Group Mentoring Research Articles

EDUKASI MANAJEMEN USAHA PRODUK PANGAN LOKAL BERBASIS DAUN KELOR PADA MAJELIS TAKLIM KELURAHAN BUKIT WOLIO INDAH

Baubau, Southeast Sulawesi, moringa leaves are generally only processed into clear vegetable soup which is believed to have medicinal properties, but have not been developed into processed products that are attractive, competitive, and have high economic value. In fact, if this business is managed seriously, it can provide benefits to the community of Bukit Wolio Indah Village, Wolio District, Baubau City. This activity was carried out through the Focus Group Discussion (FGD) method, practice, and mentoring. The results of the activity showed that partners initially had very limited knowledge about the benefits, properties, and how to process moringa leaves. However, after participating in education and direct practice, partners gained knowledge about the benefits and properties of moringa leaves, as well as skills in processing various moringa products, business management, marketing, packaging, and determining selling prices. Based on the evaluation, this local food business management education based on moringa leaves has been utilized by the Majelis Taklim mothers to start a home business that has the potential to increase family income.

I Get by With a Little Help From My Friends: The Impact of a Gender-Tailored Group Mentoring Program on Peer Relationships

Adolescents face many difficulties when transitioning to high school, particularly when it comes to their social circles and maintaining friendships. As these challenges can have long-term consequences, providing support to youth during this period is essential. The YWCA Youth Education Programs (YEP) in Vancouver, BC offer group-based, after-school mentoring programs for 7th grade students to help them navigate the transition to high school. Survey data from 668 students (233 treatment group and 435 control group) were used to examine the impacts of the YEP on friend support. Multilevel regression models show that the YEP is effective at improving perceptions of friend support in the long term. More research is needed to explore potential gender differences in the experience of supportive friendships after youth transition to high school, as well as the impact of group-based mentoring for youth transitioning to the high school environment.

Development of nursing students' professional identity in different mentoring approaches during clinical training: A quasi-experimental study

BackgroundThe professional identity (PI) of nursing students' is essential for high quality performance and safe healthcare. Clinical training plays a key role in the development of professional identity during nursing studies. AimThe aim of this study was to investigate the impact of individual and group mentoring approaches on the development of PI during clinical training, as well as the influence of the order in which these approaches are applied, and the effect of time on the development of PI. DesignThis study used a quasi-experimental design. SettingsThe study was conducted at the Department of Health Studies in Croatia. ParticipantsThe 119 first, second, and third year ungraduate nursing students. MethodsStudents were divided into two groups. Each group performed clinical training in group and individual mentoring approaches, but in different order. The Professional Identity Five Factor Scale (PIFFS) was used to measure PI levels at four different time points: immediately before and after the first and second rounds of clinical exercises. ResultsBoth groups of students, achieved approximately average results in all three dimensions of the PI. There was no statistically significant main effect of the group/individual mentoring approach on the dimensions of knowledge (P = 0.471), experience (P = 0.865) or perception of role model and professional future (P = 0.565). The levels of the dimensions knowledge (P = 0.001), experience (P = 0.001) or perception of the role model and professional future (P = 0.002) differed in four measurement points, which indicates a general increase in all three PI dimensions. ConclusionsDuring the performance of the clinical training, the level of PI increased. The group mentoring approach has an immediate effect on increasing knowledge, but this effect diminishes over time. In terms of experience, both mentoring approaches have similar reinforcing effects. However, the individual approach seems to be more suitable for improving the perception of role models and the professional future.

A Mentoring Network for Diversity in Dental, Oral, and Craniofacial Research.

The American Association for Dental, Oral, and Craniofacial Research (AADOCR) has developed a national and sustainable mentoring and mentor training network titled AADOCR Mentoring an Inclusive Network for a Diverse Workforce of the Future (AADOCR MIND the Future). This program is instrumental in fostering a diverse group of early-career investigators in dental, oral, and craniofacial (DOC) research. The network's principal purpose has been to establish a robust and enduring national mentoring program centrally managed by AADOCR. The overarching goal is to develop a sustainable, nationally recognized mentoring network that enhances the career development of early-career DOC researchers from diverse backgrounds. The program aligns with the National Institute of Dental and Craniofacial Research Strategic Plan and aims to cultivate a robust pipeline of future DOC researchers who can address critical scientific challenges. AADOCR MIND the Future guides mentors and mentees in individual career development as well as improving the quality of mentoring at the home institution through dissemination of lessons learned by mentors and mentees in the program. As science practices have evolved, investigators have moved from isolated individual projects to interactive multidisciplinary teams. Within this research framework, AADOCR MIND the Future offers the global infrastructure and the variety of scientists/AADOCR members. While most institutional mentoring efforts have been developed using conventional single mentor-mentee pairs, the AADOCR MIND the Future program supplements this model with additional group mentoring (mentors-mentees) and peer mentoring (interactions between just the mentees). Mentees commit to 12 mo of programming devoted to enhancing research career development through intensive hands-on work, distance-learning components, and engagement in a mentored grant-writing experience. Mentees are strongly encouraged to remain engaged with the program beyond the initial 12-mo period. Years 1 to 3 alumni (cohorts 1 to 3) mentees continue to participate in a meaningful way, and after the completion of the program, it is envisioned these alumni will become mentors for another generation.

PELATIHAN PEMBUATAN SATE LILIT IKAN BANDENG SEBAGAI UPAYA MENINGKATKAN KETERAMPILAN DAN STATUS GIZI BAGI MASYARAKAT

Food is essential for human survival. The government has to provide and distribute food which is affordable and safe for the people to consume. The society in Muara Gembong District, Bekasi Regency, mainly makes a living from fish farming, agriculture, and trade. A vivid example of food availability is the utilization of local resources through 'food modification'. One popular culinary product is satay, which is usually made from meat. However, in this particular training, we used a local raw material, namely milkfish, as the main ingredient for making sate lilit (a type of satay). Milkfish contains high protein, namely around 20-24%; rich with micro and macro minerals; as well as has a soft, chewy, and savory texture. The results of the training, based on the results of the pre-test and post-test, showed an n-gain score of 0.6. This number signifies that the making of sate lilit was medium. Furthermore, in an effort to follow up on the aforementioned result, we hope that SMAN 1 Muara Gembong can become a part of the mentoring groups of the study program.

Peningkatan Perekonomian Peternak Melalui Pengolahan Limbah

Bondowoso Regency is a center for sheep farming in Indonesia. The establishment of a sheep breeding center in Indonesia has resulted in a large sheep population in Bondowoso Regency. Sheep farming not only produces meat, but also by-products such as wool and waste. Waste that is not utilized properly can cause environmental pollution. One of the villages in Bondowoso Regency which has many sheep farms is Prajekan Kidul Village. The PPK Ormawa Team of the Breeder Study Program Student Association (HIMAPROSTER) Jember University empowered farmers in processing sheep manure waste into solid organic fertilizer. The methods used in this program are focus group discussions, socialization, counseling, practice, mentoring and activity evaluation. After this activity can provide a solution to the problem of livestock waste waste in Prajekan Kidul Village. It is also able to improve the economy of farmers thanks to the sale of solid organic fertilizer.

Supporting New Teachers. The Finnish and Israeli Mentoring Models

In this article, we will have a closer look at two models of teacher mentoring, which for many years have been successfully operating in two culturally different countries: Finland and Israel. Following the methodology of comparative research according to Raymond Boudon, I will identify and briefly characterise the main social mechanisms, which lie behind the particular approach to mentoring in the two analysed models: Self-Determination Theory and Work Motivation (Israel) and Peer Group Mentoring (Finland), including the axiological-rational prerequisites for their application.

Using Small Group Mentorship as a Change Process: Through the Lens of the Clinician

Abstract Date Presented 03/22/24 The mentorship and its instructional content supported clinicians in developing and validating comprehension of the content, in their professional development and assisted them in navigating opportunities and challenges in clinical practice. Primary Author and Speaker: Bryan M. Gee Additional Authors and Speakers: Sarah A. Schoen, Natalie King, Mim Ochsenbein

A Novel Approach to Mentorship in Pediatric Cardiology: A Group for Women.

Gender disparities for female physicians in academic medicine are longstanding. Female pediatric cardiologists experience inequities in scholarship opportunities, promotion, leadership positions, and compensation. Mentorship groups have been successfully implemented in other subspecialities with promising results. We created a peer mentorship group for female pediatric cardiologists in the Northeast and completed a needs assessment survey of eligible participants. Our goal was to better understand the current challenges and identify resources to overcome these barriers. Our objectives were to (1) describe the creation of a novel mentorship program for female pediatric cardiologists and trainees in the Northeast United States, and (2) report the results of a formal needs assessment survey of all eligible participants. All female pediatric cardiology fellows and practicing pediatric and adult congenital heart disease specialists from 15 academic centers in New England were invited to join a free group with virtual meetings. A formal needs assessment survey was provided electronically to all eligible members. The vast majority of respondents agreed that the Women in Pediatric Cardiology (WIPC) group is a valuable networking and mentorship experience (90%) and would recommend this group to a colleague (95%). Members have witnessed or experienced inequities in a broad range of settings. Common challenges experienced by respondents include dependent care demands, lack of mentorship, inadequate research support, and inequitable clinical responsibilities. Resources suggested to overcome these barriers include mentorship, sponsorship, transparency in compensation, and physician coaching. Mentorship groups have the potential to address many challenges faced by women in medicine. The WIPC Northeast program provides a forum for community, collaboration, education, and scholarship.

Mentoring as a complex adaptive system – a systematic scoping review of prevailing mentoring theories in medical education

BackgroundEffective mentorship is an important component of medical education with benefits to all stakeholders. In recent years, conceptualization of mentorship has gone beyond the traditional dyadic experienced mentor-novice mentee relationship to include group and peer mentoring. Existing theories of mentorship do not recognize mentoring’s personalized, evolving, goal-driven, and context-specific nature. Evidencing the limitations of traditional cause-and-effect concepts, the purpose of this review was to systematically search the literature to determine if mentoring can be viewed as a complex adaptive system (CAS).MethodsA systematic scoping review using Krishna’s Systematic Evidence-Based Approach was employed to study medical student and resident accounts of mentoring and CAS in general internal medicine and related subspecialties in articles published between 1 January 2000 and 31 December 2023 in PubMed, Embase, PsycINFO, ERIC, Google Scholar, and Scopus databases. The included articles underwent thematic and content analysis, with the themes identified and combined to create domains, which framed the discussion.ResultsOf 5,704 abstracts reviewed, 134 full-text articles were evaluated, and 216 articles were included. The domains described how mentoring relationships and mentoring approaches embody characteristics of CAS and that mentorship often behaves as a community of practice (CoP). Mentoring’s CAS-like features are displayed through CoPs, with distinct boundaries, a spiral mentoring trajectory, and longitudinal mentoring support and assessment processes.ConclusionRecognizing mentorship as a CAS demands the rethinking of the design, support, assessment, and oversight of mentorship and the role of mentors. Further study is required to better assess the mentoring process and to provide optimal training and support to mentors.

A Strengths Awareness Pilot for an Australian University Mentoring Program

Strengths-based initiatives for university students to identify and develop their strengths are increasing in popularity in the tertiary sector. An understanding of strengths provides students with greater resilience in their transition in and out of university. While such strengths-based initiatives have been studied among first-year student populations at large universities in the United States, scant research has been conducted on strengths development in the Australian tertiary sector. This mixed methods study evaluates the efficacy of the use of the CliftonStrengths Assessment and targeted strengths workshops on a group of mentors and mentees within a peer mentoring program at a university in Australia. Quantitative analysis indicated increases in strengths awareness. Qualitative analysis also revealed participants could positively view their strengths, identify a plan for future strengths use, and view others and themselves in a new light. This study served as a base for further research into strengths development at Australian universities.

Harnessing peer mentorship as a tool to turn human resource for health brain drain into brain gain: a case study of a Nigerian peer-mentored research group

BackgroundPeer mentorship can be a potential tool to reduce the disparities in health research capacity between high- and low- and middle-income countries. This case study describes the potential of peer mentorship to tackle two critical issues: bridging health research capacity of doctors from low- and middle-income countries (LMICs) and the transformation of human resource for health brain drain into "brain gain".Case presentationIn 2021, a virtual peer mentorship group was established by 16 alumni of the University of Benin College of Medical Sciences' 2008 graduating class, residing across three continents. This program aimed to facilitate research collaboration and skill development among colleagues with diverse research experience levels, fostering a supportive environment for career development in research. The group relied heavily on digital technology to carry out its activities due to the different geographical locations of the group members. Led by experienced peer leaders, the group fostered a collaborative learning environment where members leveraged each other's expertise. Within 18 months, we published two research papers in high-impact peer-reviewed global health journals, launched a mixed-methods research study, and conducted training sessions on research design and implementation. Findings from our work were presented at conferences and workshops. However, logistical hurdles, competing priorities, structural constraints, and uneven participation presented challenges.ConclusionThe peer mentorship collaboration has achieved some successes so far, and this model can be emulated by other cohorts of medical professionals across LMICs. Despite the group's success at a micro- or individual level, there remain significant structural barriers to research capacity building in LMICs that can only be addressed at the meso- and macro-levels by institutions and government, respectively. A systems-level approach is required to develop and support research capacity building and foster global research collaboration and effectively turn brain drain into brain gain.

그룹 멘토링 간호술기 실습교육이 간호대학생의 간호술기 수행자신감, 임상수행능력, 진로정체감에 미치는 효과

Objectives The purposes of this study were attempted to confirm the effect of group mentoring peripheral intravenous injection practical training of nursing students on nursing Confidence in Performing Nursing Skills, Clinical performance capability, and career identity, and to prepare basic data for nursing practice education. Methods The subjects of this study were those who agreed to this study among students participating in group mentoring peripheral vein nursing practice education for the fourth grade of nursing. The students were divided into small groups and conducted practical training on nursing skills for 7 weeks, focusing on nurse mentors working in the clinical field, and as a single group, they were asked to fill out a structured questionnaire before and after practical training. For data analysis, the effectiveness of practical education was compared by confirming nursing performance confidence, clinical performance, and career identity using the SPSS 21.0 program. Results In this study, After group mentoring nursing skill practical training, nursing students' Confidence in Performing Nursing Skills (t=-10.56, p<.001), Clinical performance capability (t=-11.16, p<.001), and career identity (t=-3.50, p=.001) were statistically significant. Conclusions In order to improve nursing skills competency in the clinical field, it is necessary to develop actually practical training and career identity reinforce programs that can improve confidence in performing nursing skills and Clinical performance capability for nursing students.

Pendampingan Pengelolaan UMKM Bakpia Tunas Ngrombo Berbasis Mentoring Kelompok

The management assistance Micro, Small, and Medium Enterprises (MSMEs) based on group mentoring has proven effective in enhancing the performance and sustainability of MSMEs. This study aims to analyze the impact of the group mentoring program on Bakpia Tunas Ngrombo MSMEs. The method used is a qualitative approach with data collection techniques through in-depth interviews, participatory observation, and documentation. The results show that group mentoring can improve managerial capacity, market access, and digital literacy of MSME actors. Additionally, this mentoring program can also enhance product competitiveness and expand the business network of Bakpia Tunas Ngrombo MSMEs.

The role of mentoring in developing leaders’ emotional intelligence: exploring mentoring types, emotional intelligence, organizational factors, and gender

Emotional awareness, emotional regulation, empathy, and resilience are key components of emotional intelligence. Twenty-first-century leaders require such competencies, and prior research establishes a positive impact of emotional intelligence on leadership and well-being. The mechanisms through which leaders develop these competencies remain unclear. Mentoring, a developmental tool linked with well-being, has not been extensively studied for its role in emotional intelligence development. The current study investigates this relationship within the context of vocational education and training in South Africa. The mentoring framework includes individual, peer group, and key performance area mentoring. In previous research on this mentoring framework, leaders perceived emotional well-being as the most important outcome of mentoring and development, constituting another vital factor. Data were collected from a treatment group of leaders who have participated in the mentoring framework and a control group of leaders and lecturers (N = 139). The present study used exploratory and confirmatory factor analysis to validate the Schutte Self-Report Emotional Intelligence Test within this context. In the next step, we employed descriptive analysis to answer which mentoring type was best perceived to support emotional intelligence. Using the Mann–Whitney U test, we tested for significant differences in the identified factors between treatment and control group. Mediated and moderated mediation analyses explored variables such as gender, occupational role, organization, and work sector. Results indicate a six-factor structure of emotional intelligence, with significant differences observed between groups in the factor empathy difficulty. Peer group mentoring emerged as an effective method for emotional intelligence development among leaders. The perceived importance of emotional intelligence for one’s job position, the organization, and the work sector mediated five of the six factors. The moderated mediation analyses showed an indirect effect of gender, where being male was associated with more trustworthy visionary and empathy. The findings underscore the significance of peer mentoring practices and organizational factors in nurturing emotional intelligence, highlighting its value for personal and organizational well-being. Overall, the study sheds light on developing emotional intelligence at all organizational levels to support individual and collective well-being.

RETRACTION NOTICE: Teaching Innovation Group Mentor of the University of Valladolid. Consolidation of a Mentoring Program in the School of Industrial Engineering

Retraction note: Fernando Velázquez, M. ., & Tarrero Fernández, A. I. . (2022). Grupo de innovación docente mentor de la Universidad De Valladolid: Consolidation of a Mentoring Program in the School of Industrial Engineering. TECHNO REVIEW. International Technology, Science and Society Review Revista Internacional De Tecnología, Ciencia Y Sociedad, 11(3), 1–14. https://doi.org/10.37467/revtechno.v11.3806 The Editorial Office of Eurasia Academic Publishing Group has retracted this article. An investigation carried out by our Research Integrity Department has found a group of articles, among which this one is found, that are not within the thematic scope of the journal. We believe that the editorial process was manipulated and, furthermore, acceptance decisions were made under possibly inappropriate peer review.

Facilitated Peer Group Mentoring for Underrepresented Biomedical Researchers: Facilitators' Experiences and Implications for Dissemination of a Curriculum.

Peer group mentoring facilitated by senior faculty represents an effective approach. However, for underrepresented biomedical researchers, access to senior faculty from underrepresented racial/ethnic groups is limited. We explored motivations, benefits, and challenges for facilitators enrolled to deploy an intervention in the context of a randomized controlled trial that tested two peer group mentoring strategies for underrepresented early career researchers. Peer group sessions were co-facilitated by two senior underrepresented faculty. Thirty-six faculty were recruited as facilitators over four years. The facilitators' primary motivation was advancing the diversity of the workforce, the primary benefit was satisfaction from helping underrepresented researchers, and the primary challenge was time. Understanding motivations, benefits, and challenges of facilitators informs efforts in recruiting and retaining facilitators and disseminating this curriculum and others like it, to the broader community.

Perceptions in Mentorship: The Mentor-Mentee Competency Discrepancy.

This study evaluated faculty mentoring competencies of 94 mentor-mentee pairs across institutions using the Mentoring Competency Assessment (MCA-21). Results indicated consistent mentor self-assessments and mentee evaluations of mentors across sites, with no significant association of gender or race/ethnicity on competency scoring. Mentees rated mentors higher than mentor's self-assessments. The greatest self-assessment disparities were within the female clinical educator and female assistant professor mentor groups - they rated their competency lower than the male tenure track and male professor groups, identifying the influence of mentors' gender, rank, and track on self-assessment of their mentoring competency. Results highlight the subjective elements inherent in mentor competency evaluations. Additional multi-site, longitudinal studies of the mentor-mentee dyad could identify precise training needs to enhance mentoring.

Pengaruh Layanan Bimbingan Kelompok terhadap Keberanian Bertanya Siswa di Kelas XI SMK Swasta Karya Utama Dolok Masihul Tahun Ajaran 2021-2022

This study aims to find out the influence of group mentoring services on the courage of asking students. The data capture technique consists of a lift. This research was carried out at Dolok Masihul Primary Teaching Year 2021-2022, which has a total of 10 students. The design of the study was pre-test and post-test group design. To obtain the data, the researchers used a closed lift and a concentration scale instrument of 45 particles, but after testing it turned out there were 8 invalid lifts, so the lifts used in this study were only 37. This study shows that the courage of asking students before giving group guidance services to students in class XI SMK Private Primary Works Dolok Masihul is in the middle category, this can be seen based on the average score of courage ask students before being given service of 85.3 then courage to ask students in grade XI SmK Private Main Works Dolek Masihul was in the medium category.

When medical students are autonomously motivated to mentor: a pilot study on confidence in clinical teaching and psychological well-being.

Near peer mentorship (NPM) programs can help support medical students' well-being. Most studies, however, have not accounted for students' underlying motives to mentor, nor focused on clinical skills development and teaching. These limitations represent opportunities to better understand what motivates medical student mentors, and how to support their autonomous motivation, clinical development, and well-being. Informed by self-determination theory (SDT), we collected data from a group of medical student mentors involved in a NPM program at the University of Saskatchewan called PULSE. We then used correlation and regression to assess the relationship between students' autonomous motivation towards mentoring, perceived competence in teaching the clinical material, and psychological well-being. In line with our hypotheses, autonomous motivation towards mentoring (identified motivation in particular) was associated with higher perceived competence in clinical teaching, which in turn was associated with greater psychological well-being. Why medical students choose to mentor in NPM programs appears to have important implications for their clinical confidence and overall well-being. Findings are discussed in terms of designing NPM programs that support student growth and wellness in Canadian medical education.