Perspectives Of Mentors Research Articles

The Challenges of Social Work for Practical Major Students at Times of Crises from the Perspective of Mentors

This paper examines the challenges, as reported from the professors’ perspective, faced by students in their field course of a baccalaureate social work program during the coronavirus pandemic. The paper also proposes improvements in the field training course for use in any future crisis. Furthermore, it aims to highlight the importance of field training for the students. Using a qualitative approach, researchers interviewed a sample of eight faculty mentors (3 men and 5 women) who taught and supervised students in the baccalaureate programs from the University of Jordan, Al-Balqa' Applied University, and Dhofar University. Study results show that students face numerous challenges, such as lack of communication between them and the supervisors in the field institutions, student dissatisfaction with the concept and implementation of online-training training, struggle in learning basic skills to handle certain intervention situations, and the difficulty of applying these skills remotely. Recommendation: Increased use of smart devices and digital platforms during field practice. The creation of new education materials that include visual elements that can be used more interactively in an online environment.

Evaluation of the ENIGMA mentoring pilot; an approach to tackle leadership inequalities for ethnically diverse female pharmacists in general practice

Abstract Introduction Diversity in leadership positively impacts teams and productivity yet remains limited in pharmacy leadership. The NHS Pharmacy Workforce Race Equality Standard (PWRES) report1 highlights significant underrepresentation of ethnically diverse pharmacists in senior NHS Trust roles (Agenda for Change band 8a and above) compared to their representation in the general pharmacist workforce. This disparity is particularly pronounced for female pharmacists from ethnically diverse backgrounds, who make up 31.9% of all pharmacists but only 24.2% of those in band 8a and above, with a steep decline from 27.6% at band 8a to just 5.9% at band 91,2. To begin addressing this, we piloted the ENhancing leadershIp amonGst ethnically diverse feMale phArmacists (ENIGMA) mentoring scheme in general practice within Leeds. Aim The aim was to determine whether ENIGMA mentoring relationships supported leadership skill development, fostered networking, and developed authentic allies. We assessed the success of the pilot by exploring the perspectives of mentors and mentees and identifying their satisfaction with the scheme. Methods We recruited 18 experienced female senior leaders as mentors for ENIGMA. Mentee recruitment was conducted through dissemination of a flyer via social media, Microsoft Teams, email, and citywide meetings, offering places to the first 18 pharmacists who expressed interest, with no selection process. Mentors and mentees were paired based on mentee goals and mentor expertise. Mentees met their mentor 3 times in a 6-month period. Evaluation was undertaken through Microsoft Forms questionnaires completed anonymously by both mentors and mentees exploring how they experienced ENIGMA, benefits of the scheme, if they felt the scheme had enabled leadership skill development and how it had (or anticipated it would) impact(ed) on career development for the mentee. Ethical approval was deemed unnecessary as this was a service evaluation. Neither author-affiliated organisation is associated with the project. Results Of 18 mentoring pairs, 13 successfully completed the 6-month program. For five pairs, mentees did not establish contact. 62% of mentors responded to the questionnaire. 88% felt a positive impact on their mentoring skills and described a noticeable increase in mentee confidence and career focus. 100% of mentors would recommend the scheme. For mentees, 62% responded. 88% were ‘most satisfied’ with the experience and 88% felt their leadership skills improved because of participating. 75% met specific goals and 88% commented particularly on positive impact of the scheme. 100% of mentees would recommend ENIGMA to others. Discussion/conclusion The pilot was a great success, impacting positively on mentors and mentees. All responding participants would recommend it to others. Mentors and mentees expressed some challenges: finding a mutual time for meetings, and support from employers to use work time for meetings. Questionnaires were not returned by 38% of participants, which is a potential limitation. An identified improvement is to offer mentors an alternative mentee if their original mentee does not make contact. Offer of an annual ENIGMA cohort will continue in Leeds. Additionally, a second pilot is planned in another Integrated Care Board (ICB) to establish how ENIGMA could work in a different area, and if successful, we intend to share this model nationally.

The long-term implications of an after-school STEM mentoring program: the perspectives of former STEM undergraduate student mentors

The long-term implications of an after-school STEM mentoring program: the perspectives of former STEM undergraduate student mentors

Experiences, barriers and perspectives of midwifery educators, mentors and students implementing the updated emergency obstetric and newborn care-enhanced pre-service midwifery curriculum in Kenya: a nested qualitative study

IntroductionTo achieve quality midwifery education, understanding the experiences of midwifery educators and students in implementing a competency-based pre-service curriculum is critical. This study explored the experiences of and barriers to implementing a pre-service curriculum updated with emergency obstetric and newborn care (EmONC) skills by midwifery educators, students and mentors in Kenya.MethodsThis was a nested qualitative study within the cluster randomised controlled trial investigating the effectiveness of an EmONC enhanced midwifery curriculum delivered by trained and mentored midwifery educators on the quality of education and student performance in 20 colleges in Kenya. Following the pre-service midwifery curriculum EmONC update, capacity strengthening of educators through training (in both study arms) and additional mentoring of intervention-arm educators was undertaken. Focus group discussions were used to explore the experiences of and barriers to implementing the EmONC-enhanced curriculum by 20 educators and eight mentors. Debrief/feedback sessions with 6–9 students from each of the 20 colleges were conducted and field notes were taken. Data were analysed thematically using Braun and Clarke’s six step criteria.ResultsThemes identified related to experiences were: (i) relevancy of updated EmONC-enhanced curriculum to improve practice, (ii) training and mentoring valued as continuous professional development opportunities for midwifery educators, (iii) effective teaching and learning strategies acquired – peer teaching (teacher-teacher and student-student), simulation/scenario teaching and effective feedback techniques for effective learning and, (iv) effective collaborations between school/academic institution and hospital/clinical staff promoted effective training/learning. Barriers identified were (i) midwifery faculty shortage and heavy workload vs. high student population, (ii) infrastructure gaps in simulation teaching – inadequate space for simulation and lack of equipment inventory audits for replenishment (iii) inadequate clinical support for students due to inadequate clinical sites for experience, ineffective supervision and mentoring support, lack/shortage of clinical mentors and untrained hospital/clinical staff in EmONC and (iv) limited resources to support effective learning.ConclusionFindings reveal an overwhelmed midwifery faculty and an urgent demand for students support in clinical settings to acquire EmONC competencies for enhanced practice. For quality midwifery education, adequate resources and regulatory/policy directives are needed in midwifery faculty staffing and development. A continuous professional development specific for educators is needed for effective student teaching and learning of a competency-based pre-service curriculum.

Effectiveness of Peer Mentorship With Veterans Experiencing Homelessness: Implications for OT Practice

Abstract Date Presented 03/21/24 This qualitative study aimed to better understand how peer mentorship affects recurrence of homelessness among veterans from the perspective of peer mentors. Implications for advocacy, treatment, and referral by OTPs will be presented. Primary Author and Speaker: David Levan Contributing Authors: Kathryn DeDionisio, Brianna Potter, Sydney Swoger

Peer mentor contributions to an early intervention vocational rehabilitation specialist service following trauma: A qualitative study

BackgroundPeer mentors have a role in facilitating the participation, health and well-being of people who have had a traumatic injury. Few studies have explored the involvement of peer mentors in an early intervention vocational rehabilitation (EIVR) service following trauma. ObjectiveThis study aimed to explore the experience of implementing peer support within the context of an EIVR service from the perspectives of the peer mentors themselves, the vocational therapists supervising them, and the patients that received peer mentoring. MethodsSemi-structured interviews were conducted with twenty participants from three groups: peer mentors (n = 4); vocational therapists (n = 3); and patients who received the EIVR intervention (n = 24). Data were thematically analysed. ResultsThree themes were identified: The value of peer input in an EIVR service, The facilitators impacting the value of peer involvement as part of the EIVR service, The challenges impacting peer input as part of an EIVR service. ConclusionsThe inclusion of peer mentors early after major traumatic injury was a unique and valuable addition to the EIVR service. Offering peer support early on in rehabilitation enabled patients to gain a sense of hope for their future, and the expectation that returning to work was a realistic option. The careful selection of peer mentors, and ensuring they receive adequate preparation and ongoing supervision are vital to support their well-being during the intervention. Aiming to match peer mentors with similar injuries and work backgrounds to patients is an important contributor to the likely ongoing engagement of the mentee with the mentor.

Perspectives on Inclusion: Near-Peer Mentoring Relationships Between College Students With & Without Intellectual & Developmental Disabilities

Abstract Date Presented 03/23/24 Students with intellectual and developmental disabilities (IDD) increasingly enroll in inclusive postsecondary education (IPSE) programs and receive peer mentor support. This session will address near-peer mentor perspectives and outcomes in supporting students with IDD in IPSE settings. Primary Author and Speaker: Meghan Blaskowitz Additional Authors and Speakers: Alia Pustorino-Clevenger, Samantha Smith, Anna Stonesifer Contributing Authors: Ariana Amaya, Cassidy Shirlow

Mentoring to address differential attainment of international medical graduates in GP training

ABSTRACT Introduction International Medical Graduates (IMGs) form an important and valued part of the United Kingdom’s (UK) medical workforce but many experience difficult transitions into the National Health Service workforce. Mentoring could support IMGs as they transition into their role as General Practice (GP) trainees but there is a lack of evidence about whether mentoring is an effective intervention for this group. Aim To evaluate the effectiveness of the NHS Education for Scotland (NES) GP mentoring programme from the perspective of mentors and mentees. Method Twelve medical educators (the mentors) provided mentoring to 19 IMG GP trainees (the mentees) who were within their first six months of entering GP training in Scotland. Each mentee received four 60-minute mentoring sessions via video conferencing. Results Mentoring provided tailored support to assist IMG GP trainees’ holistic transition into UK General Practice. Mentees appreciated talking to a non-supervisor, receiving non-judgemental support and protected time with a supportive listener to overcome challenges. This had a positive impact, even for those who did not anticipate the need for such support. Mentors supported diverse needs and tailored meetings, experiencing a distinct shift from previous supervisor roles. Their diverse experience enhanced their role and they developed new skills. Conclusion Mentoring could provide significant support to IMG GP trainees but comes with certain challenges. Future research should evaluate the long-term impact of the NES GP IMG mentoring programme.

“We got to stand up and speak”: Youth in high-poverty, high-crime urban communities of color reflect on their cross-age mentoring program

This project draws from youth voices to develop theory about outcomes and change mechanisms in a cross-age mentoring out of school program with urban African American and Latine youth living in low-income communities. With instructors’ supports, African American and Latine mentors (N = 148, ages 14–20) in four U.S. urban, high-poverty communities of color mentored children weekly for an average of 16 sessions, followed by a debriefing session. Researchers used qualitative, participatory methods to elicit mentor perspectives about what made their program impactful. Diverse qualitative data were collected by staff and youth and analyzed thematically. Outcomes adolescent mentors deemed meaningful were 1) developing good character, specifically persistence, leadership and listening skills, patience, respectful collaborations, goal-oriented hopefulness, and more positive racial identities, and 2) building trustworthy, supportive relationships with mentees, peers, and instructors. Mechanisms mentors regarded as generating outcomes were 1) being active agents in program implementation and evaluation, and also contributing knowledge about themselves, and 2) the fulfillment of caring for community children, which youth regarded as a partial remedy for deprivations and injustices their communities experience. Differences in emphasis based on gender are described. Outcomes and generative mechanisms are discussed in relation to youths’ community cultural wealth. Comprehensively empowering youth to co-lead program development, implementation, evaluation and theorizing can improve the fidelity of scientific knowledge to youths’ strengths and priorities, and yield theories of intervention consonant with youths’ cultural wealth.

Faculty Mentors’ Perceptions

The purpose of this research was to understand faculty mentors’ perspectives on the impact of CPED-aligned methodology courses on doctoral students’ development as scholarly practitioners. This study was a pilot study and exploratory in nature. Methods included distribution of a survey which included Likert items, as well as open-ended questions. The study presents descriptive statistics and thematic analysis of the survey results. Additionally, exemplar DiPs were analyzed to demonstrate alignment with CPED principles. Findings indicated that faculty mentors perceive that the CPED-aligned methods coursework is having a positive impact on students’ learning and development as scholar practitioners. However, areas for growth and continuous improvement were identified. Implications of the research indicate a need for ongoing program assessment and evaluation of the impact of methodological coursework as the institution moves forward in program redesign and improvement. This study also serves as a model for incorporating faculty mentor perspectives in course and program assessment.

Entrepreneurs’ Evaluations of Mentors: The Role of Value Similarities and Mentors’ Experiences

Focusing on a specific form of entrepreneurship education, entrepreneurial mentoring, we take a relational mentoring perspective and develop a model of entrepreneurs’ assessments of potential mentors. We theorize that if mentees perceive their business-related values to be similar to a potential mentor’s values, they are more likely to choose this mentor, and that this relationship is moderated by different types of the potential mentor’s experiences (i.e., entrepreneurial experience, industry experience, and mentoring experience). We test our hypotheses using a metric conjoint experiment and 2,240 assessments of potential mentors by 140 entrepreneurs. Our findings reveal that mentees' perception of business-related value similarity with a potential mentor increases the likelihood of choosing this mentor. Further, higher levels of mentors’ experiences strengthen this relationship. We discuss the implications of our study for research on entrepreneurial mentoring and relational learning in the entrepreneurial context, and we provide practical insights on how the matching process in mentoring programs may be facilitated.

Can Peer-Mentoring be a Model for Retention in Higher Education?

Research highlights the benefits of peer mentoring in helping less experienced students understand their university roles and achieve academic goals. The current study aims to explore the perspectives of mentees and mentors, focusing on program expectations, challenges faced, and suggestions for improvement. This single-case study investigates a 12-week mentoring program at a foundation university using qualitative surveys, monthly reports, and focus group interviews. The findings suggest that both mentors and mentees have academic and social expectations, encompassing the enhancement of problem-solving, leadership, and communication skills and mentees’ adjustment to campus life. As for the challenges encountered, the key themes emerged, establishing boundaries/relationship, time management, meeting diverse needs and expectations and coping with a lack of information/miscommunication. Mentors and mentees reported that the effectiveness of the mentoring program was influenced by factors such as support from academic programs, a well-structured program, and the training provided to the mentors before the program started. The participants stated that they took advantages of the mentoring program, acquired personal, professional, and academic skills, facilitating a smooth transition to the campus life. The results are expected to inform future mentoring programs and promote peer mentoring in higher education.

Evaluation eines internationalen Trainingsprogramms zum Mentoring von beginnenden Lehrkräften an benachteiligten Schulen

Mentoring can support beginning teachers with various challenges of their career start. At the same time, many beginning teachers have no or insufficient access to high-quality mentoring opportunities. The NEST (Novice Educator Support and Training) project implements a mentoring program in seven European education systems aimed at teachers in socially disadvantaged schools, seeking to ensure support by creating adaptivity to different school contexts and, in particular, to the needs of mentored teachers. In this article, we provide insight into the evaluation concept for the mentor training that is central to the project. Furthermore, we show how the project deals with the challenge of developing methods for an evaluation in the contexts of different educational systems together with local partners, which considers the perspectives of both mentors and teachers. We present the evaluation design and results on changing and assessing the practices of mentors from three contrasting education systems. Lastly, we discuss consequences for the project and its ongoing evaluation.

“Don’t Treat Us Like Fragile Babies”: Mentors’ Perspectives of an Intergenerational Mentoring Program for Medical Students

ABSTRACT Ageism in health care is a serious and complex issue which can have deleterious consequences for an older person’s health and well-being. Intergenerational mentoring programs that match medical students with non-familial, community-dwelling older adults provide an opportunity to cultivate more positive attitudes about aging. Intergenerational mentoring programs create prospects for reciprocal relationships that can enrich medical students’ learning while making meaningful contributions to how medicine is practiced with older people in the future. Mentor perspectives were explored by conducting secondary analysis of 41 older adult mentor interviews using a directed conceptual content analysis to identify the salience of generational guidance, volunteerism, and life satisfaction. In each of these categories, the most used codes were being involved, satisfying, and experience, which depict the positivity of the respondents’ engagement with the students and program. A better understanding of the benefits for such intergenerational mentoring programs may inform replication in other sectors.

Comparing the Feedback of University Supervisor and Cooperating Teachers for Preservice Science Teachers within the Scope of Pedagogical Content Knowledge

To comprehend the perspectives of school and university mentors in evaluating practicum experiences based on educational reform, this study aimed to investigate the feedback, within the framework of pedagogical content knowledge, provided by two cooperating teachers and a university supervisor to preservice teachers. Observation and document were used for data collection. Data collected within the context of the Teaching Practice course were analyzed deductively, considering the components of pedagogical content knowledge. Findings showed that although feedback given by mentors was positive or corrective, specific changes suggested by mentors about the preservice teachers’ teaching practices were rather corrective. Although mentors’ feedback seems to be concentrated in the fields of ‘instructional strategies and representation’ and ‘pedagogy,’ the majority of feedback provided in other PCK components points out those mentors focused on student learning within the knowledge of ‘student understanding’. Feedback indicated that mentors especially attached importance to students’ understanding of the subject and active participation in the learning, which are the goals of a science teaching program. The other aims of teaching based on inquiry and students’ self-responsibilities in learning seemed to be in the background. Although mentors’ feedback pointed out some differences in the categories of curriculum and assessment, they were consistent in general.

Creative nonfiction approach to explore peer mentorship for individuals with spinal cord injury.

Research has examined peer mentorship to understand how it may help people with spinal cord injury (SCI) adapt and thrive. We still lack an in-depth understanding of the perspectives of SCI peer mentors and mentees on their dyadic relationship. This study was to explore the dyadic interactions and relationships between SCI peer mentors and mentees in a peer mentorship program delivered at a rehabilitation center. Between 2016 and 2017, we recruited two dyads of peer mentor and mentee with SCI (N = 4). Each participant completed three one-on-one interviews (N = 12). Data were analyzed using a creative nonfiction approach. Three unique dialogical stories were developed. Story 1 (A slow and steady start) described how mentors took a mentee-centered approach in building the relationship. Story 2 (Mentorship and friendship: negotiating the "grey zone") highlighted how mentees and mentors experienced challenges in navigating the boundaries between mentorship and friendship. Story 3 (The "endless" job for mentor) showcased how the relationship could enter a phase in which it could affect mentors' well-being. The stories highlighted important attributes to the relationships between SCI mentors and mentees. Considerations were suggested for community-based SCI organizations to integrate peer mentorship into rehabilitation settings, including optimizing mentorship introductions and matching, defining mentors' role explicitly, and building support systems for mentors. (PsycInfo Database Record (c) 2024 APA, all rights reserved).

Mentoring in Academic Nursing From the Perspectives of Faculty Mentors.

The aim of this study was to create a theoretical framework that describes how mentoring relationships in academic nursing unfold from the perspectives of nurse faculty mentors. Mentoring is a strategy that can promote the satisfaction and retention of nurse faculty. Although research has focused on the experiences of protégés in mentoring relationships, little is known about mentoring from the perspectives of nurse faculty mentors. Constructivist grounded theory was used to interview 24 experienced nurse faculty about their mentoring experiences. The theoretical framework Growing Together: Mentors' Perspectives on Mentoring included four phases (getting together, getting going, going together, going beyond) and three strands (relationship with protégé, work of mentoring, emotional impact of mentoring). Participants experienced a variety of benefits from mentoring while also experiencing a variety of challenges. Findings suggest that more resources are needed for experienced faculty who mentor novice nurse faculty.

The Absorption Experience of Gen Y Beginning Teachers in Elementary Schools, From the Point of View of the Beginning Teachers and Their Mentors

Aim/Purpose . The present study aimed to understand in depth the experience of identity formation of beginning teachers (BTs), members of Gen Y, in their first year at elementary school, teaching students of Gen Alpha, from the perspective of BTs and their teacher mentors (TMs). Background. The purpose of the study was to compare the aspects described by BTs and their mentor teachers of the initial experience of teaching and of shaping the professional identity of BTs, members of Gen Y, in elementary schools, from the perspective of BTs and teacher mentors (TMs). Methodology. This was a qualitative study. Two groups participated in the study: (a) 75 BTs, members of Gen Y, and (b) 40 mentors of beginning teachers. Contribution. The findings of this study indicate that the creation of an emotionally and professionally supportive community led to a fruitful discussion on issues related to the process of absorption and integration of BTs in the school. This process advanced their professional development, expanding knowledge, abilities, strategies, and innovative pedagogical practices for classroom management, and meaningful teaching and learning in the classroom. The supportive community provided an emotional, professional, social-organizational, and evaluative-reflective response to the needs of BTs, facilitating meaningful interactions between the BTs and their students. It created for students a space for emotional training, organizing and managing behavior, regulating emotions and behavior, reducing feelings of anger, and arousing a feeling of optimism. Findings. The findings show that there was a conflict between the BTs’ and TMs’ perceptions of school reality. The mentors expected the BTs to adapt to the existing system, whereas the BTs perceived the process as one of formation of their identity as teachers. It turned out that parameters that were important to Gen Y teachers, such as knowing the school organization and being an influential factor that brings about change, were less important to their mentors. The findings of the present study reinforce those of previous studies that investigated the employment characteristics of Gen Y. Recommendations for Practitioners. A supportive community at school is likely to increase the level of mental well-being of Gen Y teachers. To this end, support communities of teachers by form and by discipline of study should be created. In the community, emphasis should be placed on reflection and mental resilience in all situations and challenging events that happen to the BTs to help them cope with the accumulated stress. Recommendations for Researchers. Students need a sensitive environment that is appropriate for Gen Alpha children. This environment must allow for emotional training and regulation, behavior organization and management to arouse a feeling of optimism and reduce anger. To develop students’ emotional, social, and cognitive abilities, teachers must teach with love, sensitivity, affectivity, and empathy. Impact on Society. To retain BTs and prevent them from quitting their career, schools must ensure that members of Gen Y understand the school organization and are satisfied with the way the organization is managed. They must have a sense of being significant partners in the life of the school. Under optimal working conditions, Gen Y teachers may greatly contribute to the values of education and equal opportunity, maximizing the personal potential of each student and the classroom as a whole, and making the school relevant. Future Research. Future studies should examine the characteristics of students belonging to Gen Alpha. One of the difficulties mentioned by BTs was a misunderstanding of the characteristics of Gen Alpha, which created problems in the interactions within the teaching staff and between the teachers and the students, and pre-vented gaining authority with other teachers and with students.

Perceptions and experiences of employers and mentors of graduate optometrists’ practice readiness in South Africa

Background. Optometry graduates are a key source of new recruits for private practice employers, the largest employer of South African (SA) optometry graduates. Universities should ensure that graduates are employable to compete in the labour market and to practise.Objective. To gain an understanding of the practice readiness of optometry graduates who qualified from SA institutions between 2016 and 2020, from the perspective of private practice employers and mentors (EMs).Methods. Using non-probability convenience sampling, private optometry EMs of recent graduates were invited to complete an online questionnaire designed around the core competencies for health professionals in SA. Quantitative data retrieved from a five-point Likert scale were analysed employing SPSS software, using the one-sample t-test, factor analysis and Cronbach’s alpha.Results. EMs (N=28) felt that graduates showed satisfactory competence in theoretical knowledge, communication, collaboration and professional skills, but weaknesses in aspects of clinical skills, leadership and management skills, and health-advocacy skills. The specific areas of weaknesses identified were dispensing skills, leadership, handling of criticism, handling of stress, implementing processes to improve services, industry awareness and practice management. All questions, except two questions for scholarly and professional skills, had an acceptable level of reliability.Conclusion. Practice readiness was viewed favourably by EMs for optometry graduates, but the specific weaknesses identified in the curriculum include stakeholder involvement from private employers. Increasing the diversity of clinical hours, including rotations in private practices, as well as facilitating and promoting work-based learning may strengthen practice readiness.

Obstacles Encountered by Medical Students in Conducting Academic Research - A Cross-Sectional Study

Purpose: Research is the most important aspect for the betterment and enhancement of medical services that are provided to the community. Health training research is regarded as a critical activity in current medical training at the undergraduate level. The aim of this investigation was to identify the key obstacles that medical students face when performing academic research and to see if these issues differ between female and male students.
 Materials and Methods: A cross-sectional research was carried out, encompassing 164 participants, wherein a modified questionnaire was deployed for data acquisition. Employing a simple random sampling methodology, data was gathered exclusively from final year undergraduate medical students from government and private universities of Faisalabad. Exclusions were made for individuals exhibiting isolated personalities, lack of willingness to participate in research, and those presenting psychological concerns. Data was analyzed using SPSS version 22 and presented in form of tables and graphs.
 Findings: Participants mean age was 20.73±1.7. Out of 164 students, 60.4% were females and 39.6% were males. Most prominent obstacles were found to be limited monetary support or lack of funding for research, family responsibilities, lack of guidance from university professors, demotivating university authorities, social responsibilities, and lack of knowledge about statistical methods, limited availability of information sources, limited time, insufficient understanding of research procedures, and insufficient research abilities. There were no statistical significant differences found between male and female students regarding these perceived obstacles.
 Implications to Theory, Practice and Policy: Institutes need to organize a variety of research-related activities, and teachers must encourage students to participate in research activities. International and local seminars should be organized for students to emphasize the importance of medical research. Teachers should involve students in research projects so that they can expand their knowledge. Because the sample size in this study was small, it must be replicated with a larger sample size in future studies. It is recommended that additional research be conducted to investigate the perspectives of university professors, research mentors, and university authorities in order to gain a comprehensive understanding of the challenges and potential solutions. Collaborate with university administration to identify potential sources of financial support for student research projects.