Mentoring Relationships Research Articles

Identifying the Needs of a Diverse Cohort and Engagement Opportunities That Foster a Sense of Belonging at a Hispanic-Serving Doctoral Program

ABSTRACT This mixed method study assessed the perceptions of health professional graduate students on a sense of belonging and evaluated the engagement experiences valued most in a graduate program across three domains of belonging, academics and diversity, equity and inclusion. Hispanic students valued building professional relationships with faculty and mentors more than non-Hispanic students while non-Hispanic students valued opportunities to discuss race relations outside the classroom. Belonging at the graduate level in health professional programs is distinct from undergraduate programs because of new expectations of developing into entry level clinicians. This study showed that Hispanic students significantly valued building connections with mentors, faculty and staff, identifying a need of continued supportive mentoring relationships within this population at the graduate level. Implications of these findings across the available literature are discussed.

Linguistic predictors of the mentor-mentee relationship in a peer support program for adolescents with inflammatory bowel disease

ABSTRACT iPeer2Peer is an online peer mentoring program for adolescents with inflammatory bowel disease. Linguistic synchrony between mentors and mentees has been proposed to facilitate the development of positive mentoring relationships. We used secondary data analysis to assess linguistic synchrony in the first sessions of iPeer2Peer (N = 56) and how this related to program outcomes. The synchronous use of “I,” discussion of friendships, focus on future and asynchronous discussion of leisure were significant predictors of program outcomes. This highlights the utility of assessing linguistic synchrony in the context of peer mentorship programs to inform how mentors approach their contributions in such programs.

“Nurturing a trusting learning community”: perceptions of relationships in a health professions education peer mentorship program

PurposeThis study aims to investigate student mentors' perceptions of peer mentor relationships in a health professions education program.Design/methodology/approachThe design uses embodied hermeneutic phenomenology. The data comprise 10 participant interviews and visual “body maps” produced in response to guided questions.FindingsThe findings about student mentors' perceptions of peer mentor relationships include a core theme of nurturing a trusting learning community and five related themes of attunement to mentees, commonality of experiences, friends with boundaries, reciprocity in learning and varied learning spaces.Originality/valueThe study contributes original insights by highlighting complexity, shifting boundaries, liminality, embodied social understanding and trusting intersubjective relations as key considerations in student peer mentor relationships.

Characterizing the research mentorship experience of genetic counseling students.

The Accreditation Council for Genetic Counseling's Practice-Based Competencies include research-related skills, which are taught in master's level genetic counseling programs through didactic coursework and completion of mentored research experiences. It is known that research mentors can impact student work environments, create positive perceptions of the research process, and increase students' likelihood of future involvement in research. However, few studies have characterized the experiences of GC students in receiving research mentorship. It is crucial to understand these experiences from student perspectives to better inform stakeholders about factors that impact mentorship. Using a mixed-methods approach, this study explored GC students' experiences receiving research mentorship and their thoughts regarding the successful qualities of research mentors. GC students (N = 165) who graduated between 2019 and 2022 responded to an online survey measuring the mentorship relationship, defined by the Advisory Working Alliance Inventory (AWAI). On average, participants scored 3.96/5 on the AWAI, where higher scores indicate stronger working alliances. When asked to describe their overall research experience in three words, 75.7% of participants used at least one negatively connotated descriptor. Thematic analysis of semi-structured interviews obtained via purposive sampling of highest and lowest scoring participants on the AWAI (N = 14) revealed the following five themes related to successful qualities of a research mentor: (1) communication; (2) rapport building and relationship; (3) engagement and guidance; (4) expertise and connections; and (5) mentors with different roles. Of note, many of these qualities are foundational skills in genetic counseling. Thus, genetic counselors who may be strong in these areas who do not identify as "researchers" ought to consider becoming a research committee member. Additionally, education programs could consider implementing research committee member evaluations and/or student research self-efficacy surveys to evaluate how these relationships may be shaping research experiences for students within their program.

‘I’m not the police’: practical strategies for sport coach mentors to develop trust and trustworthiness

ABSTRACT This paper examines trust and trustworthiness in sport coach mentor-mentee relationships. Specifically, we investigate the place and importance of trust from the mentor’s perspective and establish how trustworthy impressions are actively developed. Guided by theoretical ideas addressing trust relations, we conducted 18 online, two-to-one semi-structured interviews with nine mentors affiliated with two National Governing Bodies (NGBs) of sport. Data were subjected to a phronetic, iterative analysis, which involved inductive and deductive sensemaking and an interactive writing process. Key findings suggested a) that the mentors defined trust as a crucial construct in the development of mentee motivation, learning, and engagement, b) establishing trustworthy impressions was important for the mentors’ material and non-material interests, c) mentors reported how mentees were initially aloof due to an apparent distrust of NGBs, and d) mentors used numerous interactional strategies to create trustworthy impressions. These included i) deformalising mentor-mentee relationships, ii) actively demonstrating reliability as mentors, iii) using mutually beneficial lies to simultaneously secure buy-in and build mentee confidence and self-esteem, iv) illustrating their own fallibility as sport coaches, v) considering the value of displaying their own coaching competency, and vi) developing mentees’ competencies through empowerment. The findings offer practical strategies for NGBs and other [non]sporting bodies to support mentors in creating trustworthy impressions and building successful mentoring relationships.

Faculty Professional Development in Private Colleges: Strategies for Enhancing Teaching and Research

This study examines the various approaches utilised in faculty professional development programmes within private institutions, specifically targeting the improvement of teaching and research skills. The multidimensional approach encompasses a series of seminars that address various aspects of teaching approaches, evaluation strategies, and technological integration. Engaging in conferences offers opportunities for professional networking and enables individuals to stay updated on the latest advancements within their respective academic fields. The establishment of mentorship relationships between seasoned and inexperienced faculty members facilitates the exchange of knowledge and the strengthening of skills. Financial assistance plays a pivotal role in stimulating faculty involvement in significant research endeavours, thereby making valuable contributions to the scholarly community. Finally, the promotion of collaboration, both internally and externally, inside the institution fosters an environment conducive to the development of collective knowledge and the utilisation of diverse techniques. This analysis emphasises the essential significance of faculty development in private schools, guaranteeing that educators possess the necessary skills and knowledge to succeed in their teaching practises and make substantial contributions to the progress of research within their respective academic fields. The main aim of the research is to explore &analyse the strategies of faculty professional development (FPD) in private colleges for enhancing teaching and research.

Examining Career-Orientation Determinants of Managerial Roles in Nepal

This study examines the factors influencing career orientations among Nepalese professionals and students. The objective is to explore the correlations between proactive personality, ambition, career self-management, mentorship relationships, commitment, and career orientations. The research uses a sample of 275 participants involved in managerial roles in different corporate houses. The study adopted descriptive and causal-comparative approaches. The major findings reveal significant positive correlations between these factors and career orientations. Regression analysis underscores the substantial predictive role of ambition (β = 0.302), career self-management (β = 0.302), and commitment (β = 0.370), indicating their significant impacts on career orientations. These insights contribute to a deeper understanding of the interplay of individual attributes and external factors in shaping career trajectories. Future research could expand geographically and adopt longitudinal perspectives to enrich these findings and recommendations for enhancing career development practices.

Cross-Cultural Mentorship in Military Family Medicine: Defining the Problem.

Mentorship is critical to physician recruitment, career development, and retention. Many underrepresented in medicine (URiM) physicians experience minority taxes that can undermine their professional objectives. Use of cross-cultural mentoring skills to navigate differences between non-URiM and URiM physicians can make mentorship relationships with URiM physicians more effective. This survey examined military family physician demographics and mentorship practices. Design and Setting: Cross-sectional study using voluntary, anonymous data from the 2021 Uniformed Services Academy of Family Physicians (USAFP) Annual Meeting Omnibus Survey. USAFP Members attending 2021 Virtual Annual Meeting. None. Descriptive statistics and χ2 tests. The response rate to the omnibus survey was 52.9%, n=258. More than half of respondents did not have a URiM mentee and had not collaborated with a URiM colleague on a scholarly activity within the last 3 years. Only 54.7% of respondents could recognize and address minority taxes. URiM physicians were more likely to have a URiM mentee (65.4% vs 44.4%, P=.042) and to recognize and address minority taxes (84.6% vs 51.3%, P=.001). They also were more confident (84.6% vs 60.3%, P=.015) and more skilled in discussing racism (80.8% vs 58.2%, P=.026). Structured programs are needed to improve knowledge and skills to support cross-cultural mentorship. Additional studies are needed to further evaluate and identify implementation strategies.

Understanding the difference, makes the difference: perceptions of Black and Minoritised ethnic occupational therapists on mentoring

IntroductionBlack and Minoritised Ethnicity (BME) occupational therapists face lower career progression opportunities and mentoring is one possible intervention that may offer support. BME persons may have different expectations and experiences from their mentor, and research exploring their perceptions of mentoring is important. In Occupational Therapy there is a growing awareness of the need to be true to the values of social justice. The aim of this research is to learn about BME occupational therapists’ experiences and perceptions of mentoring for career progression.MethodsFour online focus groups involving 19 participants from the UK were held, discussions were facilitated by researchers using a topic guide. Participants responses were analysed, and codes were brought together to create Themes including career progression and role models, mentoring relationship, similarity with the mentor and outcomes from mentoring.ResultsThe study highlighted that trust is integral to effective mentoring relationships and BME occupational therapists want mentors who they can trust with their experiences and stories. Compatibility between mentors and mentees in terms of personality, values, and working styles is crucial for effective mentoring relationships. Providing opportunities for networking, acknowledging good work and giving permission were all seen as outcomes from good mentoring. The absence of BME role models and ingroup bias were also reported as issues to be addressed.ConclusionThis study explores the perception of mentorship as a mechanism for career advancement in occupational therapists from BME backgrounds, with these results transferable to other health and care professional groups. We recommend the creation of a mentoring charter for BME healthcare workers in the United Kingdom to ensure that those from BME backgrounds feel supported, mentored, and provided with equitable access to resources, including adequate mentoring and networking opportunities.

The Effect of Mentoring Novice Clinical Educators on the Perception of Nursing Students from the Clinical Learning Environment.

Creating a supportive clinical learning environment (CLE) is one of the characteristics of an effective clinical instructor in nursing. Perhaps empowering novice clinical educators using mentorship method can reduce or resolve this problem. The aim of this study was to determine the impact of the mentorship program for novice clinical educators on the nursing students' actual and preferred understanding of CLE. This quasi-experimental study on three groups was conducted as post-intervention with the participation of 139 undergraduate nursing students of Mashhad University of Medical Sciences. Sampling was done via stratified and multi-stage method. Students were placed in three groups: expert clinical educator (n=47), novice clinical educator (n=51), and mentorship (n=41). In the novice and expert clinical educator groups, training was conducted through the conventional method. In the mentorship group, a novice clinical educator (mentee) and an expert clinical educator (mentor) had a mentoring relationship for two weeks. The Chan (2001) CLE inventory was completed at the end of the first and second weeks of externship. Data were analyzed through SPSS v. 16 software using one-way ANOVA and paired t-tests. The students of the three groups were homogeneous in terms of gender (p=0.101) and level of interest in the field (p=0.278). According to the result of the paired t-test, the difference in the mean score of the actual and preferred CLE at the end of the first week was statistically significant in the novice clinical educators (p=0.008) and the mentorship group (p=0.04); however, after the implementation of mentorship program (at the end of the second week), the difference was significant only in the novice educators group (p=0.001). The implementation of the mentorship program for novice clinical educators (as with the expert educators group) could lead to a reduction in the mismatch between the actual and preferred views of students about the CLE. Thus, it is recommended that this method should be used under conditions of shortage of expert educators to create a supportive CLE.

TEAMRO: TEAching Mentorship in Radiation Oncology, a Multicenter Prospective Phase 2 Intervention Study on Teaching Mentorship Skills to Residents Working with Medical Students

While formal curriculum on resident teaching have been associated with improved career growth and sustained positive impact on patient care, mentorship skills are rarely taught in academic medicine. We hypothesized that a formalized resident mentorship curriculum coupled with a near-peer resident-medical student mentoring program would improve resident career growth. A multi-institutional, prospective, phase 2 intervention study, approved by each participating center's institutional review board, was conducted from 4/2022-10/2022 among interested residents in the Radiation Oncology Education Collaborative Study Group Graduate Medical Education. Intervention included: 1) a 4-week mentorship curriculum (utilizing a Six Steps approach) composed of self-guided readings, didactic lecture, and 30-minute faculty check-in, and 2) a formalized 1:1 resident-medical student mentorship program during an existing radiation oncology sub-internship with weekly meetings. Resident participants completed the Mentorship Competency Assessment (MCA), a 26-item validated survey on mentorship skills in medicine scored from 0 (most unprepared) to 7 (most prepared) before and after the intervention. The primary endpoint was average change in MCA skill from pre- to post-intervention survey, with score ranges from -7 (a decrease in 7 points) to +7 (an increase of 7 points). A total of 8 residents participated and all completed pre- and post-intervention surveys. Most residents were PGY-4/5 (75%), from programs with >10 residents (68%), and did not have prior training in teaching (88%) or mentorship (88%). Residents met students on average twice weekly (range 1-3) for an average of 2 hours a week (range 1-5). After the program, most residents felt confident in being a future mentor to students (100%), their overall well-being was positively impacted (63%), and their mentorship relationships were positively impacted (50%). All 26 mentorship skills increased on MCA after intervention (average +1.3/7 per skill). Skills that showed greatest improvement were helping mentees network effectively (+2.6/7), acquire resources (+2.1/7), negotiate a path to professional independence (+2.0/7), set career goals (+1.8/7), and balance work and personal life (+1.7/7). Skills that showed least improvement were establishing a relationship based on trust (+0.4/7), identifying and accommodating different communication styles (+0.6/7), providing constructive feedback (+0.7/7), and aligning mentor-mentee expectations (+0.8/7). The formalized mentorship program improved mentorship skills among residents, translating to increased satisfaction in residents' own mentorship relations and overall well-being. Further studies are needed to assess the sustainability of these skills, as well as impact on career growth and satisfaction.

My brother’s keeper: A case study examining a mentoring relationship between African American males

ABSTRACT Prepare2Nspire (P2N) is a near-peer mentoring and tutoring program dedicated to creating dynamic mathematical experiences for urban learners. P2N’s mission is multi-fold. The program acts as an extracurricular outlet for in-school mathematics learning, providing students of color with social support from adult mentors. Additionally, P2N aligns education and community development by focusing on social and institutional improvements in the host neighborhood. This paper used case study methodology to examine African American male mentoring relationships at P2N. Through a mentoring and tutoring approach, middle school participants related to adult mentors through shared lived experiences, essential norms were enforced within the learning community, and emphasis was given to team collaboration. Moving forward, P2N will continue to promote African American male mentorship to disrupt deficit-based perspectives and increase social and academic motivations of African American youth.

Insights From Informal Research Mentoring of Three University EFL Teachers

Abstract Research-practice nexus has been an ideal for higher education. However, research mentoring has been underexplored in both formal and informal formats. This study aimed to examine the effects of one-year-long informal research mentoring conducted by an experienced EFL teacher educator for three teaching-focused EFL teachers from three different universities. It found that the informal research mentoring generated three positive effects. It fueled the mentees’ research interest, raised their awareness of self-discipline and stress-coping strategies, and kindled their enthusiasm for constructing a collegial environment in their working contexts. Meanwhile, limitations also emerged associated with the mentees’ limited research engagement and productivity owing to personal and contextual factors as well as the problems with the informal mentoring relationships. Implications of the study are drawn to improve faculty research mentoring processes and outcomes.

Well-being and mentoring in pre-service teacher education: an integrative literature review

PurposeMentoring is an essential tool for teacher education, not least because it allows knowledge and experience sharing. Research findings suggest a close relationship between mentoring and the well-being of those involved. However, little is known about this relationship or the mechanisms involved. This paper aims to discuss the aforementioned issues.Design/methodology/approachThrough an integrative literature review, important links between mentor and mentee well-being and certain aspects of mentoring are explored. The results of the review are then synthesised into a theoretical framework.FindingsThe framework developed here posits that the well-being of teachers relates to the quality of mentoring. This includes teachers' perceptions of mentoring and their decision to get involved, their contributions to functional mentor–mentee relationships and the selection and use of mentoring styles that support both mentor and mentee well-being. Moreover, the framework hypothesises that the quality of mentoring received by mentees is related to their well-being, which is in turn connected to their professional development. Most of these relationships appear to be bidirectional, meaning that mentee well-being also contributes to mentoring quality and mentor well-being. Finally, it is hypothesised that the well-being of both mentors and mentees is connected to the school context in which the mentoring takes place.Originality/valueThis work provides a novel, comprehensive framework for future examinations of the connections between well-being and mentoring. It synthesises the prior work on this topic by integrating findings from both the mentor and mentee perspectives into a single framework.

Care to dare: cross-lagged effects of mentor secure-base support on newcomers' workplace courage

PurposeMentor secure-base support, characterized as mentor availability, noninterference and encouragement of growth, has important implications for newcomer socialization. Drawing on attachment theory, this paper aims to examine the relationship between mentor secure-base support and newcomers' workplace courage.Design/methodology/approachData were collected at three time points with a new police officer sample (n = 124). A cross-lagged panel design was used to test the hypotheses.FindingsMentor secure-base support is causally precedent to newcomers' workplace courage, whereas the reverse relationship from workplace courage to mentor secure-base support was not held.Practical implicationsTo help newcomers integrate into their organization and enhance their workplace courage, organizations should actively promote and foster mentoring relationships in which mentors can provide a secure base for mentees.Originality/valueThe authors' findings support that newcomers' workplace courage can be cultivated by mentor secure-base support. It provides insight for organizations to explore workplace courage development for newcomers.

Pro-Con Debate: Consideration of Race, Ethnicity, and Gender Is Detrimental to Successful Mentorship.

Anesthesiology remains a specialty with low representation of women or members of racial and ethnic groups considered underrepresented in medicine (UiM). In the United States, women account for 33% of anesthesiology residents, while physicians identifying as Black, African American, Latinx, American Indian, or Alaska Native account for approximately 10%. Underrepresentation of these groups is even more pronounced in academic anesthesiology, especially at the senior ranks and roles, such as department chairs. Leaders in the field have recently shared recommendations for how individual departments, medical schools, hospitals, and professional organizations can create and support a more diverse anesthesiology workforce. These commentaries have often stressed the importance of mentorship for supporting women and physicians from UiM groups, including mentorship of trainees and practicing anesthesiologists seeking to advance their careers. While the value of mentorship is undisputed, it remains a matter of controversy whether race, ethnicity, or gender should be explicitly considered by mentoring programs and individual mentors. In this article, we discuss whether and how race, ethnicity, and gender should be considered in the setting of mentorship programs and the formation of individual mentoring relationships, as well as some of the potential consequences that lie therein.

Intercultural Mentoring in Higher Education

Intercultural mentoring is increasing in higher education in response to diversification and globalization. While intercultural mentoring relationships experience unique challenges, it can be a development learning opportunity for both mentors and mentees. Therefore, the current article discusses the following aspects of intercultural mentoring relationships in higher education: benefits and challenges, recommendations for effective practice, the role of mentors and mentees in ensuring a successful relationship, and future research frontiers. Mentors and mentees in intercultural mentoring relationships, as well as formal mentoring programs with intercultural mentoring dyads, will benefit from the recommendations offered in the current article.

Igniting mentoring relationships with the FIRE2 toolkit

Igniting mentoring relationships with the FIRE² toolkit

Perspectives of College Students With Intellectual Disability on Peer Mentoring Relationships

Abstract This study aimed to understand how students with intellectual disability perceived mentoring relationships with nondisabled peers within an inclusive mentoring course. Data sources included a variety of course-related products created by mentoring partners as well as their reflections on the course and their mentoring relationships. Qualitative analyses proceeded through multiple rounds of deductive coding utilizing a conceptual framework of effective mentoring practice and inductive coding to identify critical themes from the perspectives of students with ID. A central finding related to how particular mentoring course concepts (e.g., person-centered) and structures (e.g., shared goal setting) supported students with ID to view themselves as active agents in their mentoring relationships and experience reciprocity with nondisabled peers. Students valued social coaching but desired connections to a wider range of peers. Consideration is given to situating elements of the course-based approach within campus programs not focused exclusively on students with disabilities and the importance of acknowledging students’ intersectional social identities.

Building Relationships With the Library Publishing Coalition Peer Mentorship Program

Introduction: In 2018, the Library Publishing Coalition (LPC) Professional Development Committee (PDC) created the Peer Mentorship Program as a way for library publishing practitioners to build professional relationships within the LPC community and support the development of professionals in the library publishing field. This program was created to help fill the gap in library publishing mentorship resources, in both programs and published literature. Description of Program: The LPC Mentorship Program was created in 2018 as a traditional mentor/mentee mentorship relationship, but it has undergone iterations each year since, resulting in the current Peer Mentorship Program. Additionally, more structure and support for mentorship pairs have been developed and made available each year, thanks to helpful feedback from mid-year and end-of-year participant survey responses. Next Steps: This article identifies ways in which further outreach should be conducted to diversify and expand participants of the Peer Mentorship Program, and also to help support the work needed to sustain a program like this. Finally, suggestions are made for further research and literature to be made available to support the growing need for mentorship in the library publishing field.