine «On General Secondary Education», which focuses on the introduction of a mentor for young professionals who during the first year of work must undergo a pedagogical internship with the support of an experienced teacher-mentor. It is established that today the education system of Ukraine continues to create a holistic system of scientific, methodological and mentoring support: open competitions, training of mentors through educational programs. The experience of training mentors within the programs «School of Mentors», «School 3.0» is analyzed. It is noted that the main tasks of training mentors are: support and development of leadership skills of specialists in terms of educational autonomy, the formation of a modern teacher who can accept the new challenges of the time. Key words: mentoring, mentor, education system, Regulations on mentoring.

Tackling study-work chasm: Perceptions of the role of mentorship in the healthcare workplace

Introduction: As young healthcare professionals (HCPs) enter the workforce, they find challenges adapting as academic training and workplace settings often do not mirror each other. Mentorship is a possible solution to help bridge this transition. The aim of this study was to gather information from HCPs with regards to their views towards mentorship as a strategy to help in the transition of newly qualified HCPs from study to work. Methods: Two 3-hour interactive workshops entitled “Bridging the Study-Work Chasm” were organised, and participants were invited to complete a survey voluntarily after the workshop. The survey comprised questions regarding the benefits of mentorship, qualification of mentors, time commitment for mentoring, elements of an effective mentorship programme, and barriers to its effectiveness. The anonymised responses were analysed descriptively. Results: Fifty-two out of 62 participants from various healthcare backgrounds completed the survey. 96.2% of respondents felt a study-work chasm exists in the healthcare workplace with 90.4% indicating that a mentorship programme would help to bridge the chasm. More than 70% of participants agreed or strongly agreed that mentoring would boost confidence, reduce anxiety, and aid in study-work transition. It was identified that to produce a more effective mentorship programme, time commitment, training, and proper organisation of the programme would be necessary. Conclusion: It was perceived that a mentorship programme can help to bridge the study-work chasm in the healthcare landscape in Singapore, and will best serve mentors and mentees by committing the proper time and training to ensure its effectiveness.

Provision of postpartum long-acting reversible contraception: A quality improvement intervention with pre- and postintervention evaluation.

Background. Unintended pregnancies remain an important health challenge in South Africa (SA) and worldwide. Improving access to contraception and long-acting reversible contraception in particular, may reduce the number of unintended pregnancies.Objective. To determine the impact of a training and supportive mentoring programme on postpartum uptake of long-acting reversible contraceptive (LARC) methods.Methods. A quality-of-care improvement intervention with pre- and post-intervention evaluation of LARC uptake was conductedat a midwife-led, on-site obstetric unit in the Eastern Cape, SA. Midwives were trained in contraceptive counselling and postpartum etonorgestrel implant insertion. The researcher provided counselling and postpartum intrauterine device (IUD) insertion services.Results. In the 10 weeks prior to the intervention, neither the IUD nor the implant were provided in the unit. In the 10 weeks after the intervention, uptake of the IUD was n=27/289 (9.3%) and the implant n=21/289 (7.3%). Use of no contraception or condoms increased from n=22/273 (8.1%) to n=41/289 (14.2%) (p<0.02). The increase was accounted for by a change in staff in the last 4 weeks of the intervention period (n=33/105 (31.4%) v. n=8/184 (4.4%) during the first 6 weeks; p<0.00).Conclusion. Competing responsibilities of maternity staff may limit the contraceptive options offered to postpartum women. Aprogramme of training and supportive supervision resulted in a substantial increase in levels of LARC uptake. Strategies are needed to institutionalise comprehensive postpartum contraceptive provision nationally.

Mentorship in clinical neuropsychology: Survey of current practices, cultural responsiveness, and untapped potential

ABSTRACT Introduction Neuropsychology trainees have identified mentorship as an important factor in their training. Limited past work has been conducted on mentorship within neuropsychology, and there is a need to better understand the experiences and perspectives of neuropsychology mentors. Method Self-identified mentors in clinical neuropsychology completed a survey about their mentorship practices, including culturally responsive mentorship, as well as perceived barriers and challenges to providing effective mentorship. Themes were derived using qualitative analyses for free response questions, and descriptive statistics were calculated for quantitative variables. Results Mentors identified assessment, professionalism, and ethics as top priorities in mentorship, which may reflect the overlap within neuropsychology of assessment supervision and mentoring. Reported best practices included being self-aware and engaging in a personalized approach to mentorship relationships that varies depending upon the needs of the mentee. A majority reported that their training program is not diverse and they themselves do not mentor trainees from diverse backgrounds which provides a clear area for targeted efforts to recruit and retain diversity in the discipline. Mentors described practices related to discussing diversity-related differences with their trainees including self-disclosure, creating a safe space for conversations, and tailoring discussions to the individual trainee. They reported an interest in more training on how to engage in culturally competent mentorship. Two barriers to providing effective mentorship identified most by mentors were time constraints and a lack of training. Conclusions These results highlight a variety of perspectives and approaches to mentorship, which may be beneficial for mentors to consider as they reflect on their mentorship practices and/or for trainees as part of their professional development toward becoming future mentors themselves. These results also highlight the need for a greater emphasis on mentorship training within neuropsychology, including training in culturally responsive mentorship practices.

James C. Harris, MD (1940-2021).

Sadly, Dr.James C. Harris passed away at his home in April 2021, peacefully and in the presence of his loving wife Catherine DeAngelis, MD, shortly after he was diagnosed with pancreatic cancer. He was born in Birmingham, Alabama, and received his medical degree in 1966 from the George Washington University School of Medicine in Washington, DC. This followed a year of internship at the Children's Hospital of Los Angeles in California and a residency in Pediatrics at Strong Memorial Hospital University of Rochester in New York State. He came to Johns Hopkins as a Senior Assistant Resident in Pediatrics in 1972, and it is then that Hopkins became his professional home, which he never left. He proceeded to complete his general psychiatry residency and child and adolescent psychiatry fellowship at Johns Hopkins as well. Dr.Harris was Professor of Psychiatry and Behavioral Sciences, and of Pediatrics, former Director of Child and Adolescent Psychiatry, founding director of the Developmental Neuropsychiatry Program at Hopkins and the Kennedy Krieger Institute, and a beloved mentor to so many of today's leaders in child and adolescent psychiatry. Jim was indeed a distinguished clinician, educator, scholar, investigator, and advocate; he was also my training director, mentor, and friend.

EMPOWERMENT OF MEDICAL RECORD OFFICERS IN INCREASING OUTCOME PATIENT SATISFACTION EFFORTS IN HOSPITALS GRANDMED LUBUK PAKAM

Medical record as a form of documentation of health services and a form of patient administrative responsibility and patient reference. The quality of medical records describes an implementation of the quality of health services such as health centers, clinics and hospitals. The purpose of this activity is to socialize and assist medical record officers in increasing outpatient satisfaction at Grandmed Hospital. The implementation of this community service activity began with collecting data on the number of officers in the outpatient medical record unit at Grandmed Lubuk Pakam Hospital. Then the team made direct observations in the RM unit and saw the activities of officers while providing services to patients at the hospital. Furthermore, outpatients were given a questionnaire regarding the satisfaction of medical record services. Furthermore, socialization, education and mentoring training were carried out through lectures and discussions about health services according to standard operating procedures (SOPs). After socialization, outpatients were given a questionnaire again to assess the improvement of medical record services. Based on the results of the socialization activity, the respondent's score before socialization and education was 7 and the lowest value was 4. Meanwhile, the respondent's value after being given socialization and education to the respondent increased by 10, the lowest score was 6 and the average respondent's score was 9.8. . Based on the results of the activity, it was found that 20 outpatients at Grandmed Hospital showed that the level of service satisfaction was 93% while dissatisfied was 3%. Based on this socialization activity, it was concluded that the medical record service unit officers experienced an increase in knowledge and the results of the evaluation of services for outpatients, namely patients were satisfied with medical record services, which was 93%.

Mentor’s Perception of the Future Science Teacher’s Teaching Practice

Aim. The paper presents feedback on the effects of a new approach to the teaching practice of teacher trainees introduced in Serbia. Verification of the new approach is connected with a mentor training conception which has been under preparation within the frame of Erasmus+ project 2020-1-SK01-KA201-07825 Mentor training addressed in mutual cooperation of higher education institutions from Slovakia, Czech Republic, Hungary, and the Republic of Serbia. Methods. Within the frame of the new approach, verification structured interviews were carried out with a research sample of ten mentor teachers—science teachers from primary and secondary schools. The teachers were asked about the teacher trainees’ knowledge and skills (competences) they use within the lessons taught by them during their teaching practice, ways to improve the mentoring process, as well as mentors’ competences and the ability to self-assess. Results. The researchers collected rather positive opinions of mentors about mentees’ knowledge and skills they come to schools with. At the same time, the mentors expressed high satisfaction with their own knowledge about their mentoring role and competences. Conclusion. The paper presents, on the one hand, a good example of synergy of the national school policy strategies, introducing new approaches to the teaching practice of teacher trainees in Serbia. On the other hand, the goals of an international project are presented, which are meant to improve the quality of mentor-teachers at schools in Serbia.

SOCIUS Mentoring-A Novel Course to Encourage Students for a Career as Surgical Oncologists.

Surgical disciplines are affected by an increasing shortage of young doctors. Studies show that formerly interested students decide against a career in surgical disciplines at the end of their studies or during practical year. Measures to counteract this development are urgently needed. As a joint project between gynecology, urology, and general surgery, SOCIUS mentoring was designed to prepare and encourage students for a career in surgical oncology. The structured curriculum of SOCIUS mentoring contains six modules, including surgical skills, soft skills, mentoring, theory, clinical visitation, and congress participation and runs over one year. Effects on confidence towards physician skills and plans for a future career were evaluated with questionnaires. After participation, students reported increased confidence in surgical and soft skills. In addition, participants noted that they have specified their career goals and gained more confidence in surgery, as well as seeing more development potential for a career in surgery. We describe the implementation of a novel extracurricular program for motivated students that combines individual mentoring with surgical and soft skills training. Due to its modular structure, this concept can easily be transferred to other disciplines. SOCIUS mentoring, with its combination of mentoring and skills training, is a promising measure to prepare and motivate students for their surgical career and thus counteract the shortage of young talent.

Faculty Making the Emergency Online Transition During the COVID-19 Pandemic: Effects of Prior Online Teaching Experience and Strategies Used to Learn to Teach Online (Special Edition 2022)

Objectives: During the COVID-19 pandemic, university faculty experienced an emergency pivot to online instruction in the Spring 2020 semester. Many had no prior online teaching experience and were given little time to adapt. This study examines pre-pandemic online teaching experience and training strategies used to learn how to teach online during the emergency remote teaching semester, perceptions of change in online teaching ability and the pandemic’s impact on teaching effectiveness, and interest in future online teaching opportunities. Method: Full-time faculty (<em>n</em> = 455) from four public regional universities in the southern United States completed a survey at the start of the Fall 2020 semester. Results: Over 35% had no prior online teaching experience, while 43% had taught several online courses. During the pandemic, in an effort to learn or improve online teaching skills, 13.4% sought peer mentoring, 31.9% completed a training program, and 34.9% both sought mentoring and completed training. Perceived online teaching skills, impact of the pandemic on teaching effectiveness, and interest in future online teaching were significantly related to prior online teaching experience and training sought. Conclusions: Faculty with less online experience perceived a greater negative effect of the pandemic on teaching performance and had less interest in future online teaching. Both mentoring and training enhanced perceived teaching skills, lowered the negative impact of the pandemic on teaching effectiveness, and promoted a positive attitude about future online teaching. Implications for Theory or Practice: The results provide support for the importance of faculty development programs in shaping attitudes and perceived effectiveness in online teaching and add to existent research on university faculty during the pandemic. Evidence from studies such as this provides universities with data that may be used to re-evaluate induction and training to improve instructional delivery in future instances when emergency remote teaching is required.

An effective workshop on "How to be an Effective Mentor for Underrepresented STEM Trainees".

Despite an increase in programming to promote persons excluded by their ethnicity or race (PEER) scholars, minorities remain underrepresented in many STEM programs. The academic pipeline is largely leaky for underrepresented minority (URM) scholars due to a lack of effective mentorship. Many URM students experience microaggressions and discrimination from their mentors due to a lack of quality mentorship training. In this workshop, we provide a framework to show trainees what effective mentoring looks like. Mentees, especially URM trainees, can flourish in effective mentoring environments where they feel welcomed and can comfortably develop new ideas without feeling threatened by external factors. Effective mentoring environments provide motivational support, empathy, cultural competency, and training. This workshop explains facets of effective mentoring to students, as well as highlights to URM trainees why mentors can serve as valuable resources.

Pendayagunaan Zakat Untuk Pemberdayaan Pendidikan Melalui Program Genpres Pada Laz Nurul Hayat Gresik

This research aims to determine the utilization of zakat for educational empowerment through the genpres program (achievement generation) at Laz Nurul Hayat Gresik and to analyze the factors supporting and inhibiting the utilization of zakat for educational empowerment through the genpres program (achievement generation) at Laz Nurul Hayat Gresik. This research is a descriptive qualitative study using the interactive data analysis techniques of Miles and Huberman; namely, data reduction, data presentation and conclusion drawing, and SWOT analysis methods. Check the validity of the data using source triangulation and technical triangulation. The results showed that the utilization of zakat funds for the empowerment of the Genpres program was given in the form of educational scholarships every month amounting to Rp. 250,000 where they also receiving coaching in the form of Islamic mentoring, volunteerism, and entrepreneurship training. Rp. 250.000 where they also receive coaching in the from of islamic mentoring, volunteerism and entrepreneurship training. With the educational empowerment program through the Genpres program, it can reduce the number of children dropping out of school and increase student achievement motivation and social life, especially for orphans and poor people.

Promoting Inclusion Through a Peer Mentoring Program

Various studies have shown the need for and importance of inclusion in an undergraduate student’s campus experience, academic success and career development. The Biomedical Engineering (BME) Department organizes monthly department events, such as open house, internship and career workshops, Lunch and Learn with employers, and holiday parties. These events are always well received and help to connect and engage with the BME students. We have also noticed that many first-year students do not attend these events, which could negatively impact the retention and student academic progress. The COVID-19 pandemic has added further challenges especially for the first-year students to make connections and socialize as easily as prior to the pandemic. We started a BME peer mentoring program with the main goal to help incoming first-year students make a smooth transition from high school to college. Every student is assigned a BME mentor. The mentors are Biomedical Engineering Society (BMES) chapter officers and/or Biomedical Engineering Honor Society members. The mentors start email communication with the mentees in the summer. At the meet and greet in the first week of the fall semester, the BME Department office introduces expectations for the mentors and mentees, such as monthly one-on-one meetings, participation of at least one BMES and/or BME department events every month, and completion of end-of-semester surveys. It also provides essential support throughout the year to facilitate the program by providing mentor training, keeping an open-door policy to address any concerns from the mentors or mentees, channeling their need to other offices, and promoting the value of peer mentoring and learning. It is expected that the mentoring program will help build peer relationships between the mentors and mentees, encourage first-year students to progress towards their educational goals, and enrich their campus experience. The mentors will also benefit from the program with enhanced confidence, leadership and communication skills. We report in this article the process of implementing our peer mentoring program, major findings, student survey results, and lessons learned.

Design and Implementation of a Career Development Program for Physician-Scientists: Lessons Learned.

Although skills in health services research and data science have great potential to advance the field of urogynecology, few clinical researchers obtain such training. The aim of the R25 UrogynCREST Program is to prepare the next generation of physician-scientists for a successful career in urogynecologic health services research through skilled mentoring and advanced training. The purpose of this report is to describe program implementation and lessons learned. Administered through the program institution and in partnership with the American Urogynecologic Society, this program provided junior faculty with advanced online training and, through a core facility, access to health care databases for research projects. Participants received individualized mentoring and biostatistical support. Anonymous surveys captured actionable, real-time feedback from participants as they moved through the program. Despite a limited budget, UrogynCREST maintained a core of excellent faculty, high-quality biostatistical support, and engaged, knowledgeable advisors and mentors. This allowed for similar experiences across cohorts while permitting program improvements between cohorts in faculty-participant interactions, team dynamics, and data and regulatory support. Administrative management by a single institution facilitated responses to fiscal and regulatory changes. Asynchronized learning and partnering with a society attracted a diverse group of physician-scientists. Career development programs that incorporate online education, mentoring, database access, and biostatistical support must be prepared for midprogram changes. Regular communication among stakeholders was vital. Working with a core facility provided efficient database access, but evolving regulatory and administrative processes and costs presented challenges. Our experiences implementing this program can benefit similar programs that train early-career physician-scientists.

Peer Mentoring Program for Informal Caregivers of Homebound Individuals With Advanced Parkinson Disease (Share the Care): Protocol for a Single-Center, Crossover Pilot Study.

BackgroundHomebound individuals with advanced Parkinson disease (PD) require intensive caregiving, the majority of which is provided by informal, family caregivers. PD caregiver strain is an independent risk factor for institutionalization. There are currently no effective interventions to support advanced PD caregivers. Studies in other neurologic disorders, however, have demonstrated the potential for peer mentoring interventions to improve caregiver outcomes. In the context of an ongoing trial of interdisciplinary home visits, we designed and piloted a nested trial of caregiver peer mentoring for informal caregivers of individuals with advanced PD.ObjectiveThe aim of this study was to test the feasibility of peer mentoring for caregivers of homebound individuals with advanced PD and to evaluate its effects on anxiety, depression, and caregiver strain.MethodsThis was a single-center, 16-week pilot study of caregiver peer mentoring nested within a year-long controlled trial of interdisciplinary home visits. We recruited 34 experienced former or current family caregivers who completed structured mentor training. Caregivers enrolled in the larger interdisciplinary home visit trial consented to receive 16 weeks of weekly, one-to-one peer mentoring calls with a trained peer mentor. Weekly calls were guided by a curriculum on advanced PD management and caregiver support. Fidelity to and satisfaction with the intervention were gathered via biweekly study diaries. Anxiety, depression, and caregiver strain were measured pre- and postmentoring intervention at home visits 2 and 3.ResultsEnrollment and peer-mentor training began in 2018, and 65 caregivers enrolled in the overarching trial. The majority of mentors and mentees were White, female spouses or partners of individuals with PD; mentors had a mean of 8.7 (SD 6.4) years of caregiving experience, and 33 mentors were matched with at least 1 mentee.ConclusionsThis is the first study of caregiver peer mentoring in PD and may establish an adaptable and sustainable model for disease-specific caregiver interventions in PD and other neurodegenerative diseases.Trial RegistrationClinicalTrials.gov NCT03189459; http://clinicaltrials.gov/ct2/show/NCT03189459International Registered Report Identifier (IRRID)DERR1-10.2196/34750

Framework to Enhance STEM Education for Community College Students

Community colleges (CCs) play a critical role in advancing the education of all learners. Approximately 40% of first-time college freshman begin in Community Colleges. The proposed framework seeks to support and excite CC students to persist in their STEM education to increase the pipeline for the STEM workforce. Its vision is to provide CC students engineering skills and to excite them about engineering research. The framework enables students to spend 10 summer weeks at Northeastern University to increase skills, confidence, and learn firsthand about research. Each student will join a research lab, working with faculty and graduate student mentors. Also, students will be mentored after summer to further support their successful graduation and/or transfer to a 4-year institution and beyond. The site is guided by two of the grand challenges of the National Academy of Engineering: personalized learning and scientific discovery. Unique aspects of the proposed framework include: a hands-on short course in engineering topics and software tools; formal mentor training including modules for mentoring CC students; daily student meetings with mentors; extensive professional development seminars; formal research training including daily reflection journals, poster presentations and technical writing with a faculty member; and recruitment from a unique pool of highly talented URM students.

Differences in Nurse Burnout Rates Based on Spiritual Aspects through Self-Leadership Training and Emotional Intelligence Mentoring

BACKGROUND: Burnout is one of the problems that often arise in nurses. This condition needs prevention and one of the ways is a self-leadership approach and emotional intelligence mentoring from spiritual aspects. Spirituality has been shown to be a protective factor among a number of health service-providing populations. AIM: This study aimed to analyzing differences in nurse burnout rates based on spiritual aspects through self-leadership training and emotional intelligence mentoring. METHODS: This study used a quasi-experimental method using a pretest-posttest. The population of this study was nurses at RSUD Noongan and RSU GMIM Bethesda Tomohon. Sampling used simple random sampling and a sample of 159 nurses was obtained. This study used the Maslach Burnout Inventory questionnaire on nurses to see the level of fatigue experienced before the intervention was given and the Revised Self-Leadership Questionnaire was adapted to measure nurses’ self-leadership and a questionnaire to see the knowledge of research subjects (nurses) related to emotional intelligence. Furthermore, to see the spirituality levels, we used Brief Multidimensional Measure of Religiousness/Spirituality. Data analysis methods used in this study were t-test. RESULTS: The results show that before the intervention, the results of statistical tests also showed an indirect effect of spirituality on burnout with p = 0.004. Furthermore, before the intervention, the results of statistical tests also showed an indirect effect of spirituality on burnout with p = 0.004. Meanwhile, after the intervention, p = 0.000 is obtained. CONCLUSION: It can be seen that there are differences in the burnout rates of nurses before and after intervention at the hospital.

A Quasi-Experimental Study: Can Self-Leadership Training and Emotional Intelligence Mentoring Lower Burnout Rates in Hospital Nurses?

Background: Burnout syndrome is found in health workers who are directly related to services and a high prevalence in care because they always experience stressful condition in workplace. So, this condition needs attention from the hospitals. One of the effort to lower the burnout is self leadership and emotional intelligence mentoring.
 Aim: This study aimed to analyzing the effect of self-leadership and emotional intelligence mentoring as an effort to lower the burnout rates of nurses
 Methods: This study used a quantitative approach with a quasi-experimental method using a pretest-posttest with control group design. The population of this study was nurses at RSUD Noongan and RSU GMIM Bethesda Tomohon with a total of 344 nurses. Based on the sampling, a sample of 159 nurses was obtained. This study used the Maslach Burnout Inventory questionnaire on nurses to see the level of fatigue experienced before the intervention was given and The Revised Self-Leadership Questionnaire was adapted to measure nurses' self-leadership and a questionnaire to see the knowledge of research subjects (nurses) related to emotional intelligence. Data Analysis Methods used in this study was a structural equation modeling using partial least squares (PLS).
 Results: The results shows that before the interventions, there was an effect of Self-Leadership on Burnout (0.000 <0.05) and there was an effect of Emotional Intelligence on Burnout (0.001 <0.05) at GMIM Bethesda Hospital. Also, after the interventions, there is an effect of Self-Leadership on Burnout (0.000 <0.05) and there is an effect of Emotional Intelligence on Burnout (0.001 <0.05) at GMIM Bethesda Hospital. Furthermore, before the interventions, there was an effect of Self-Leadership on Burnout (0.000 <0.05) and there is an effect of Emotional Intelligence on Burnout (0.000 <0.05). Also, after the interventions, there is an effect of Self-Leadership on Burnout (0.000 <0.05) and there is an effect of Emotional Intelligence on Burnout (0.001 <0.05)
 Conclusion: It can be seen that Self-Leadership and Emotional Intelligence have an effect on reducing the burnout levels of nurses at GMIM Bethesda Hospital and Noongan Hospital.

Mentoring in palliative medicine in the time of covid-19: a systematic scoping review

IntroductionThe redeployment of mentors and restrictions on in-person face-to-face mentoring meetings during the COVID-19 pandemic has compromised mentoring efforts in Palliative Medicine (PM). Seeking to address these gaps, we evaluate the notion of a combined novice, peer-, near-peer and e-mentoring (CNEP) and interprofessional team-based mentoring (IPT) program.MethodsA Systematic Evidence Based Approach (SEBA) guided systematic scoping review was carried out to study accounts of CNEP and IPT from articles published between 1st January 2000 and 28th February 2021. To enhance trustworthiness, concurrent thematic and content analysis of articles identified from structured database search using terms relating to interprofessional, virtual and peer or near-peer mentoring in medical education were employed to bring together the key elements within included articles.ResultsFifteen thousand one hundred twenty one abstracts were reviewed, 557 full text articles were evaluated, and 92 articles were included. Four themes and categories were identified and combined using the SEBA’s Jigsaw and Funnelling Process to reveal 4 domains - characteristics, mentoring stages, assessment methods, and host organizations. These domains suggest that CNEP’s structured virtual and near-peer mentoring process complement IPT’s accessible and non-hierarchical approach under the oversight of the host organizations to create a robust mentoring program.ConclusionThis systematic scoping review forwards an evidence-based framework to guide a CNEP-IPT program. At the same time, more research into the training and assessment methods of mentors, near peers and mentees, the dynamics of mentoring interactions and the longitudinal support of the mentoring relationships and programs should be carried out.

Healthcare Providers' Experiences With a Clinical Mentorship Intervention to Improve Reproductive, Maternal and Newborn Care in Mwanza, Tanzania.

There is increasing evidence suggesting that clinical mentorship (CM) involving on-the-job training is one of the critical resources-friendly entry points for strengthening the knowledge and skills of healthcare providers (HCPs), which in turn facilitate the delivery of effective reproductive, maternal, and newborn health (RMNH) care. The article explores the experiences of HCPs following participation in the CM program for RMNH in eight districts of Mwanza Region in Tanzania. A qualitative descriptive design employing data from midterm project review meetings and Key Informant Interviews (KIIs) with purposefully selected HCPs (mentors and mentees) and District Medical Officers (DMOs) during endline evaluation were employed. Interview data were managed using Nvivo Software and analyzed thematically. A total of 42 clinical mentors and master mentors responded to a questionnaire during the midterm review meeting. Then, a total of 17 KIIs were conducted with Mentees (8), Mentors (5), and DMOs (4) during endline evaluation. Five key themes emerged from participants' accounts: (i) the topics covered during CM visits; (ii) the benefits of CM; (iii) the challenges of CM; (iv) the drivers of CM sustainability; and (iv) suggestions for CM improvement. The topics of CM covered during visits included antenatal care, neonatal resuscitation, pregnancy monitoring, management of delivery complications, and infection control and prevention. The benefits of CM included increased knowledge, skills, confidence, and change in HCP's attitude and increased client service uptake, quality, and efficiency. The challenges of CM included inadequate equipment for learning and practice, the limited financial incentive to mentees, shortage of staff and time constraints, and weaker support from management. The drivers of CM sustainability included the willingness of mentees to continue with clinical practice, ongoing peer-to-peer mentorship, and integration of the mentorship program into district health plans. Finally, the suggestions for CM improvement included refresher training for mentors, engagement of more senior mentors, and extending mentorship beyond IMPACT catchment facilities. CM program appears to be a promising entry point to improving competence among HCPs and the quality and efficiency of RMNH services potentially contributing to the reduction of maternal and neonatal deaths. Addressing the challenges cited by participants, particularly the equipment for peer learning and practice, may increase the success of the CM program.

On Becoming an Effective Mentor in Adult Education—Investigating the Perceptions of Greek Adult Educators

Interest in mentoring, which is an innovative method in adult education (CEDEFOP, 2013), has been growing rapidly in Europe, especially since the Lisbon European Council in 2000. In Greece, this interest has found expression either through the development of educational material in the context of adult educator training programmes, or the investigation of the mentoring needs of adult learners (Koutsoukos, 2021). In spite of the obvious fact that the mentor plays a key role in ensuring that the mentoring process is constructive and successful, there has been little research to date on the attributes of an effective mentor in adult education. The present study, using multimethod research, examined the perceptions of 337 Greek adult educators as to what characteristics constitute an effective mentor, as well as the role and the selection criteria of a successful mentor. The findings indicated that the key qualities of an effective mentor were: having sufficient training in adult education and mentoring, teaching, communication and relational skills, as well as having a positive attitude to lifelong learning and a willingness to innovate. In addition, the role of an effective mentor was perceived by the study participants as being a trainer, a model teacher, as well as an equal partner.