Mentoring Research Articles

Optimalisasi Pelaksanaan Program KALIMASADA dalam Pendampingan Layanan Administrasi Kependudukan di Kelurahan Nginden Jangkungan Surabaya

This article will discuss the role of students in carrying out assistance in population administration services through optimizing the implementation of the KALIMASADA Program in the Surabaya City Population and Civil Registration Service, especially in the Nginden Jangkungan Subdistrict area, Surabaya. This program aims to increase public literacy regarding the importance of population administration, provide direct assistance to the community and optimize Population Administration services in Nginden Jangkungan Village. The method used in the population administration services assistance program is a participatory approach with descriptive methods. A participatory approach is an approach that formulates regional or village development needs that prioritize the community. Students carry out field trip surveys directly to the community. The results of this mentoring program show that the role of students in assisting with population administration services really helps the community in fulfilling population administration documents. This assistance activity can help the community understand the importance of population administration documents and fulfill population administration documents.

The Status of Canadian Radiology Mentorship Programs, Where We Stand and Where to Improve.

Background: The importance of mentorship in medicine is well-established. Access to mentors is pivotal in enhancing career opportunities and networking, increasing research productivity, and overall wellness and resilience at all career stages. Our study aims to assess the current status of radiology mentorship programs for Canadian medical students and radiology residents. Methods: We distributed an anonymous survey to Canadian radiology program directors in December 2022. The questions pertained to the existing mentorship programs' specific goals, structure, and success. Our null hypothesis was that medical students and residents have similar mentorship opportunities. Results: We have received 12 responses (a response rate of 12/16 = 75%), 9 of which had formal mentorship programs and 3 (25%) did not. Comparing the mentorship program for medical students and residents yielded a P-value = .11 > .05. This result does not reject our null hypothesis, indicating there is no significant difference between these 2 groups. Using qualitative analysis, we categorized the responses into 4 main themes: mentorship programs' goals, structures, evaluation methods, and their results. Conclusion: Although our result did not reach statistical significance (P-value = .11 > .05), the observed trend shows that one third of Canadian medical schools do not offer a radiology mentorship program for medical students, highlighting a potentially significant opportunity for improvement. Qualitative analysis shows that despite various methods for assigning mentees to mentors, developing formalized yet flexible mentorship models that allow students and residents to self-select their mentors might be more beneficial than randomly assigning mentors to them.

Students' Perception of Peer- Students Mentoring Program "Big Sibling Mentoring Program" to Complement Faculty Mentoring of First-Year Medical Students in Saudi Arabia.

The Big Sibling Program is an innovative peer student mentoring method that was designed and implemented by the students' council in 2021 to complement the faculty mentoring program of first-year medical students in the College of Medicine, King Saud University, Saudi Arabia. The aim of the study was to evaluate the medical students' perception of the peer students "Big Sibling" mentoring program and to assess the effectiveness of the program in terms of changes in the behavior and academic performance of the students. This is a retrospective study that was conducted in 2021. A registration form that includes demographic data, personal information, and academic performance (GPA and extracurricular achievements) was sent to all second- and third-year medical students to select the Big Siblings. A total of 49 mentors "Big Siblings" were accepted (30 males, 19 females) and matched randomly with the little siblings from first-year medical students. A written consent was obtained from the participants. The survey was structured on a 5-point Likert scale, and composed of four sections of closed-ended questions, that includes: the demographic data, the students' (little sibling) evaluation of the mentorship sessions, the little sibling perception of the Big Sibling Program and its effectiveness of the Big Sibling Program in terms of behavioral or quality effects. Out of 297 first-year medical students, 284 (95.62%) responded. The majority significantly agreed that the Big Sibling was readily available and they personally benefitted from the relationship (94.36%, p<0.001; 90.14%, p<0.001). They significantly disagreed that the relationship requires too much time (72.54%, p<0.001) or that they do not need a mentor (78.87%, p<0.001). Most significantly agreed that mentoring is a good idea (94.37%, p<0.001), the program helped reduce their stress (84.51%, p<0.001), helped them adjust to college (89.44%, p<0.001), and advance academically (78.52%, p<0.001). The program also encouraged their involvement in extracurricular activities (58.10%, p<0.0001), research (43.31%, p<0.001), and social engagement with peers (71.48%, p<0.001). Moreover, the majority thought the program significantly improved their self-confidence (73.94%, p<0.001), self-awareness (84.51%), accountability (54.51%), leadership (54.93%), resilience (71.13%), punctuality (69.01%, p<0.001), time management (75.70%), stress coping (77.82%), problem-solving (76.76%), and teamwork (75.35%). Peer students' big Siblings program has succeeded in reducing first-year medical students stress levels, improving their self-confidence, self-awareness, accountability and responsibility, leadership, resilience, punctuality and engaging them in research and extracurricular activities.

Review and Evidence Gap Map of mentoring programs for adolescent males with disabilities.

Adolescent males with disabilities face unique challenges, and mentoring programs designed for this population could support more positive long-term outcomes. In the current study, a scoping review of empirical research on such programs was conducted. The review was intended to capture the characteristics of existing mentoring program for males with disabilities and map those characteristics in a way that sheds light on the overall status of the field. The review included different types of mentoring (e.g., adult to child, peer to peer, etc.) as long as the program explicitly defined the formation of a long-term relationship between mentor and mentee. The search identified 21 relevant studies that were categorized using four dimensions: 1) Setting (i.e., school/after school, community-based, on-line/virtual, or mixed); 2) Sex (i.e., males only or mixed males/females); 3) Outcomes (i.e., academics, social-emotional skills, health, transition from high school, or program implementation); and 4) Evaluation methodology (i.e., experimental, nonexperimental, or qualitative). The findings are summarized in an Evidence Gap Map. Only three studies used an experimental design, although they were able to demonstrate significant promise in promoting positive outcomes for youth with disabilities. Beyond these studies, however, there was little evidence supporting program efficacy for males with disabilities, as most studies in the sample were nonexperimental in nature. Overall there are few mentoring programs that target this population, and experimental research on programs that target academic and health outcomes is particularly lacking.

The Fletcher-Cox Pathway: A Unique View on Clinical Trial Education

PurposeThere currently are no established formal mentorship and training program for radiation oncology (RO) trainees to learn trial design, creation, writing, or implementation. There only exists informal training on analyzing clinical trials in RO residency programs. The integration of a longitudinal formal training and mentorship program for clinical trialists - consisting of clinical trial education, design, mentorship, and implementation during the RO residency education will give residents not only formal teaching in the subject, but strong tools and requisite mentorship in hopes to help them succeed as future academic physicians and leaders in the field of radiation oncology. Methods and MaterialsWe developed a clinical trial training pathway in 2018 at XXX, proposing it as a pilot program. The “Fletcher-Cox Pathway” was accepted with a highly positive response by trainees. and is is now offered as a standard option to RO trainees at our institution. ResultsWith the guidance of their principal investigator (PI), residents participating in this pathway design and submit a clinical trial for institutional review board (IRB) review. In 2019, after implementation of the pilot program, 4 of the incoming 7 residents joined the pathway. The program continues, and the current cohort of trainees have received training in clinical trials design andworked with dedicated mentor(s) regarding clinical trial ideas; their studies are currently accruing patients. ConclusionsThis pilot program has been viewed by trainees and mentors as successful; it highlights how a structured approach meets a clear need within RO training. We envision the creation of a national platform to increase access, whereby programs adopt this clinical trialist educational pathway, which ultimately leads to the development of a robust clinical trial community with communal resources. We hope that this not only improves and provides educational initiatives to all trainees but also initiates further collaboration.

Exploring the impact of early exposure and mentorship on the neurosurgery career aspirations of medical students in low- and middle-income countries.

Early exposure to neurosurgery has been shown to have a positive influence on students' perceptions and attitudes towards the field of neurosurgery. This review delves into the problems faced by the neurosurgery workforce in LMICs, highlighting the necessity for local and international collaborative strategies and plans to enhance the medical education curriculum, training, and retention of neurosurgeons in their home countries. Mentorship also emerges as a crucial factor in neurosurgical career progress, narrowing the gap between theoretical knowledge and real-world practical skills, and providing guidelines in career pathways. Despite numerous benefits of early exposure and mentorship, limitations such as limited resources, inadequate elective opportunities, and negative cultural influences, hinder students' interest in neurosurgery. However, initiatives such as global outreach programs and collaborations between HICs and LMICs aim to address these challenges and improve access to mentorship and training opportunities and programs. This review recommends the integration of mentorship into career development strategies, establishing well-structured mentorship programs, and strengthening neurosurgery exposure in medical education. By implementing these recommendations, the next generation of neurosurgeons can be better equipped to address the complex challenges in LMICs, ultimately, enhancing easy access to neurosurgical care and strengthening healthcare systems.

Medical students’ perceptions of mentorship in cardiothoracic surgery: A Thoracic Surgery Medical Student Association Nationwide Survey

ObjectiveThe study objective was to explore medical students' perceptions of mentorship in cardiothoracic surgery in the United States. MethodsA voluntary, anonymous electronic survey was distributed to medical students through the Thoracic Surgery Medical Student Association. The survey included 28 questions across 4 domains: demographic information, current mentorship status, goals and qualities sought in mentorship, and self-reported barriers to mentorship. ResultsThere were 60 respondents to the survey. A total of 60% identified themselves as male and 35% as White. A total of 75% of students reported having reached out to potential mentors without receiving a response. Lack of access to a cardiothoracic surgery program/mentorship program (37%) or cardiothoracic surgery interest group at one's institution (42%) was the most frequent barrier to mentorship. Overall, 32% reported not having any mentors in cardiothoracic surgery. Students without mentors were more likely to report the lack of cardiothoracic surgery interest groups (53% vs 29%, P = .04). Female students were more likely to prefer a female mentor (48% vs 3%; P < .001). Female and non-White students reported the lack of a relatable mentor more frequently than counterparts. Empathy and commitment/attentiveness emerged as highly valued, with 54% (n = 32) rating them as “most important.” ConclusionsThere is a critical need to optimize the outreach of current mentorship programs for medical students, especially for those without access to cardiothoracic surgery departments. National organizations such as the Thoracic Surgery Medical Student Association can advocate for increased mentorship accessibility and the development of structured mentorship programs. Additionally, efforts should be made to attract more surgeons to serve as mentors and emphasize proactive engagement from students.

Impact of a ROP mentoring program in rural regions of Colombia

PurposeTo assess the impact of a retinopathy of prematurity (ROP) mentoring program in four rural regions with 31 neonatal units in Colombia between 2011 and 2019. MethodsIndicators recommended by the national program were used for assessment: screening coverage of eligible preterm newborns, proportion screened with any stage of ROP, and proportion of screened infants treated. Data were also collected on the number of units with ROP services and birth weight (BW) and gestational age (GA) of babies treated. Data on the number of preterm births, BWs of infants screened, and their ROP status (any/none) were extracted from the national health information system. Ophthalmologists in each region provided data on the number screened and treated. A linear-by-linear statistic was used to assess trends in the indicators before and during mentoring. ResultsOf the 31 neonatal units, the number providing ROP services increased from 7 (23%) to 26 (84%). The number of eligible infants born in the four regions (total 33,521) was stable over the study period, the proportion screened increased from 14% to 41%, the proportion of those screened who were found to have any ROP tended to decrease overtime, and the proportion of those screened who were treated declined from 9% to 3%, with some regional variation. By year 3 no infant with a BW ≥2000 g or GA of >36 weeks was treated. ConclusionsIn our study, mentoring rural providers proved a valuable strategy for inducing new screening programs, increasing coverage, and improving local capacities in neonatal care and ROP services.

AESS Professional Networking and Mentoring Program

AESS Professional Networking and Mentoring Program

Crafting the Future Doctor: Mentorship in the First Year of Medical School.

Background: The Clinically Reimagined Apprenticeship For Physician Training (CRAFT) program is a volunteer, student-run, clinical mentorship program that started in 2015 at an academic medical center in the Mid-Atlantic region. Clinical exposure during the first year of medical school may influence a student's decision to pursue internal medicine for their residency program of choice.Methods: A retrospective chart analysis of CRAFT program volunteers was conducted. First-year medical school students at an academic medical center in the Mid-Atlantic region (first-year classes of 2020 to 2022) who participated in the CRAFT program (N=77) were followed from first year until their medical school graduation. Information regarding first year mentor's specialty and student's match list data were collected.Results: Students (51%) who participated in CRAFT matched into the same specialty of medicine as their CRAFT program mentors (P=0.765, Chi Square Test). The top specialties represented included emergency medicine, internal medicine, obstetrics/gynecology, and surgery. Of students (23%) who chose mentors in internal medicine, 50% matched into internal medicine residency programs (P<0.0001, Chi Square Test).Conclusion: Clinical mentorship programs during the first year of medical school may be important for choosing future residency programs, leading to successful career goals. Timely engagement with mentors can be crucial in influencing career choices in the field of internal medicine.

157 The CARO Underrepresented in Radiation Oncology Mentorship Program (CARO-UROMP)

157 The CARO Underrepresented in Radiation Oncology Mentorship Program (CARO-UROMP)

Preliminary Outcomes of NephSIM Nephrons: A Virtual Mentorship Program to Foster Interest in Nephrology

Preliminary Outcomes of NephSIM Nephrons: A Virtual Mentorship Program to Foster Interest in Nephrology

The iPeer2Peer mentorship program for adolescent thoracic transplant recipients: An implementation-effectiveness evaluation

BackgroundAn increase in self-management skills for adolescent thoracic transplant recipients may improve health outcomes and facilitate a successful transition to adulthood. The iPeer2Peer© program is an online peer mentorship program that has been successfully implemented as a self-management intervention in multiple chronic disease populations. This study aimed to determine the implementation and effectiveness outcomes of the iPeer2Peer program for adolescent thoracic transplant recipients. MethodsA type III, hybrid implementation-effectiveness pilot study that comprised a quasi-experimental single-arm pre-post design was used to evaluate the iPeer2Peer program. Participant mentees, ages 12 to 17, were recruited from two large Canadian transplant centres. Peer mentors, ages 18 to 25, were thoracic transplant recipients who had successfully transitioned to adult care and self-manage their condition. A mixed methods approach for data collection was used, including interviews, focus groups, and standardized questionnaires. ResultsTwenty mentees (median 15.0 years, IQR 3.3 years; 65% female) completed the iPeer2Peer program with nine young adult mentors (median 21.0 years, IQR 3.0 years; 78% female). Implementation outcomes indicated that the iPeer2Peer intervention was perceived as feasible, adoptable, acceptable, and appropriate for adolescent thoracic transplant recipients. Significant findings were noted in mentees for increased self-management and a decrease in overall depression and anxiety symptoms. ConclusionsThe successful implementation of the pilot iPeer2Peer program offers support to evaluate the scalability, sustainability, and cost-effectiveness of the program for adolescents with chronic illness, specifically thoracic transplant recipients. Changes to the iPeer2Peer program that facilitate a flexible delivery may help implementation and acceptance.

Framework Of Art Pre-Service Teachers' Professional Abilities For Effective Teaching

The effectiveness of art education relies heavily on the professional abilities of pre-service teachers, necessitating a deep understanding and enhancement of these competencies. This study delves into the critical role of art teachers' professional competence in shaping the effectiveness of art education. The study's findings encompass the conceptual framework of professional abilities, its integration into pre-service art teacher education, and its impact on teaching effectiveness in art education. Utilizing a library research approach, this study examines a conceptual framework of professional abilities, including (a)pedagogical knowledge, (b)instructional design, (c)assessment practices, (d)classroom management and (e)professional development. Findings highlight the significance of enhancing professional abilities, such as pedagogical knowledge and instructional design, to improve teaching quality and enrich student learning experiences in art education. The implications of this framework include (a) art teacher education programs, (b) educational policy, and (c) classroom practice. Suggestions include (a)enhancing simulation-based learning, (b)establishing mentorship programs, (c)promoting reflective practice, (d)facilitating peer collaboration, and (e)incorporating technology and cultural responsiveness into art teacher education. Overall, this study underscores the importance of cultivating robust professional abilities among pre-service art teachers to elevate the quality of art education and foster meaningful student engagement and learning.

Developing implant mentoring programmes: breaking down the components.

Mentoring has been identified as a key component of training in implant dentistry. However there has been little guidance about how this should take place, the expected outcomes, who should be providing mentoring, and the processes involved. Dentists are required to ensure they are appropriately trained, competent and confident when undertaking clinical tasks. Mentoring will play a key role in giving assurance that these are in place. This article, which is partly based on the College of General Dentistry publication Mentoring in Implant Dentistry: Good Practice Guidelines, provides background and context to the role of mentoring in implant dentistry training programmes. Key components of structured mentoring programmes are described to assist mentors, mentees, and implant education providers.

An exploration of a mentoring programme for at-risk adolescents in the West Midlands, UK

ABSTRACT Extra-curricular activities, such as playing sport and participating in mentoring programmes, have physical and mental health benefits for individuals. For adolescents particularly, nurturing these interests has the potential for positive outcomes in academic attainment and personal development, an increase to self-esteem, and positive development of relationship skills. This study explored the understanding and attitudes that 11 adolescents, aged 13–16 years, enrolled on a West Midlands-based charity’s sports and mentoring programme, had towards their participation through the form of semi-structured focus groups. Thematic Analysis was performed, and three key themes were identified: (i) Positive changes to their behaviour, (ii) Connections with the mentors, and (iii) The difference the mentoring programme has made to their lives. The findings demonstrated that the mentoring programme was beneficial and had favourable impact on the adolescents involved and support the need for such programmes to be further developed and promoted for youth to access.

Fostering Excellence through Mentorship: A Study of Professional Growth in Data Engineering

This article examines the critical role of mentorship in developing data engineering skills and fostering professional growth within the field. Through a comprehensive analysis of mentorship programs in data engineering organizations, we investigate the impact on both technical proficiency and soft skill development. Our findings reveal that structured mentorship significantly enhances mentees' capabilities in areas such as programming, data modeling, and ETL processes, while also improving their communication and project management skills. The article highlights the mutual benefits for mentors and mentees, including accelerated learning curves, increased job satisfaction, and improved retention rates. We identify key elements of successful mentorship programs, including clear goal-setting, regular feedback mechanisms, and alignment with organizational objectives. The article also addresses common challenges in implementing mentorship initiatives and proposes best practices for overcoming these obstacles. Our results underscore the importance of mentorship as a strategic tool for talent development in the rapidly evolving field of data engineering, providing valuable insights for both practitioners and organizations seeking to cultivate expertise and drive innovation in this domain

FROM MARGINS TO MAINSTREAM: EVALUATING WOMEN'S ROLE IN GOVERNANCE

This study explores the impact of women's empowerment on their participation in governance, examining the multifaceted barriers that hinder political engagement. Through qualitative methods, including case studies and focus group discussions, the research captures the experiences of women who have navigated these challenges. The findings reveal that cultural norms, economic limitations, and institutional inadequacies significantly affect women's political involvement. Empowerment initiatives, such as educational programs and supportive networks, were found to enhance women's confidence and motivation to participate in governance. The study emphasizes the need for targeted public policies, including gender quotas and mentorship programs, to create an inclusive political environment. Ultimately, the research highlights that fostering women's empowerment is crucial for ensuring diverse representation and improving the effectiveness of governance, contributing to more equitable decision-making processes in society.

Assessment of the Relevance of Mentoring Roles in Nasarawa State University, Keffi

This paper assessed the relevance of mentoring roles in Nasarawa State University, Keffi. The major objectives of this paper were to assess the effects of mentoring roles in achieving the mandates of Nasarawa State University, Keffi, as well as the extent to which mentoring roles affected employees’ capacity in Nasarawa State University, Keffi. The survey method was employed with primary and secondary sources of data used. A sample size of 400 was used. After analyzing the collected data, it was revealed that mentoring at Nasarawa State University, Keffi was very relevant and had a positive effect on learning, staff relationships, innovation, and creativity. It was also found that mentoring was very relevant and had a positive effect on staff capacity development, career satisfaction, the discovery of new talents, self-confidence, motivation, and understanding of NSUK’s goals and objectives. Based on the findings, the paper recommended that there is a need to strengthen and expand mentoring programmes at Nasarawa State University, Keffi. This could be done by investing in resources and training for mentors, promoting a mentoring culture, and increasing awareness among staff and students about the benefits of mentoring. Also, NSUK should, as a matter of concern, implement a formal mentoring programme to provide opportunities for mentorship relationships to be established between experienced staff members and those seeking growth and development.

Peran Pendampingan Perguruan Tinggi Dalam Keberlanjutan UMKM

ABSTRACTThis study aims to identify an innovative and sustainable MSME mentoring model through community service by IBI Kesatuan lecturers. A case study at UPPKS Matahari, Bitungsari Village shows that the combination of face-to-face mentoring and the use of information technology has succeeded in increasing the capacity of MSMEs in managing their businesses independently. The mentoring program that includes training, consultation, and market access facilitation has encouraged MSMEs to develop new products and services, and improve product quality. The results of this study provide important implications for universities in designing community service programs that are relevant to the needs of MSMEs and support sustainable local economic development.Keywords: MSMEs, Universities, Sustainability.