Mentoring Events Research Articles

Analysis of Empowerment Efforts and Implementation of Funeral Corpses in Indonesia

In Indonesian society, it is customary for Modin to handle the deceased remains of locals. However, this poses several issues in Indonesian society, particularly in densely populated cities. This study examines attempts to empower and implement funeral corpses in Indonesia. This study is the outcome of practical research by UIN Walisongo Semarang students on funeral bodies in society. This is a field research report based on qualitative data gathered through interviews, observations, and documentation. The study's sample locations were Tabanan City in Bali, Surabaya City in East Java, Semarang City in Central Java, and Jakarta City. The resulting community empowerment initiative involves organizing mentoring events and training on funeral bodies for long-term benefits.

IEEE SSCS Student and Young Professionals Mentoring Event at ISSCC 2024 [Society News

IEEE SSCS Student and Young Professionals Mentoring Event at ISSCC 2024 [Society News

IEEE SSCS Student and Young Professionals Mentoring Event at ISSCC 2023 [Society News

The Solid-State Circuits Society (SSCS) Young Professionals (YP) and Students Micro-Mentoring and Networking event was held on the evening of 21 February 2023 in San Francisco in accordance with the IEEE International Solid-State Circuits Conference (ISSCC). The event was held in person for the first time after three years. More than 70 attendees who chose to be mentors or mentees enjoyed food, drink, and friendly conversation at this flagship event organized by IEEE Solid-State Circuits Society (SSCS) YP Committee members Alireza Yousefi and SSCS YP chair Korkut Kaan Tokgoz.

IEEE SSCS Student and Young Professionals Mentoring Event at VLSI 2023 [Society News

IEEE SSCS Student and Young Professionals Mentoring Event at VLSI 2023 [Society News

Piloting virtual mentorship: Evaluating acceptability and influence on wellness and professional identity in medical oncology (MO).

11022 Background: Despite extensive literature on the value of mentorship in academic medicine, little evidence exists to inform mentorship practices in MO. In 2021, the Canadian Association of Medical Oncologists (CAMO) piloted a national, 6-month virtual mentorship program consisting of 2 group mentoring events and additional 1-on-1 mentoring activities, to better support the needs of MO trainees. Feedback was obtained from participants to gain insight into how virtual mentorship might impact physician wellness and formation of professional identity, and to inform future iterations of CAMO’s virtual mentorship strategy. Methods: All Canadian MO residents/fellows were invited to participate in the program. Electronic surveys were completed by participants at baseline, after each group event, and at program completion. Surveys evaluated the program content and format, and used validated questionnaires for evaluating physician wellness/burnout (Stanford Professional Fulfillment Index [SPFI]), and professional identity (Macleod Clark Professional Identity Scale [MCPIS]). Cohort characteristics and survey responses were summarized using descriptive statistics. Procedures for survey data collection and analysis were ethics approved. Results: At baseline, respondents (n = 38) were predominantly female (63%), and < 35 years (76%). 50% were married. On average, 78% of respondents ranked the virtual group mentoring events as meeting expectations. Program strengths identified by participants included meeting mentors outside of their own centre, meeting other trainees from across the country, and learning more about work-life balance/physician wellness. The main critique was insufficient time for interaction. Of the 34 MCPIS respondents, 94% were pleased to belong to the profession of MO, 91% identified positively with members of their profession and 77% felt like a member of the profession themselves. The average score on the SPFI scale was 2.73±0.71 (n = 34). Although 85% of respondents found their work meaningful, 71% satisfying, and 50% felt they were contributing professionally in valued ways, only 38% met criteria for professional fulfilment (score ≥3.00). 27% met criteria for burnout (score ≥1.33), 15% found their work physically exhausting and 9% found their work emotionally exhausting. Conclusions: CAMO’s pilot virtual mentorship program highlights that technology can be successfully leveraged to facilitate mentoring. The majority of MO trainees identified positively with their profession, yet only 38% reached the threshold for professional fulfillment and nearly a third met criteria for burnout. Longitudinal follow-up among mentored trainees is needed to provide insight into whether mentorship may influence physician wellness and professional identity over time.

Novice principal mentoring and professional development

PurposeThis article explores the contribution of mentoring to the professional development of novice principals. Based on Abbott’s (1988) framework, the authors suggest that effective mentoring depends on the extent it develops professional core knowledge, which includes the skills of diagnosis, intervention and inference that are heavily based on academic knowledge, practical experience, self-awareness and reflective ability.Design/methodology/approachAn exploratory qualitative methodology was applied to discover principals’ perceptions of their mentoring. The authors interviewed 15 novice principals about their mentoring events and conducted a category-based analysis to find out how these events reflect contributions to their diagnosis, intervention and inference skills.FindingsThe study found that most of the mentoring events provided support for the intervention skill, while ignoring the skills of diagnosis and inference. We suggest that to develop novice principals professionally, mentors should place similar emphasis on all three skills.Research limitations/implicationsThe small research population and its possible bias toward positive mentoring experience may present only part of the picture. Still, the data provided important insights into how mentoring supports (or not) professional skills development, even in the best cases. Using professional skills in a large sample survey of effective and less effective mentoring relationships would help to validate this framework.Practical implicationsFirst, the findings serve as a guideline for mentor training programs to help develop mentors’ ability to support all three professional skills. Second, the findings may help novice principals to evaluate their mentoring relationships and their contribution to developing professional core knowledge skills.Originality/valueThe professional skills framework adds to the principal mentoring literature by emphasizing the importance of diagnosis, intervention and inference skills, in addition to certain content and specific conditions.

Closing the Mentorship Gap: Implementation of Speed Mentoring Events for Women Faculty and Trainees in Anesthesiology.

Introduction: Mentorship is a key component to success in academic medicine. Women are under-represented in leadership positions within medicine. Women are less likely to identify mentors than men. Speed mentoring is an innovative strategy to facilitate mentorship in academic medicine.Materials and Methods: A speed mentoring event for women faculty members in an academic anesthesiology department was held, followed by a second event for trainees. Attendees completed surveys about mentorship experiences at baseline and in follow-up. Questions were rated on a 7-point Likert scale with 1 = strongly disagree and 7 = strongly agree with values reported as median (1st, 3rd quartile).Results: Baseline surveys indicated poor satisfaction with mentoring in the prior 6 months as 4.5 (3, 5.25). Twelve months later, mentees reported increased satisfaction with mentoring 6 (6, 6). Mentors and mentees felt their time was well spent during both events. There was an increase in the number of mentors identified after the events by both groups.Conclusions: Our results suggest speed mentoring is well received and impactful with minimal time and monetary investment. The attendees of the events identified an increased number of mentors after speed mentoring events, and this effect was maintained at 6–12 months. Speed mentoring may be one path to providing support for women to advance their careers in academic medicine. More research is warranted to better evaluate effectiveness of formats such as speed mentoring to facilitate improved mentorship for women in academic anesthesiology.

Adaptations to mentoring and peer mentor training at the medical faculty during the COVID-19 pandemic.

Objectives: The COVID-19 pandemic has led to major adjustments in health care systems and significantly affected medical education. Accordingly, our mentoring program MeCuM-Mentor had to expand its virtual elements, in order to continue to meet the needs for mentoring at the medical faculty of the Ludwig-Maximilians-University Munich.Methods: Here we report on our recently implemented online formats to facilitate training for currently coached peer mentors, as well as the introduction of an online consultation hour and a new social mentoring event called PubQuiz.Results: First results demonstrated feasibility of the above-mentioned virtual formats, which were positively rated by the participants in small voluntary evaluation questionnaires. Utilization rates indicate existing need for mentoring during the pandemic. In addition, the new event PubQuiz promotes social interaction among peers during isolation due to COVID-19.Conclusion: With the transition to online formats, mentoring at the Medical Faculty could be continued during COVID-19. The newly introduced mentoring event PubQuiz will be repeated. However, it remains unclear to what extent online formats can replace in-person one-to-one mentoring conversations or peer mentoring meetings.

Restructuring career counselling ventures of a mentoring program for medical students in the course of the COVID-19 pandemic.

Objectives: Due to the COVID-19 pandemic, medical curricula face major challenges. This also applies to mentoring programs, where face-to-face meetings are considered essential. Methods: The LMU Munich medical faculty mentoring program (MeCuM-Mentor) adapted to counteract the unforeseen pause of conventional course formats and associated uncertainty of many students. We here present an approach to transform the established large scale or group mentoring events of our program into online formats. Three projects are presented as examples: 1. HowTo Klink (HK), mainly informative in nature and with peer-mentoring character, 2. FacharztDuell (FAD) and 3. “Auf ein Gespräch mit... (AEGM)”, both with a focus on career counseling.Results: Initial evaluations show a similarly high participation rate and a high level of satisfaction among the participating students. Students' evaluation of whether the projects presented should take place in presence or in online format has so far shown no clear trend.Conclusion: Prospective studies are necessary to investigate the effectiveness of these online formats and analyse differences in participant behaviour. The extent to which online mentoring can replace classic mentoring functions has to be discussed anew.

The strategy to develop newly joined radiographers in a COVID-19 world: a curated orientation programme

The strategy to develop newly joined radiographers in a COVID-19 world: a curated orientation programme

Twelve tips for organising speed mentoring events for healthcare professionals at small or large-scale venues

Mentors play a critical role in the development of professionals, influencing their job satisfaction, career aspirations and evolving professional identity. A variety of mentoring models exist, each with distinct benefits and challenges. Speed mentoring, based on the concept of speed dating, provides mentees with opportunities to meet multiple mentors over a short time and pose focussed career development questions. At large-scale events such as the annual AMEE (Association for Medical Education in Europe) meeting, speed mentoring sessions can successfully connect aspiring, novice and mid-career educators with international educational leaders to facilitate transfer of valuable insights for professional growth. For some mentors and mentees, this might spur ongoing communications or even longitudinal relationships. In this paper, we aim to provide strategies for planning and implementing speed mentoring events, combining insights gained from the literature and our experience of organising speed mentoring at the 2019 AMEE meeting in Vienna. These tips will be useful to a variety of professionals planning to organise speed mentoring initiatives.

SSCS Young Professionals Mentoring Event at A-SSCC 2019 [Society News

SSCS Young Professionals Mentoring Event at A-SSCC 2019 [Society News

IEEE SSCS Student and Young Professionals Mentoring Event at ISSCC 2019 [Society News

Presents information on the ISSCC 2019 conference.

IEEE SSCS and EDS Student and Young Professionals Mentoring Event at VLSI 2019 [Society News

IEEE SSCS and EDS Student and Young Professionals Mentoring Event at VLSI 2019 [Society News

SSCS Young Professionals Mentoring Event Held at ESSCIRC [Society News

SSCS Young Professionals Mentoring Event Held at ESSCIRC [Society News

Women in Engineering Mentoring Event at VLSI 2018 [Society News

Women in Engineering Mentoring Event at VLSI 2018 [Society News

SSCS Young Professionals Mentoring Event at CICC 2018 [Society News

Presents the SSCS society Young Professional Mentoring Event at the CICC 2018 Conference.

2018 SSCS Young Professionals Mentoring Event at ISSCC [Society News

Presents information on the 2018 SSCS Young Professionals Mentoring Event at ISSCC.

Speed Mentoring in Teaching and Learning: Young people with experience of the care system mentor social work students

The value of listening and talking to young people with experience of the care system has been recognised as a vital and positive contribution to social work students' learning. A model of co-production was used to develop a series of speed mentoring events whereby social work students placed in local authority children and family settings were mentored by young people with experience of the care system. This tentative review of this small-scale project shares the authors' critical reflections on the value and reliability of this model, for evaluating the outcomes of co-productive mentoring relationships between young people and social work students. The reversal of the power dynamic between student and service user contributed to the unsettling of assumptions about each other and empathy for each other's role. The student authors reflect on learning about the child's experience that has influenced their practice. The mentor authors welcomed the opportunity to participate in the development of ‘young people friendly’ social workers. Suggestions are made as to how this model could be developed to contribute to a more systematic approach to the role of service users in mentoring, advising and contributing to the supervision process of students and social workers.

Announcing the SIGAI early career researchers network and conference

Any research field is as healthy as the new talent that it is able to attract, and AI is no exception. For this reason, AI conferences hold mentoring events for doctoral students and researchers in the early stages of their careers to support their advancement and connections to other researchers in the field. SIGAI holds one such event annually at the AAAI conference: the AAAI/SIGAI Doctoral Consortium. But we think that much more can be done, as these events are held once a year and do not necessarily cover all the topics that young researchers would want to.