Mentoring Research Articles

A qualitative analysis of student reflections on public health internships

PurposeReflective practice (RP) is a key skill for developing one’s professional practice. It has, however, not been unanimously prioritised in public health (PH) competency and education frameworks. Reflection activities are often unstructured in higher education. There is also a dearth of literature on the RPs of undergraduate PH students. This study aims to explore in greater depth how RP helps undergraduate PH students explore their own learning in internships.Design/methodology/approachReflection prompts were designed using the DEAL model. 124 written reflection entries from 32 students were collected and analysed thematically using a deductive-inductive approach. The conceptual framework of internship learning goals by Ash and Clayton (2009) was used to guide the deductive analysis.FindingsThree themes were identified: initial engagement with reflective learning; gradual integration of reflective learning, and a transformative phase involving professional development, personal growth, civic learning, growth through struggle, being confronted with differences in expectations, and skill acquisition.Originality/valueThis study extends the limited evidence regarding RP in undergraduate non-medical PH education, and contributes toward informing the revision of undergraduate PH programmes, for example, by integrating structured reflection earlier in the curricula, and establishing/supporting mentorship programmes between institutions. The findings call for PH educators to be more intentional in creating opportunities to nurture RP among budding PH professionals.

Transforming Indigenous Procurement: Empowerment, Challenges, and the Road Ahead

The path toward economic reconciliation between Indigenous and non-Indigenous populations in Canada is a complex and vital journey that requires careful consideration of historical injustices and contemporary challenges. This paper focuses on the role of public procurement in addressing economic disparities and strengthening the nation-to-nation relationship between the Government of Canada and Indigenous communities. It provides an overview of public procurement's strategic importance, analyzes Indigenous federal procurement data from 2009 to May 2023 to identify trends and areas for improvement, and presents insights from a 2023 Indigenous procurement survey. Key findings emphasize the need to align Indigenous business capacities with procurement activities, promote inclusivity, and establish effective communication and mentorship programs. Implementing these recommendations can advance economic reconciliation and promote fairness within Canadian society.

Understanding Mentor's Growth and Identity through Critical Self-Reflection Practice

Mentoring is a way of professional development for educators, teachers, and school leaders. This study aims to discover how mentors conceptualized the value of their practice and its impact on their growth and identity while guiding mentees in teacher-research mentoring activities. This study presents a case study of 4 English educators as mentors to gather a rich depiction of their mentoring phases. Understanding the mentors' pedagogy could help in understanding more about the process of their competence-building. Moreover, this process influences the process of their learning and impacts their identity. The data were obtained through critical self-reflection journals, mentoring conversations, and online focus group interviews. A model based on Mezirow's critical self-reflection practice is used to recognize mentors' growth and identity development. It suggested that three broad mentoring categories exist: self-focused, mentee-focused, and relationship-focused, which support them in achieving mentoring expertise. Moreover, mentors' motive is influenced by the identity development that occurs in the sociocultural environment, demonstrating their values, beliefs, and perspectives. This study's results also suggest that the mentoring program can be the basis for training, deploying expertise and competencies, and boosting personal and professional growth.

The Female Global Scholars Program: A mixed-methods evaluation of a novel intervention to promote the retention and advancement of women in global health research.

Fewer than 25% of global health leadership positions worldwide are held by women, adversely impacting women's health and widening gendered health disparities. The Female Global Scholars (FGS) Program, established in 2018 at Weill Cornell Medicine, is a two-year hybrid training and peer-mentorship program that promotes the retention and advancement of early-career female investigators conducting health research in low- and middle-income countries (LMICs). The purpose of this study is to determine the impact of the FGS Program on individual career advancement, academic productivity, and research self-efficacy. This mixed-methods study followed an explanatory sequential design. Participants completed an electronic survey collecting information on demographics, academic milestones, and research skill competency. Survey data were descriptively analyzed using R (Version 1.4.1106). In-depth interviews explored perceptions of the impact of the FGS Program on career development. The authors independently reviewed and thematically analyzed de-identified transcripts using NVivo (Version 13). In June 2022, twelve participants completed the survey. The median age was 40 years; 90% carried an MD, PhD, or other post-graduate degree. Since joining the FGS Program, respondents achieved a combined total of eight awarded grants, five academic promotions, 12 oral scientific presentations and 35 first-author peer-reviewed publications. Thematic analysis identified four overarching themes: gaining confidence through mimicry; improved self-efficacy to address gendered challenges; real-world application of scientific and career development skills; and building multi-disciplinary communities in a protected female-only space. We demonstrate that this low-cost training and mentorship program successfully addresses critical barriers that impede women's advancement in global health research. Our data may inform the adaptation of this initiative across other academic institutions.

INVESTIGATION OF THE DEVELOPMENT CONTEXT AND MANAGEMENT EXPERIENCE OF TACIT KNOWLEDGE WITH "READING THE ATMOSPHERE" IN THE WORKPLACE

This research involved nine participants, including three mid-to-senior-level executives from the public and private sectors in central and southern Taiwan, two small and medium-sized enterprise owners, and one expert from an employment counselling center. Interpretative analysis of interview texts obtained through focus group interviews and in-depth interviews yielded the following propositions: (1) selecting employees with social sensitivity, guiding them in observing words and actions, and fostering reflective learning; (2) utilizing work record forms, notes, and implementing mentorship programs to share and pass on the knowledge and skills of reading the atmosphere; (3) using app-based games or book club platforms to simulate and practice reading the atmosphere to avoid instructional conflicts. These findings and discussions may help new employees assimilate into the organization more rapidly, reduce employee turnover, and enhance work efficiency and the organizational climate.

Predictors of mentoring relationship quality in a college peer mentoring program: associations with mentors’ and mentees’ perceptions of family relationships

PurposePeer mentoring programs in higher education settings support incoming students in their transition and adaptation to college life. Mentoring program evaluation research primarily focuses on student outcomes and documents mentoring relationship quality (MRQ) as an important component of programs that facilitate change. The current study examines MRQ in a college peer mentoring program and explores its association with mentors’ and mentees’ perceptions of family relationships.Design/methodology/approachThe sample included 629 first-year students (Mage = 18.4 and 54.2% female) and 88 mentors (Mage = 20.6 and 65.9% female). Each mentor was matched with eight to 10 incoming students in the same department. Dyadic data were collected prior to the program (pre-test) and at the end of the fall semester (mid-program) and spring semester (post-test). At pre-test assessment, mentors and mentees rated their family relationships, perceived trust, loyalty, and fairness in their families. At follow-up assessments, mentees reported their MRQ, mentoring duration, and mentoring activities.FindingsA multilevel modeling analysis revealed that mentees’ and mentors’ perceptions of loyalty in their families predicted higher levels of MRQ at the end of the program. However, mentors’ perceived trust in their families was negatively associated with MRQ.Originality/valueThis study adds to the youth mentoring literature by focusing on family-of-origin experiences of both mentors and mentees from a dyadic and relational perspective. These findings have implications for future research and the practice of formal mentoring programs in college settings.

Advancing Diversity in Aging and Alzheimer's Disease Research and Clinical Care: Lessons Learned from Educational and Career Trajectories of Recent Mentorship Program Graduates.

Underrepresented minorities (URMs) are disproportionately affected with aging-related conditions and have inadequate representation in gerontology and geriatrics professions. The Mentorship for Advancing Undergraduate Research on Aging (MADURA) Program aims to increase inclusion of URMs by improving undergraduate retention and success, increasing rates of graduate/medical school applications, and increasing entry into aging research/clinical employment. MADURA provides cohorts with faculty and peer mentorship, research skills training, paid research lab experiences and professional development opportunities. About 87% of the 2023 MADURA cohort intends to take 1+ year after receiving a Bachelor's degree, to prepare for graduate education. Planned activities include gaining work experience, preparing for standardized tests, and obtaining formal training to strengthen graduate/medical school applications. In addition to immediate graduate program acceptances, other student outcomes should be assessed. Longitudinal research on the effectiveness of various post-graduation pathways could assist Mentorship programs in supporting their graduates' longer term educational and career goal attainment.

Describing a novel, national, vertical mentorship program for women in emergency medicine across Canada.

Mentorship models deviating from traditional staff-student dyads are beginning to emerge, and the CAEP Women in Emergency Medicine (WEM) Committee has implemented a novel, vertical mentorship program in the hopes of increasing mentorship accessibility across Canada for students, residents, and attending physicians. The vertical mentorship consisted of an attending physician, resident, and medical student all practicing or interested in EM. Groups were created based on location or niche preference. Early and post-mentorship surveys were sent to all 60 participants to gauge overall impact on career development, academic promotion, emotional wellbeing, and niche development. Overall, the implementation of an innovative, national, vertical mentorship program was largely beneficial for the personal wellbeing and professional development of participants. Academic institutions are strongly encouraged to implement formal vertical mentorship to increase access to mentorship for trainees at all stages in their career.

Contributions and Legacies of Selected Black Pioneers in Ophthalmology and Institutional Milestones

PurposeEstablishing a record of key contributions of early Black ophthalmologists can help illuminate future generations. We aimed to identify major physician pioneers in Ophthalmology, delineate their contributions, and place their ascendance in an historical context to understand the institutional and cultural barriers they overcame to achieve success. MethodsPubmed and other databases were searched, along with death notices and archeological records, using "Black," "African American," "eye surgeon," "Negro," "Journal of the National Medical Association" and other search terms. Librarians from the Library of Congress, National Institutes of Health, and key ophthalmology-training institutions were consulted, as were the American Academy of Ophthalmology and American Board of Ophthalmology. Family members and colleagues of selected deceased pioneers were interviewed. ResultsMany early pioneers emerged from historically black institutions, as Black students and practitioners were then typically excluded elsewhere. Mentorship is a key theme that emerged in the careers of many pioneers and the Black ophthalmologists they trained. ConclusionsBlack ophthalmologists have contributed tremendously to eye-care practice, education, and innovation. Efforts to recruit and train Black ophthalmologists should include highlighting the roles of Black pioneers, increasing educational and training access for underrepresented in medicine at the institutional level, and expanding pathway and mentorship programs.

“We got to stand up and speak”: Youth in high-poverty, high-crime urban communities of color reflect on their cross-age mentoring program

This project draws from youth voices to develop theory about outcomes and change mechanisms in a cross-age mentoring out of school program with urban African American and Latine youth living in low-income communities. With instructors’ supports, African American and Latine mentors (N = 148, ages 14–20) in four U.S. urban, high-poverty communities of color mentored children weekly for an average of 16 sessions, followed by a debriefing session. Researchers used qualitative, participatory methods to elicit mentor perspectives about what made their program impactful. Diverse qualitative data were collected by staff and youth and analyzed thematically. Outcomes adolescent mentors deemed meaningful were 1) developing good character, specifically persistence, leadership and listening skills, patience, respectful collaborations, goal-oriented hopefulness, and more positive racial identities, and 2) building trustworthy, supportive relationships with mentees, peers, and instructors. Mechanisms mentors regarded as generating outcomes were 1) being active agents in program implementation and evaluation, and also contributing knowledge about themselves, and 2) the fulfillment of caring for community children, which youth regarded as a partial remedy for deprivations and injustices their communities experience. Differences in emphasis based on gender are described. Outcomes and generative mechanisms are discussed in relation to youths’ community cultural wealth. Comprehensively empowering youth to co-lead program development, implementation, evaluation and theorizing can improve the fidelity of scientific knowledge to youths’ strengths and priorities, and yield theories of intervention consonant with youths’ cultural wealth.

Understanding the Present Scenario of Women in Higher Education of Purba & Paschim Medinipur District

The global discourse on women’s participation in higher education has gained momentum, signifying a shift towards greater gender inclusivity in educational institutions. Even with significant advancements, there are still gaps in access to and involvement in higher education, especially in areas with socioeconomic difficulties like the Indian districts of Purba and Paschim Medinipur. In this sense, the importance of higher education in influencing socioeconomic growth and empowering individuals is crucial. But a variety of obstacles, like as societal and cultural norms and institutional impediments, prevent women in these regions from pursuing higher education. It is important to comprehend the current state of women’s involvement in higher education in the Purba and Paschim Medinipur districts in order to pinpoint gaps and develop focused solutions. Through an analysis of women’s college establishment trends and enrolment patterns at different levels, this study seeks to understand the current state of women’s involvement in higher education in these districts. The study indicates that despite progress, there are still gender differences in literacy and educational attainment, which adds to the reliance and oppression of women. Comprehensive approaches, such as institutional initiatives, community-based activities, and legislative interventions, are required to address these difficulties. Affirmative action guidelines, grants, gender awareness campaigns, mentorship programmes, and community service projects are among the suggestions. Policymakers, educational institutions, and communities can create inclusive and equitable higher education systems by putting these methods into practice. This will help women reach their full potential and make valuable contributions to society.

Pelatihan Soft Skills Siswa-Siswi SMKS Mitra Mandiri dalam Memasuki Dunia Kerja

Vocational High School (SMK) graduates are ready to work in the public/private sector, or work independently as entrepreneurs. Students are given hard skills based on the major they choose and soft skills. However, the need for soft skills is often not given enough attention. This soft skills training and mentoring program for Mitra Mandiri Vocational School students in Panyabungan City aims to make students understand the importance of soft skills. Students are expected to practice applying/using soft skills that support them in finding/creating jobs, writing application letters, writing an interesting, informative and effective Curriculum Vitae (CV). They are also expected to be confident facing job interviews. This program was attended by grade 3 students of Mitra Mandiri Panyabungan Vocational School, leaders and teachers of Mitra Mandiri Panyabungan Vocational School. The training is divided into 2 groups. After training and practice, students are given the opportunity to consult directly (face to face) with the facilitator, and seek information and guidance via WhatsApp and email facilities. The results of the training and mentoring show that students understand the importance of soft skills such as communication skills, self-confidence, respect, open-mindedness, and honesty in the work environment and daily life.

Building a wisdom community through femtoring/mentoring: Latinx faculty and students at a Hispanic-serving institution

PurposeThe purpose is to gain insight into the benefits of mentoring and using femtoring as an inclusive approach for minoritized and underrepresented students and faculty, who are often challenged in feeling welcomed, included and valued at higher education institutions.Design/methodology/approachThis study used a qualitative inquiry design, in which focus groups, interviews and participant testimonios were collected throughout spring and fall 2022. Testimonio and plática (dialogue) techniques were employed to allow participants to describe their journeys in college and as members of the femtoring/mentoring program.FindingsUndergraduate students as mentees/femtees enjoyed finding a place and space to develop meaningful and positive relationships with other students and Latinx faculty. Faculty and graduate students as femtors/mentors perceived their relationships with students as enriching and energizing, practicing values like transparency, honesty and care.Research limitations/implicationsThe study included participants of a specific mentoring program whose experiences and opinions might differ from others. Additionally, persons from other minority groups could experience inequities and unfair practices in college in different ways and find other forms of support.Practical implicationsHispanic-serving institutions (HSIs) must create programs that promote student–faculty community and collaboration. It is also critical to inform international faculty about Latinx students’ characteristics and needs. Training sessions for graduate students and faculty in leadership and mentoring at HSIs are equally significant in fostering an inclusive and supportive educational environment.Originality/valueThis paper contributes to the literature on mentoring practices to support Latinx students in their college journeys and prepare faculty of color for their mentoring and coaching roles. Femtoring and communities of wisdom concepts were applied to a specific femtoring/mentoring program.

Designing a Mentorship Program for APRNs in Specialty Palliative Care Practice.

As advanced practice registered nurses (APRNs) enter practice, support is crucial for success. Formal mentorship has been shown to improve employee turnover, job satisfaction, and clinical competence. In the wake of the COVID-19 pandemic, an APRN team specializing in palliative care experienced an unprecedented rate of staff turnover. As a result, the team decided to create a formal mentorship program to support newly hired colleagues and assist their transition to practice. A subcommittee of APRNs within the palliative care practice met to establish a mentorship practice framework, expectations for the program, and a methodology for matching mentors and mentees. The mentorship program was implemented with two cohorts comprising a total of five mentors and six mentees. It was evaluated by participants using surveys asking open-ended, qualitative questions. Both mentors and mentees reported finding the program valuable. Mentees felt the program helped their transition to practice, created a forum for peer support, and improved their clinical competence. Mentors said the program furthered their own professional development, advanced their clinical growth, and fostered a connection to colleagues. Employee engagement and alignment improved, and staff turnover decreased. Further work is needed to improve on the program framework and analyze the outcomes of mentorship.

Yes She Can: Examining the Career Pathways of Black Women in Higher Education Senior Leadership Position

Problem Black women continue to face significant underrepresentation in senior leadership roles, particularly within higher education. Despite this disparity, there exists a dearth of research and understanding surrounding the achievements and success narratives of those who have managed to ascend to senior-level leadership positions within the higher education sector. Solution Higher education institutions and professionals in the HRD field ought to develop and implement identity-based leadership initiatives that address the distinctive challenges Black women (as well as other women of color) face in leadership roles. Concurrently, universities are encouraged to establish structured mentoring programs to facilitate connections between Black women leaders and mentors possessing either congruent or divergent identities, but with a demonstrated cultural competence capable of accommodating the mentee’s requirements. Furthermore, universities must formulate and uphold policies that cultivate and retain Black women’s talent, intellectual contributions, and leadership acumen. Stakeholders Black women leaders, human resource development researchers, practitioners, scholars, higher education administrators.

Editorial: More Practical Gender Research is Needed in Higher Education Leadership and Management

This Editorial explores the challenges and barriers faced by women in leadership roles within higher education institutions using Bronfenbrenner’s ecological systems theory. This Editorial investigates internal, external, and institutional obstacles hindering women's progression into leadership positions. Gender biases, socio-political traditions, cultural expectations, and institutional norms contribute to the under-representation of women in leadership roles. Additionally, internal factors such as lack of confidence and fear of failure further impede career advancement. Despite these challenges, the editorial highlights the pivotal role of women in shaping leadership standards and underscores the transformative impact of diverse leadership teams. The Editorial advocates for pragmatic scholarly approaches to considering achievement of equal opportunities for women in leadership, emphasising education, progressive workplace policies, mentorship programs, and cultural shifts. By embracing an approach nested in the macro-, meso-, and micro-level environments, a more holistic approach to research aimed at fostering innovative scholarly advancement is encouraged.

Determining the rate and reasons for specimen rejection among specimens referred for HIV viral load determination through referral linkage to Debre Tabor Comprehensive Specialized Hospital, north-central, Ethiopia,2023: Retrospective study

BackgroundThe preanalytical phase encompasses the time between the clinician's test order to the sample being ready for analysis. Of all errors during the laboratory diagnostic process,70 % appeared in the pre-analytical phase. In clinical laboratories, it is crucial to ensure proper specimen collection and handling, which is essential to guarantee quality assessment, monitoring process standardization, improving performance, and ensuring patient safety. Despite this importance, no study has been conducted in the study area to investigate the rate and reasons for human immunodeficiency virus viral load sample rejection. ObjectiveTo determine the rate of human immunodeficiency virus viral load sample rejection (number of preanalytical errors) documented during the preanalytical phase and articulate possible causes for specimen rejection. Material and methodsA retrospective study was conducted at Debre Tabor Comprehensive Specialized Hospital from January 1st to January 31, 2023. During the study period, 5950 samples were extracted from the human immunodeficiency virus viral load laboratory sample tracking log books, which were sent to the hospital for viral load testing between August 2021 to November 2022. The collected data were cleaned and entered into EPI data version 4.6 before transferred it to STATA version 14.0 for analysis. Descriptive statistics such as frequencies, percentages, and cross-tabulations were used to summarize the findings. ResultsThe study found that improper sample handling was common during the preanalytical phase. According to the current study, 3.6 % of the sample was rejected at pre analytical stage. The most common reasons for specimen rejection were using inappropriate containers (64.0 %) uncentrifuged specimens (20.4 %); hemolyzed specimens (7.0 %); insufficient specimen volume (6.2 %); clotted specimens (1.9 %); and specimen labeling problems (0.5 %). ConclusionThis study found that the most common preanalytical error was using an inappropriate sample collection container, followed by uncentrifuged samples, Therefore, it is recommended that mentorship programs be developed to educate staff on the preanalytical phase of laboratory testing, specifically on sample collection, storage, and transportation for HIV viral load testing. Additionally, the quality management system of laboratory processes should be strengthened to ensure accuracy and minimize errors.

Perceptions and Experiences of Academic Advisers and Minoritised Students at a UK University

Academic advising can support students’ academic development and intrapersonal skills whilst fostering a sense of belonging at university. Despite recent advancements in knowledge and practices, it is not clear how best to support minoritised students, who experience outcome differentials and life circumstances that differ from the majority. Following a reciprocal mentoring programme pairing academic staff and minoritised students at a UK university, we explored students’ academic advising experiences. Qualitative data were collected and analysed via framework analysis. The mentoring led to both groups improving relational understanding. Ten themes categorised into three domains (Personal Factors, Institutional Factors and Interplay Between Personal and Institutional Factors) highlighted complex issues that affect students’ day-to-day lives, their ability to engage with academic advising, and factors that affect academic advising practices. Recommendations such as strategies to improve relationships, structured and developmental advising models, and guidance to improve role-specific clarity are provided.

Evaluating the Impact of a Global Cleft Speech Mentorship Program on Expanding Practitioner Competency in Low- and Middle-Income Countries.

A primary challenge in global cleft care lies in the limited opportunities for cleft-specific training and mentorship available to speech practitioners worldwide, particularly in low-income and middle-income countries (LMICs). In addition, the limited number of speech therapists with cleft experience in LMICs creates a significant barrier to access to care for individuals with cleft lip and palate globally. The inaccessibility of cleft-specific clinical instruction and cleft-trained speech therapists impacts the effectiveness of intervention and, subsequently, the speech-language development of cleft-affected individuals worldwide. A structured virtual clinical mentorship program targeting speech practitioners of all skill levels in LMICs was established to address this gap in comprehensive cleft care provision. This article will examine the effectiveness of a structured cleft speech mentorship program in expanding practitioner competency in LMIC communities and, as a result, building capacity for cleft speech care globally. The authors will outline various aspects of the development and implementation of this cleft speech mentorship program, including rationale, participant recruitment, program requirements, and impact assessment tools utilized. An analysis of pre-program and post-program data will be conducted to evaluate the degree to which clinical skills were improved, identify persistent areas of weakness, and examine the effectiveness of the program in expanding speech practitioner competency.

Insights on Leadership Succession from the Bible: A Guide for Ghanaian Churches

This study explored the critical theme of leadership succession within Ghanaian Churches, drawing insights from the rich narratives of the Bible. The purpose of the study was to provide a comprehensive guide for Ghanaian Churches to navigate the complexities of leadership transition effectively, ensuring continuity and sustainability. Methodology-wise, the research employed a qualitative approach, delving deep into biblical narratives and extracting principles and lessons relevant to leadership succession. Findings revealed that the Bible offers a wealth of wisdom on leadership succession, emphasizing the importance of preparation, mentorship, and divine guidance. It underscored the significance of character, vision alignment, and the involvement of the wider community in the process. Based on these findings, the study offered several recommendations tailored to the Ghanaian Church context. These include the establishment of structured mentorship programmes, the cultivation of leadership pipelines, and the implementation of transparent and inclusive succession processes. This research highlights the relevance of biblical principles in addressing contemporary challenges facing leadership succession in Ghanaian Churches; it integrates timeless wisdom with modern insights. It underscores the importance of proactive planning, spiritual discernment, and communal participation in ensuring smooth leadership transitions for the long-term health and growth of Ghanaian Churches. The study contributes to the scholarship on leadership development and organizational sustainability within religious institutions. Keywords: Traits, Leadership, Leadership crisis, Succession, Contemporary Churches, Lessons