Mentoring Research Articles

Institutional and Socio-Cultural Factors that Influence the Wellbeing of Women Working in Academia in Arab Countries: A Scoping Review

Academic life in the present era is subject to several occupational stressors, including increased workloads, reduced research funding, tenuous career paths, and family-work conflicts. Such stressors affect academics’ quality of life, wellbeing, and job satisfaction, and women are particularly vulnerable. There is, however, a dearth of information on such issues in the Arab World. We conducted a scoping review to map the current body of knowledge related to the institutional and socio-cultural factors that influence the wellbeing status of women working in academia in Arab countries. Fourteen articles were included. Several challenges threatening women’s wellbeing in academia were identified including institutional factors (i.e., human resource policies and laws, workplace empowerment, and academic mentoring) and socio-cultural factors (i.e., work-life balance, culture and religion). Current human resources, policies, and labor laws do not adequately support maternal or complex family roles contributing to work-life imbalances and contribute to poor mental health outcomes for academic women working in academia in Arab countries. Although some of these challenges may stem from lingering cultural stereotypes about gender roles, this review highlights the need for professional development and mentoring programs for academic women in Arab countries, in addition to supportive institutional laws, policies, and resources for empowerment of women in academia.

Exploring Teacher Perspectives of STEM Outreach Sessions

Teachers have a responsibility to create and foster engaging learning environments which encourage underrepresented persons in Science, Technology, Engineering, and Mathematics (STEM). Outreach programs have been shown to increase STEM engagement of students. We use a positive psychology lens to investigate STEM outreach and teacher wellbeing. This exploratory study uses a survey and focus group to assess how a STEM outreach program can create teacher feelings of support, confidence, and enjoyment. Results demonstrate that most teachers felt more confident in teaching STEM following the STEM-mentor facilitated outreach sessions. The positive benefits to teacher wellbeing from outreach program mentorship, is discussed.

Engaging Social Leadership Character on Cadets Training during Onboard Based on Mobile Application Monitoring: A Preliminary Study

This preliminary study delves into the effectiveness of mobile application monitoring in enhancing social leadership character among cadets during onboard training. The research focuses on the social dimension of character development, which encompasses the ability to act with proper decorum in all professional, social, and online environments. The study explores how mobile technology can facilitate experiential learning, teamwork, and leadership skills, improving cadets' social interactions and leadership abilities. The mixed-methods approach employed in this study combines quantitative data from mobile application usage with qualitative insights from cadet feedback and mentorship programs. This comprehensive methodology allows for a deeper understanding of the impact of mobile applications on cadets' social leadership development. The findings indicate that mobile applications can significantly enhance cadets' engagement in social leadership activities, improve their teamwork and problem-solving skills, and provide real-time feedback for character development. Moreover, the study highlights the potential of mobile technology to support comprehensive character development in cadet training programs. By leveraging mobile applications, training programs can create a more immersive and interactive learning environment that fosters the development of essential social leadership skills. The results of this study have significant implications for educational institutions and military academies seeking to enhance their cadet training programs and prepare future leaders with robust social leadership capabilities. Overall, this preliminary study underscores the importance of integrating mobile technology into cadet training to promote social leadership character development, thereby equipping future leaders with the skills to navigate complex social environments effectively.

A Study on Innovative Practices for Quality Enhancement in Mentor-Mentee System of Higher Education Institutions in Bengaluru

A Mentorship program is said to be a systematic and well-organized initiative that starts with the matching of more experienced individuals (mentors) with less experienced individuals (mentees to provide guidance, support, and knowledge transfer). It is an ongoing process wherein Faculty members of HEI help and mentor the mentees, enhancing the mentee’s caliber in Higher Educational Institutions. The purpose of this study was to assess the efficacy of the mentorship program by implementing a few selected innovative practices and the impact of these methods in improving the quality of outcomes concerning the individual’s holistic development. The paper examines the effectiveness of the selected four innovative practices. Also, it helps to know the combination of the factors that may lead to quality excellence in implementing the mentor system in the Higher Education System.

인공지능 학습기 기반 멘토링이 취약계층 초등학생의 학습격차 해소에 미치는 효과

This study examines the impact of artificial intelligence (AI) learning devices and community-based mentoring on underprivileged elementary students to alleviate post COVID 19 pandemic educational disparities. 104 school-aged students engaged in self directed learning with AI devices and received mentoring for 8 months. Data included device usage, attendance, pre-and post-assessment scores in Korean language and math, and self-reported learning efficacy. Results showed significant improvements in Korean language and math scores for students in the mentoring program. A ‘high-utilization group’ displayed notable gains in math scores and learning efficacy. This study underscores the potential of EdTech and community-based mentoring in bridging educational gaps for underprivileged students, suggesting a viable alternative to traditional schooling.

There Is More to Life Than Walking: A Qualitative Study of Survivorship Among Peer Mentors in the Spinal Cord Injury Community.

Objective: To identify factors impacting survivorship among people living with spinal cord injury (SCI) and volunteering in a peer mentorship program. Research Method/Design: Semi-structured interviews were conducted by a leader of a non-profit organization designed to promote independent living after SCI. Questions explored intrinsic factors such as resilience and emotional coping as well extrinsic factors such as family support and accessibility challenges that impacted their SCI survivorship journey. Two independent anonymous reviewers conducted thematic analysis to identify these factors. Results: Twenty-eight members of the SCI peer mentorship program participated. Four themes affecting survivorship were identified: Sense of Achievement, Post-Injury Growth, Post-Injury Challenges, and Giving and Receiving Support. Nearly all participants focused their responses on Post-Injury Growth and Giving and Receiving Support as reasons for their interest in serving as peer mentors. Conclusions: This study highlights a need for peer community integration following SCI and underscores the importance of using a community-driven participatory model to inform and guide research. Peer mentorship programs can link SCI survivors to mentors and facilitate other sources of social fulfillment and thus can have a profound impact on individuals' survivorship post-SCI. This study identified a Sense of Achievement, Post-Injury Growth, Giving and Receiving Support, and Post-Injury Challenges as factors that most impact the SCI survivorship journey. This community leader's work underscores the importance of cognitive framing and social networks in post-injury rehabilitation in this population. Future directions include analyzing the longitudinal effects of peer mentorship participation on life satisfaction and community building in individuals living with SCI.

The Effect of Socialisation on Housewives' Knowledge in Understanding Social Entrepreneurship

Social entrepreneurship is one of the effective ways to overcome social problems and empower the local economy, especially among housewives. This community service aims to socialise and improve the knowledge of housewives in Kadudampit Village, Sukabumi, regarding social entrepreneurship and evaluate their interest in engaging in social enterprises. This community service activity was conducted through several stages, including counselling, group discussions, and simulations. The results showed a significant improvement in participants' understanding of social entrepreneurship, with 85% showing a better experience and 60% expressing interest in starting a social enterprise. Despite barriers such as limited capital and technical knowledge, participants felt encouraged to contribute to social-based economic development in their villages. Follow-up recommendations include mentoring programmes and facilitating access to financing to ensure the sustainability of the planned social enterprises.

Pendampingan Pastoral dengan Pendekatan Behavioral untuk Mengatasi Kenakalan Anak Disabilitas Daksa di Desa Tinada Kabupaten Pakpak

This research aims to find out what factors cause delinquency in children with physical disabilities and pastoral care using a behavioral approach that is relevant to dealing with delinquency in children with physical disabilities. The research was carried out using a qualitative approach involving pastoral case studies of a number of children with physical disabilities who experienced naughty behavior. Data was collected through participant observation, interviews with children, parents, and pastoral assistants, and documentation analysis. The research results show that pastoral care using a behavioral approach is able to make a positive contribution in managing the naughty behavior of children with disabilities. This research provides an in-depth understanding of the importance of pastoral care integrated with a behavioral approach in helping children with disabilities manage their naughty behavior. The practical implication of these findings is the development of more structured and evidence-based mentoring programs to support the holistic development of children with disabilities.

서울시 청년 1인 가구를 위한‘상담 멘토링’프로그램 분석 및 개선방안 연구

Perhaps the biggest change that has occurred in Korean society recently is the increase in single-person households.In line with the trend of increasing single-person households, the Seoul Metropolitan Government has introduced and is carrying out a counseling mentoring program for single-person households from 2021.However, the discussion on the effectiveness of this program has not yet been fully conducted. Accordingly, in this study, telephone and written interviews were conducted centering on practitioners conducting counseling mentoring, and based on the contents, the program was analyzed and limitations and improvement plans were proposed from various angles. The study was conducted from late October to mid-November 2022 with an FGI interview with a person in charge who runs a single-person household counseling mentoring program. Ten Metropolitan boroughs were selected by adding 7 administrative officers who operated the counseling mentoring program and 3 administrative officers who did not operate counseling mentoring. If a counseling program for emotional support is introduced in a residential space using social housing, one of the housing services for single-person households, it is expected that community activities to be formed in social housing can be supported, and at the same time, intimacy with the current area and residential space will increase, leading to a sense of psychological stability. This study is meaningful as it proposes a highly effective counseling program tailored to the characteristics of Seoul.

Társadalmi felelősségvállalás a magyar felsőoktatásban: a Lorántffy Zsuzsanna Mentorprogram a Nemzeti Közszolgálati Egyetemen I.

The National University of Public Service is dedicated to social responsibility. One of its forms is volunteering, a cultural aspect that is lacking in the societal embedding in our country (Fejes, Kelemen és Szűcs, 2016). The study presents the results of an ongoing mentoring program at NUPS, where university members provided weekly subject tutoring online for residents of child protection centers in Transylvania. The primary goal of the program is to provide a form of compensation for disadvantages and psycho-social care through the establishment of personal connections (Baráth, 2016), aiding in the improvement of academic performance for underprivileged youth. In the long term, it aims to provide opportunities for the development of coping strategies that support participants in breaking through and achieving further success (Szőtsné és tsai, 2007). In the spring semester of the 2022/23 academic year, three children's homes had 36 students participating in the pilot phase of the program. After methodological training, 28 mentors provided assistance. Mentoring took place weekly in the requested subjects, including related study method counseling. Among the mentors were students, university lecturers, and functional staff, Continuous methodological counseling and experience exchange were provided. Each mentor kept a progress diary. At the end of the program, individual and focus group evaluations were conducted for all participant groups. The results of the pilot research are presented in two parts. The first presents the literature review and the academic background to the programme. The second paper will present the results of the research, the discussion and further steps planned.

Orthopaedic surgery residents with a mentor report greater self-assessed theoretical and practical preparedness than residents without a mentor.

The purpose of the study was to investigate the effect of mentorship on self-perceived theoretical and practical skill levels of German-speaking residents affiliated to a scientific society with a focus on sports medicine. It was hypothesized that orthopaedic surgery residents with a mentor would report higher subjective theoretical and practical skills and less apprehension towards performing surgeries unsupervised compared to those without mentors. A 35-item questionnaire was distributed among resident members of AGA-Society for Arthroscopy and Joint-Surgery. The survey explored the current status of mentoring and self-assessed theoretical and practical skill levels as well as apprehension towards performing surgeries unsupervised (1-10 scale with higher values indicating higher skill level or greater apprehension). In total, 115 residents were included, of which 46 (40.0%) had a mentor. The majority of residents without a mentor (65.7%) reported the desire to have a mentor. Residents with a mentor reported significantly higher self-assessed theoretical (p = 0.003) and practical skill levels (p < 0.001) and less apprehension towards performing surgeries unsupervised (p < 0.001) compared to residents without a mentor. The presence of formal mentorship programs increased the likelihood of having a mentor significantly (odds ratio [OR] 7.17, p < 0.001). Male and female participants did not differ significantly in self-assessed skill level or apprehension towards performing surgeries unsupervised. Residents with a mentor reported greater subjective skill levels and stated less apprehension towards performing surgeries unsupervised compared to residents without a mentor. The majority of residents without a mentor stated that they would like to have a mentor. This may be achieved by establishing more formal mentorship programs as they facilitate mentorship. Level IV, cross-sectional study.

Undergraduate physics students’ experiences: Exploring the impact of underrepresented identities and intersectionality

Historically, physics has been a predominantly male field, with previous literature showing that there is little diversity among U.S. physics students at the undergraduate and graduate levels or among physicists within the work force. Recent research indicates that the lack of diversity in physics is partially due to an unwelcoming climate within physics departments, as well as differential experiences during college. Most physics education research that addresses the lack of underrepresented identities within the field has focused on the identities of women and people of color. There has been little research to investigate people with multiple underrepresented identities, including those such as socioeconomic status, first-generation college students, or learning disabilities. Furthermore, there has been even less research conducted to better understand the impacts of the intersection of these underrepresented identities and how it relates to experiences when pursuing a physics major. In order to address this gap in the literature, our research project has investigated undergraduate physics students’ experiences to better understand what factors affect their experiences and how these may differ by the intersection of one’s underrepresented identities. In particular, we explored how these identities impact their experiences as a physics major. To achieve this goal, we conducted a series of in-depth interviews with physics majors at one university to learn more about their college experiences regarding physics. Our findings suggest that there is a disproportionate number of obstacles when pursuing a physics major faced by those with a greater number of underrepresented identities. We conclude that there is a need for more equitable pedagogical practices and departmental policies within the undergraduate physics experience, in addition to a more “human” approach to mentorship, in order to foster an environment in which students with underrepresented identities can feel supported and thrive academically and professionally. In particular, we believe that dedicated formal pedagogical trainings that teach diverse teaching skills to accommodate students with different learning styles would be useful to many university physics instructors. This type of formal training would include annual workshops designed to educate faculty on how curriculum, pedagogy, and departmental practices can be altered to be more inclusive with the intent to ensure a more equitable and welcoming experience for all students. Additionally, incorporating mentorship programs that focus on a more individualized and natural support system would likely benefit all students, especially those with underrepresented identities, by creating a more welcoming and inclusive space within physics departments. Published by the American Physical Society 2024

A phenomenological study of a formalized mentorship program assessing the experiences of undergraduate medical students at the Public Medical University in south Punjab, Pakistan

Background: Objective of this study was to explore the lived experiences of mentees, or undergraduate medical students, in a mentorship program introduced at a public medical university in south Punjab. Methods: A qualitative phenomenological research design was employed from September 2023 to June 2024. 110 undergraduate students who were part of a purposive sample provided the data. One-on-one, semi-structured interviews were carried out using an approved interview guide. The audio recordings of the interviews were appropriately transcribed. Because the data was sensitive, participants were assured of confidentiality and anonymity. After performing a manual thematic analysis, the authors agreed on the themes and subthemes. Results: Data analysis revealed four themes and ten subthemes. The psychosocial results of the mentorship program, including personal and professional growth and moral, psychological, and emotional support, were well-received by the participants mentees described mentors as their finest guides. Mentors also guided on Islam, case studies, and research methods. Mentors help mentees find solutions to their difficulties. The mentees made insightful recommendations on how to improve the current mentoring program. These included scheduling one-on-one mentoring sessions, offering career guidance, employing committed employees, and demanding verbal feedback from mentees assessing their mentors. Conclusions: The structured mentoring program was deemed satisfactory by the majority of mentees. Every medical student's personal and professional development is the main goal of mentoring. Mentees’ comments are helpful, but other ways to address personal or professional issues are needed.

Nurses navigating moral distress, resilience, and team dynamics: A literature review.

This manuscript explores the pervasive issue of moral distress among nurses and its impact on their well-being and professional satisfaction. Focusing on diverse factors contributing to moral distress, the review spans various experience levels and patient care settings. Utilizing integrative reviews and sourcing from PubMed, CINAHL, SCOPUS, PsycINFO, and ProQuest, the study synthesizes findings from studies worldwide. The conceptual framework by Whittemore & Knafl is employed to comprehensively analyze nurses' experiences. Key factors were identified as contributing to moral distress, including concerns about care quality, team dynamics, and insufficient support. Interventions range from light-touch approaches like mentorship programs to resource-intensive strategies such as staff wellness initiatives. The impact of the COVID-19 pandemic on nurses' moral distress is also explored. Moral distress in nurses leads to burnout and, in some cases, prompts professionals to leave the field. The study emphasizes the need for organizational-level initiatives, support networks, and interventions to address moral distress. Identified gaps in the literature underscore opportunities for future research to better prepare clinicians and advance understanding across experience levels and settings.

Mentoring communication in higher education: a qualitative exploration

ABSTRACT Mentoring programs focus on providing effective mentoring to mentees for a successful career in academia. However, the effectiveness of mentoring relationships cannot be guaranteed despite the best intentions and efforts of the mentoring program management. Literature suggests that the effectiveness of mentoring relationships depends on multiple factors. The present study explores the factors that affect communication in mentoring between mentors (professors) and mentees (postdocs) in higher education. A qualitative study was conducted in universities offering mentoring programs for postdocs in Germany. Twenty-five in-depth semi-structured interviews were conducted with fifteen postdocs and ten professors in mentoring programs. Charmaz’s Constructive Grounded Theory was used to collect and analyse the data. The findings show a complex interaction of mentors’ and mentees’ intrapersonal factors, interpersonal factors, and external factors affecting communication in mentoring, hence affecting mentoring relationships. These findings may help improve the mentoring experience for mentors, mentees, and organizers of mentoring programs. The study recommends a longitudinal investigation of mentoring relationships to understand the long-term impact of factors affecting mentoring relations in higher education.

HEMATOPOIETIC CELL TRANSPLANTATION (HCT) FOR ALL: A report from the 2024 Congress of the Brazilian Bone Marrow Transplantation and Cellular Therapy Society (SBTMO)

This article analyzes current data, and the main challenges faced in Hematopoietic cell Transplantation (HCT) in Brazil, as presented at the SBTMO 2024 meeting, with the aim of guiding future actions. Topics discussed included the waiting list for HCT transplants, access to beds for adults and pediatric patients, and the need for a more efficient distribution of resources across the country. Among the identified needs were the creation of a program to expand access to transplants through the Brazilian Unified Health System (SUS), the importance of health registries for data-driven decisions, and the development of the "Mais Saúde Amazônia" project to expand transplant centers in the Amazon region. Additionally, the provision of financial incentives for transplant centers, the implementation of mentorship programs to increase access to HCT, and the formation of a cooperative network between SBTMO (Brazilian Society of Bone Marrow Transplantation and Cellular Therapy), ABHH (Brazilian Association of Hematology, Hemotherapy, and Cellular Therapy), ANVISA (Brazilian Health Regulatory Agency), ABRALE (Brazilian Association of Lymphoma and Leukemia), and INCA (Brazilian National Cancer Institute) to improve the integration of HCT services were discussed

A Mixed Method Study on the Dimensions of Teacher Mentoring as Correlates of Technical Assistance Performance of Master Teachers: A Future Ready Mentoring Program

The study investigated the correlation between the Dimensions of Teacher Mentoring and the technical assistance performance of Master Teachers, along with the facilitating and hindering factors within the Schools Division of Siargao. Key dimensions evaluated included mentoring structure, motivation, passion, system requirements, pedagogical competence, and feedback mechanisms. Using a mixed-method approach, 91 master teachers from 12 districts participated. Data collection involved questionnaires, interviews, and focus group discussions, with thematic analysis applied to qualitative data. Findings indicated high administrative support for mentoring structures, with master teachers showing strong motivation and competence. However, challenges such as inadequate internet connectivity, heavy workloads, and lack of resources hindered their performance. Despite these obstacles, master teachers exhibited a strong commitment to mentoring, though they faced significant distractions like health issues and multitasking. The study proposed an intervention program to address these challenges, emphasizing the need for improved administrative support, resources, and time allocation for mentoring activities. The conclusions drawn highlighted the importance of communication and professional development in enhancing mentoring effectiveness. Recommendations included institutionalizing mentoring programs, enhancing school-based mentoring initiatives, and conducting further research to refine and improve mentoring practices.

Mentorship in health research institutions in Africa: A systematic review of approaches, benefits, successes, gaps and challenges.

In Africa, where the burden of diseases is disproportionately high, significant challenges arise from a shortage of skilled researchers, lack of research funding, and limited mentorship opportunities. The continent faces a substantial gap in research output largely attributed to the dearth of mentorship opportunities for early career researchers. To explore existing mentorship approaches, identify challenges, gaps, successes, and benefits, and provide insights for strengthening mentorship programs in African health research institutions. We registered the review protocol on the International Prospective Register of Systematic Reviews [CRD42021285018] and searched six electronic databases-EMBASE, AJOL, Web of Science, PubMed, DOAJ, and JSTOR from inception to 10 November 2023, for studies published in English reporting on approaches of mentorship in health research in African countries. We also searched grey literature repositories, institutional websites, and reference lists of included studies for additional literature. Two independent reviewers conducted screening of titles and abstracts of identified studies, full-text screening, assessment of methodological quality, and data extraction. We assessed study quality against the Mixed Methods Appraisal Tool (MMAT). We resolved any disagreements through discussion and consensus. We employed a narrative approach to synthesize the findings. We retrieved 1799 articles and after screening, included 21 studies in the review. The reviewers identified 20 mentorship programs for health researchers (N = 1198) in 12 African countries mostly focusing on early-career researchers and junior faculty members. A few included mid-career and senior researchers. We categorized the programs under three key mentoring approaches: international collaborative programs, regional and in-country collaborations, and specialized capacity-building initiatives. Our review highlighted the following successes and benefits of health research mentorship programs: the establishment of collaborations and partnerships, development of research programs and capacities, improvement of individual skills and confidence, increased publications, and successful grant applications. The gaps identified were limited funding, lack of a mentorship culture, negative attitudes towards research careers, and lack of prioritization of research mentorship. Our review highlights a diverse landscape of health research mentorship aspects predominantly targeting early career researchers and heavily driven by the North. There is a need for locally driven mentorship initiatives in Africa to strengthen mentorship to advance health research in the region. PROSPERO registration number: CRD42021285018.

Conservative Muslim and textual interpretation of the hadiths in polygamy propaganda in Indonesia

The pro-polygamy movement in Indonesia demonstrates not only Islamic doctrine and identity but also the rise of conservative Islam which is legitimized by an understanding of particular hadiths. This article aims to describe polygamy propaganda carried out by conservative Muslim groups on social media which is based on a literal textual understanding of religious texts. This qualitative research used gender analysis to investigate male dominance in polygamous propaganda employing hadith to recruit polygamous class participants. Data for the study were gathered from social media platforms (Facebook, Instagram, and YouTube) as well as online news about polygamy mentoring programs. The polygamous traditions employed by two mentorship communities in Indonesia such as Dauroh Poligami Indonesia (DPI) and Forum Poligami Indonesia (FPI), were used in this study. Polygamy traditions have been selected and interpreted to support polygamy, viewed as mandatory for men, with conservative narratives that support the propaganda of how to marry four wives. It is regarded as a symbol of individual piety and an Islamic lifestyle, inextricably linked to the materialization of religion, which provides polygamy with social and spiritual bliss. Therefore, polygamy propaganda initiated debate among Muslim feminist movements to advocate for gender equality and women's empowerment in modern Indonesia.

Strategies, Methods, and Supports for Developing Skills within Learning Communities: A Systematic Review of the Literature

This systematic review underscores the significance of learning communities as fertile grounds for skill development across diverse contexts. Furthermore, it reviews and theoretically evaluates several commonly used strategies, methods, and supports for developing skills within learning communities by synthesizing the existing literature. We followed the procedure outlined by the Preferred Reporting Items for Systematic Review and Meta-Analyses (PRISMA) to ensure a transparent, comprehensive, and standardized approach to conducting and reporting our systematic review, thereby enhancing the review’s credibility and reproducibility. Through an extensive analysis of the literature, we identified eleven strategies, methods, and supports (application of collaborative projects, mentorship programs, workshops and training sessions, online learning platforms, peer learning and feedback, problem-based learning, cross-collaboration initiatives, leadership development programs, inclusive learning environments, gamification and simulations, and social media and networking) that play pivotal roles in nurturing different types of skills. We describe each identified solution, its advantages and challenges, the types of skills targeted for development, and their overall contribution to skill enhancement. The findings emphasize the importance of fostering collaborative and interactive environments within learning communities to facilitate collective skill development and personal growth. Our systematic review faced some challenges (e.g., heterogeneity of studies and lack of longitudinal data) due to the overwhelming diversity of the literature on skill development across various disciplines and contexts. Overall, by synthesizing existing knowledge and identifying gaps in the literature, this review serves as a foundation for advancing theory, informing practice, and promoting continual improvement in skill development within learning communities.