Mentoring Model Research Articles

Hybrid Mentorship of Medical Laboratories to Achieve ISO 15189:2012 Accreditation in Malawi: The University of Maryland Malawi Experience.

As part of a laboratory strengthening program in Malawi to achieve and maintain International Organization for Standardization (ISO) 15189 accreditation, we intended to mentor selected HIV molecular laboratories to achieve this accreditation. Due to the COVID-19 pandemic, mentorship pivoted to a hybrid model using an Internet-based approach and on-site mentorships. We describe the implementation of this strategy, successes, and challenges. We conducted weekly, 1-hour virtual mentorship sessions for the 5 initial laboratories (cohort 1) selected based on their Stepwise Laboratory Quality Improvement Process Towards Accreditation (SLIPTA) performance score of 3 or more stars. Laboratories presented updates and supporting documents electronically, and trainings were conducted virtually. In September 2020, when travel restrictions were relaxed, we initiated hybrid mentorships and audits for cohort 1 laboratories. The same hybrid approach was used to mentor 4 additional laboratories in cohort 2. We performed descriptive analysis, and the Wilcoxon signed-rank test was used to compare the training pre-and post-test scores. Between March 2020 and May 2023, the team completed a total of 54 virtual mentorship sessions and 20 on-site visits across 9 laboratories. Overall, the team conducted 8 training sessions for 35 laboratory quality officers. Median score improvement (pre-test vs. post-test scores) was observed across individual trainings and across cohorts (P<.01). At the end of cohort 1, 4 of 5 (80%) laboratories were accredited. One laboratory that did not reach accreditation joined cohort 2. At the end of the mentoring period, all 5 cohort 2 laboratories were accredited. We demonstrated that using a hybrid mentorship model for accreditation was a successful strategy during the COVID-19 pandemic. For the first time in Malawi, this strategy resulted in accrediting 9 of the 10 HIV molecular laboratories in 3 years at a reduced cost. Continuous mentorship is key in the maintenance of accreditation.

Outcomes of a mentoring scheme to improve career engagement in academia among students from minority ethnic groups

IntroductionStudent mentorship in higher education institutions is often advocated as a way to improve opportunities for students from minority ethnic groups.MethodsThis study examines this further by applying a linear regression model to explore the relationship between a 6-month pilot mentoring scheme at King's College London and career engagement in academia for students from minority ethnic groups, by investigating whether there were differential impacts by ethnic group, and by degree of exposure to mentoring, measured by the number and mode of mentoring sessions i.e., online, in-person or bimodal (a combination of online and in-person).ResultsThe results reveal that while there were no significant differences in career engagement between Asian and Black students, there were significant differences in career engagement between Black students and students who identified as Mixed or Other. Surprisingly, the number of sessions was negatively related to career engagement. However, the positive, significant interaction effect between the number and mode of sessions suggests that this relationship varies based on the mode of the sessions, with bimodal sessions leading to an increase in career engagement, in contrast to solely in-person sessions which led to a decrease in career engagement in academia.ConclusionThe results from this study point to some differential effects of mentoring by ethnic group, with Black students experiencing less gains in terms of career engagement in academia, relative to students who identified as Mixed or Other ethnic groups. This suggests that Black students may need more tailored support, in-depth mentoring or better-matched role models for improved outcomes.

Mentoring in the context of music teacher education: A systematic review

The preparation of music teachers represents a key factor within the educational framework. In a world in constant evolution, the need to integrate new training proposals that cater to different environments is of vital importance to strengthen music education. The aim of this study is to analyze the use of mentoring in the context of music teaching through a systematic review using PRISMA. Among the results, the main areas addressed by mentoring are observed, being centered around professional development and the accompaniment of both students and teachers who are new to teaching. The profile of the participants in the mentoring relationship (mentor-mentee) is detailed in the systematic review, being the formal models of mentoring, linked to an institution, the most widespread throughout the article. Among the main conclusions, the prominence of the USA in the research and development of mentoring programs is noted and the positive impact of mentoring in both formal and informal contexts is highlighted, emphasizing individualized and group mentoring for professional and personal development in higher education.

Navigating Digital Transformation

This paper outlines the design and implementation experience of a mentorship-based teaching approach for a third-year undergraduate Information Systems on Digital Strategy and Transformation. In its first iteration in 2021, the course struggled with a lack of engagement between staff and students, and overwhelmed students at the end of the semester. The mentorship-based teaching approach was trialled in the second iteration of the course to encourage learner agency and improvement in the students’ learning journey. Implementation of mentorship-based teaching resulted in a higher overall course satisfaction rate and improved staff-student engagement. The application of the mentorship model has been continually fine-tuned each semester since its implementation in 2021. The experience from this design and implementation serves as a case study to incorporate mentorship into the curriculum to facilitate learner agency. Educators may apply a similar process and framework to design a mentorship-based teaching strategy regardless of discipline.

NAKHE Leadership Mentor Program: An Opportunity for Inter-Institutional Exchange in Kinesiology

ABSTRACT College leadership in the 21st century is incredibly difficult, and leadership in Kinesiology can be rather complex in some departments. Mentoring is an important part of success in any leadership role, and individuals who receive mentoring typically outperform those who do not receive it. The National Association of Kinesiology in Higher Education (NAKHE) has an innovative and impactful initiative in place that focuses on mentoring for success in academic leadership: the Leadership Mentor Program. The Leadership Mentor Program is designed to build inter-institutional mentoring and networking between university Kinesiology departments and to increase aspiring administrator’s understanding of the job requirements of a Kinesiology administrator. Given the challenging environment in higher education today and the need to continue to examine exemplary models of leadership mentoring, the purpose of this paper is to: (a) outline contemporary challenges in academic leadership in general and Kinesiology specifically; (b) discuss some of the types and benefits of mentoring, with a focus on inter-institutional mentoring, (c) describe our experiences with the NAKHE Leadership Mentor Program from the perspective of the mentor and mentee; and (d) recommend possible future experiences for this program so as to guide individuals who are interested in pursuing this opportunity.

Creating a Model for Advanced Practice Provider Mentorship.

Advanced practice providers (APPs), widely considered essential to the delivery of healthcare, are one of the fastest-growing workforces in the United States. However, the APP role is evolving, and professional growth and advancement programs for APPs are still emerging at many institutions. Professional mentorship has been long embraced by other healthcare disciplines and numerous organizations because of the benefits gained from helping employees increase knowledge, enhance skills, and achieve scholarly goals, such as retention. Thus, there is a dearth of evidence on building effective APP mentorship models. This article details the development of an APP mentorship model and program designed to support both the mentor and mentee across the career trajectory.

Building Trust, Fostering Agency, Sharing Power: Interracial Feminist Co-Mentoring as a Strategy for Dismantling White Supremacy in Higher Education

Despite institutional claims to value increased racial diversity in higher education, Black women in faculty roles perpetually navigate oppressive cultures across all institutional types. The ability to build and foster mutually beneficial interracial mentoring relationships is vitally important to move beyond performative diversity and build truly inclusive organizations. In this project, we sought to interrogate our own interracial feminist co-mentoring relationship to identify guiding principles for others engaged in these types of relationships. As a Black woman and a white 1 1 In opposition to APA guidelines, we do not capitalize white as a racial category or identity. We do capitalize Black, as a form of “rejecting the standard grammatical norm as a means to acknowledge and reject the grammatical representation of power capitalization brings to the term ‘white’” (Huber, 2010, p. 93). woman, we employed duoethnography to analyze the realities of our interracial mentoring relationship and to develop a conceptual framework of interracial feminist co-mentoring. This study emphasized the transformative opportunities that can occur through experiences of social exchange and reciprocity within interracial feminist co-mentoring relationships. We argue for critical evaluation of existing mentorship models to include (a) a recognition of the historical and contemporary factors that inhibit Black women’s ability to build and foster relationships with white women and (b) explicit ways white women can foster trust within interracial co-mentorships that facilitate true agency and shared power. Through this intentional exploration of our relationship, we make space for true divestment in internalized white supremacy for both Black and white women and movement toward dismantling white supremacy culture in mentoring relationships throughout higher education.

Evaluation of the Stronger Together Peer Mentoring Model Among Patients With Breast and Gynecologic Cancer in Viet Nam.

Stronger Together is a peer mentoring model that seeks to address the severe lack of mental health and psychosocial support for patients with cancer in many low- and middle-income countries (LMICs). This article presents the results of the Stronger Together pilot study among patients with breast and gynecologic cancer in Viet Nam (VN). Eligible participants comprised women age 25 years or older with a diagnosis of breast or gynecologic cancers and receiving treatment at four participating hospitals. Participants were asked whether they wanted to proceed with usual care or be matched with a trained and supervised peer mentor (a cancer survivor). Surveys were administered at baseline (0) and 2, 4, and 6 months and assessed depression, anxiety, stress, mental health and physical health components of quality of life (QOL), self-efficacy, and social support. We computed and compared 2-, 4-, and 6-month changes in scores from baseline and conducted difference-in-difference analyses to estimate the intervention effect at 6 months. The sample size included N = 186 participants. Mentees (n = 91) exhibited improvements in depression, anxiety, stress, and mental health QOL across all time points, whereas usual care participants (n = 95) experienced these improvements at later periods (4 and 6 months). Compared with usual care participants, mentees reported greater improvements in depression at 2 and 4 months, mental health QOL at all time points, and self-efficacy and social support at 4 and 6 months. Greater improvements in stress were also seen in the breast cancer subsample. Stronger Together is a promising model to improve mental health and psychosocial outcomes among patients with breast and gynecologic cancer in VN and can help fill gaps in cancer peer support interventions in many LMICs.

An investigation into how preservice EFL teachers perceive their mentors' pedagogical knowledge

This study aimed to explore pre-service EFL teachers’ perceptions and expectations of their mentors’ pedagogical knowledge in light of the five-factor mentoring model. Data was collected in two phases during pre-service teacher field studies. The participants were 10 purposively selected pre-service EFL teachers and 5 cooperating teachers, and 107 pre-service teachers were purposively selected from one Teacher Education College. The five mentors also participated in a semi-structured interview. A questionnaire was administered to 107 pre-service teachers. The data gathered was analyzed based on descriptive statistics using SPSS version 16. The finding revealed that effective mentoring practices arm mentees with pedagogical knowledge that enhances their professional expertise. Besides, mentors who demonstrate well-organized pedagogical knowledge give mentees access to a lot of benefits. Nevertheless, some mentees felt uncertain regarding their mentor's pedagogical knowledge. This study proposed implications for pre-service EFL teachers mentoring programs and forwarded recommendations for improving the professional development of mentors' mentoring programs. Keywords: Mentors; pedagogical knowledge; perception; pre-service teachers

Co-creating a Culture Circle: A Horizontal Mentoring Model for New Teachers’ Spiritual Formation

Co-creating a Culture Circle: A Horizontal Mentoring Model for New Teachers’ Spiritual Formation

Application of the MENTOR model to advance One Health by promoting bat conservation and reducing zoonotic spillover risk

For few taxonomic groups do conservation efforts have such a disproportionate impact on biodiversity and human well-being as they do with bats. Bats face significant conservation challenges that affect their long-term viability, inhibit their ecosystem functions and services, and increase zoonotic spillover risks. Protecting bat populations and their habitats ultimately reduces these conservation threats, helps prevent pandemics, and supports essential ecosystem services. MENTOR-Bat is a fellowship program focused on strengthening technical research, and leadership capacity in the Global South to promote healthy environments where bats and humans can coexist with reduced risks of pathogen transmission. Co-designed by the United States Fish and Wildlife Service (USFWS) and Bat Conservation International (BCI), MENTOR-Bat mirrors the One Health framework by featuring a transdisciplinary team of three mentors and nine fellows from Cameroon, Colombia, and Indonesia. Fellows and mentors receive academic and field-based training on bat ecology and conservation, One Health, human dimensions of conservation, behavior change, strategic communications, international policy, adaptive management, project planning, conservation leadership, and public health. Fellows will then design and implement team pilot projects to advance One Health and bat conservation in their respective countries. Program evaluation of MENTOR-Bat is based on Kirkpatrick’s Hierarchy and focuses on measuring the development of established One Health core competences. By incorporating One Health and conservation within its activities, MENTOR-Bat can become a valuable programmatic template for transdisciplinary programming advancing evidence-based strategies for improving the well-being of bats, humans, and the environment.

The role of the child-adult community in the development of adolescents’ meaning of life

Importance. The search for the meaning of life is a relevant issue during adolescence. A childadult community plays an important role in the development of meaning of teenagers’ lives by providing support, participation in social events, role models, and opportunities for selfrealization. Interacting with adult members of the community contributes to the development of value orientations among adolescents, the establishment of individual personal and professional goals, and provides support in the search for meaning of life. The purpose of the study is to identify the specific role of the child-adult community in the development of adolescents’ meaning of life.Materials and Methods. Analysis of Russian and foreign literature, conducting a survey among adolescents, conducting interviews and observations, as well as statistical processing of the results are used.Results and Discussion. It has been established that in developing the meaning of life, child-adult communities play the role of creating a supportive and emotionally favourable environment, mentoring and role models, and so forth. However, not all of the roles are fulfilled by the community equally. To increase the effectiveness of the child-adult community in matters of meaningful selfdetermination of adolescents, a programme of activities aimed at compensating for the lack of community work is developed.Conclusion. The study will help educational and social institutions to develop effective strategies and programmes of pedagogical support for adolescents, which may become an object of future research.

Internalization of Religious Moderation Values Through Digital Literacy at Madrasah

The teachings of Rahmatan Lil Alamin Islam held by Muslims should also be instilled early, especially at the age of children. The social environment with diverse ethnicities, races, cultures and religions requires educators at the Madrasah Tsanawiyah (MTs) level to be present in providing moderate religious insights. Especially in the era of advances in communication technology, intolarance issues are also prone to be found on various social or digital media platforms. Therefore, religious moderations must be introduced and internalised to students. This article aims to explain the internalisation of religious moderation values through digital literacy at MTs PSM Randublatung Blora. This research is a descriptive qualitative field research, with data collection techniques of observation, interview, and documentation. The field data was analysed with descriptive qualitative method. The results of this study reveal that the internalisation of religious moderation is carried out with a class mentoring model and digital literacy training. Class mentoring to students as an effort to introduce and understand students related to religious moderation, followed by digital literacy training as an internalisation effort with students' ability to filter intolerant messages, and hate speech and be able to campaign with positive content containing religious moderation values.

Navigating STEM careers with AI mentors: a new IDP journey.

Mentoring is crucial to the success of STEM higher education. The Individual Development Plan (IDP) is a common career development tool in STEM graduate education that facilitates structured mentor-mentee interactions and goal setting. This study examined the integration of AI mentors into the myIDP framework to provide real-time support and career insights. Using Google Gemini as an AI mentor, this study developed and assessed AI prompts within the myIDP framework. Eighteen STEM graduate students, primarily from underrepresented groups, were trained to engage with the AI mentor. Their interactions, feedback, and comments were analyzed using sentiment and thematic analysis. Participants reported positive experiences with AI mentors, noting benefits, such as immediate responses, up-to-date information, access to multiple AI mentors, enhanced ownership of career development, and time savings. However, concerns about misinformation, bias, privacy, equity, and algorithmic influences have also been raised. The study identified two hybrid human-AI mentoring models-Sequential Integration and Concurrent Collaboration-that combine the unique strengths of human and AI mentors to enhance the mentoring process. This study underscores the potential of AI mentors to enhance IDP practices by providing timely feedback and career information, thereby empowering students in their STEM career development. The proposed human-AI mentoring models show promise in supporting underrepresented minorities, potentially broadening participation in STEM fields.

Canadian female perspectives on training in the boys club: advanced therapeutic endoscopy

Abstract Introduction Unequal female representation in the field of advanced therapeutic endoscopy (ATE) has been recently highlighted in the United States. Previous attempts to determine the barriers to entry into the career have reported a lack of mentorship, patriarchy, inflexible hours/calls and exposure to fluoroscopy. Canadian trainee exposure to ATE and differences in experience between men and women is unknown. Objectives We sought to determine the barriers to pursuing a career in ATE, specifically focussing on the perspectives of Canadian female gastroenterology fellows. Methods An online survey was developed and distributed to Canadian gastroenterology fellows enrolled in Royal College-accredited programs in 2021-2022 Results Responses were received from gastroenterology fellows at 12 of the 14 Canadian programs. The response rate was 46% (n = 42, 16 female respondents and 26 male respondents). An equal proportion of male (42%, n = 11) and female (38%, n = 6) trainees indicated interest in a career in ATE. Thirty-eight per cent (n = 6) of female trainees felt that they had inadequate mentorship opportunities/role models within ATE, in comparison to 4% (n = 1) of males (P = .004). Furthermore, 19% (n = 3) of females felt that this lack of mentorship/role models was a primary deterrent from pursuing ATE as a career, in comparison to 0% of males (P = .02). There was equal self-perceived competency surrounding ATE knowledge between both men and women. Conclusions Female gastroenterology fellows in Canada lack mentorship and role models in ATE, which seems to be a primary deterrent from pursuing it as a career when compared to their male counterparts. Recognizing and addressing the lack of female leadership and visibility is necessary to improve parity and encourage women to train in the male-dominated field of ATE.

“Boxing Clever Cork saved my life”: a snapshot of an early addiction recovery fitness and education program

ABSTRACT Background Boxing Clever Cork is an interagency program for people who have experienced or are experiencing problematic substance use. It integrates a fitness program with education, with the aim of reducing harm and supporting addiction recovery in the lives of participants. The aim of this research was to evaluate the Cork iteration of Boxing Clever, which originated in Ballymun, Dublin. Methods A qualitative approach was taken to data collection, using the World Café 1 method along with one to one interviewing, and data was analyzed using thematic analysis. Results Research participants described feelings of vulnerability and isolation during the embryonic stages of sobriety. Boxing Clever Cork introduced structure and purpose into their lives and created a model of peer-to-peer support within a newly formed early recovery community. Challenges encountered included the diverse stages of recovery within the group, however, despite these challenges research participants felt it was important that people actively using substances continued to be included in future programs. Professionals were motivated through the principles of social inclusion. Conclusions Opportunities for development include community-based delivery, a peer mentorship model and provision of additional mental health supports.

Supporting Indigenous Graduate Student Health Research Capacity: Mentorship through a Provincial Health Research Network Environment in British Columbia,

The British Columbia Network Environment for Indigenous Health Research (BC NEIHR), funded by the Canadian Institute of Health Research, is an Indigenous-led network that supports the research development and knowledge sharing of Indigenous communities, collectives and organizations and Indigenous graduate students in BC. To understand how we impacted the health research journey of Indigenous graduate students, we conducted a critical analysis of our annual evaluation reports and offer a reflective narrative of our operations. In this article, we share our Indigenous mentorship model and describe how we supported and enhanced Indigenous-led research among Indigenous graduate students in BC by: addressing common challenges related to financial costs of pursuing health research; prioritizing cultural and land-based learning opportunities; providing exceptional academic and professional development opportunities; and promoting Indigenous cultural safety, equity, and self-determination by creating systems-level change through partnerships. We conclude that as we work toward systems change, the BC NEIHR offers a promising approach towards enhancing Indigenous health research capacity through mentorship.

Mentoring within the federal innovation platform System of Personalized Training in a Higher Education Establishment

Aim. The article is devoted to the analysis of personalized training through the lens of the mentoring system at a medical university.Material and methods. The study involved 211 full-time 1st-6th year students of the Volgograd State Medical University. A sociological survey was used in the form of a questionnaire.Results. The article reveals the role of mentoring within federal innovation platform System of Personalized Training in a Higher Education Establishment. The authors substantiate the need to introduce a mentoring model to optimize the educational process and unlock the potential of students, residents, and teachers. The article examines the conceptual foundations, goals and objectives of mentoring, as well as implementation arrangements within the federal innovation platform. Additionally, the mentoring model benefits presented, including improved academic performance, increased student motivation, professional skill development, and career counseling. It also emphasizes the importance of monitoring and evaluating the effectiveness of the mentoring model to ensure its continuous modernization.Conclusion. The article emphasizes that the introduction of a mentoring model in the federal innovation platform System of Personalized Training in a Higher Education Establishment is an important step to achieve the goals of personalized training. The authors recommend future research on the implementation and evaluation of mentoring models in different higher education contexts.

Fostering Equity, Diversity, and Inclusion in medical school admissions through pre-medical mentorship initiatives

Implication Statement ACCESS, a student-led mentorship program affiliated with Schulich School of Medicine &amp; Dentistry, demonstrates a practical, effective approach to addressing inequity in medical education. ACCESS provides personalized, zero-cost mentorship to equity-deserving applicants who face social, financial, and medical barriers that result in underrepresentation in medical school. Our mentorship model showcases significant success in application and interview outcomes, as well as positive feedback from participants. Here, we offer a replicable blueprint for medical schools across Canada. This paper highlights the effectiveness of student-led initiatives in promoting diversity and inclusion in healthcare education and aims to inspire similar programs, fostering a more diverse and inclusive future healthcare workforce.

The KIA Book's digitalization as a means to educate breastfeeding and postpartum moms on their children's health

The study aims to develop skilled and empowered human resources, particularly through interventions like strengthening governance and increased availability of services for the health of mothers and children. One major focus is on the postpartum period and breastfeeding, where efforts include providing support through digital tools for new mothers. The study seeks to identify a mentoring model for postpartum and breastfeeding mothers using a digital version of the KIA book. A non-equivalent control group was used in a pretest-posttest setting as part of a quasi-experimental design. The study involved 86 postpartum and breastfeeding mothers, with 43 receiving digital accompaniment through the KIA book as an intervention, while the other 43 served as a control group. Additionally, a qualitative approach was used, involving in-depth interviews with 12 postpartum and breastfeeding mothers, 6 primary healthcare midwives, and health service staff. The study found that digital accompaniment via the KIA book significantly influenced early risk detection, knowledge, and actions among the mothers. The digital assistance provided to postpartum and breastfeeding mothers positively impacted maternal and child health, enabling independent detection of health risks, increasing knowledge, and encouraging proactive behavior, along with family support. The research suggests the effectiveness of a mentoring model for these mothers through the digitization of the KIA book.