Mentoring Model Research Articles

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

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

P31 - “A Game Changer” – Evaluating the Working with Wisdom Clinical Practice Mentor Model

P31 - “A Game Changer” – Evaluating the Working with Wisdom Clinical Practice Mentor Model

Building a Self-Sustaining Psychology Research Team in Academic Medicine: A Multi-Tiered Mentorship Model.

Psychologists in academic medicine face pressure to juggle multiple roles, and research is often limited by a lack of available resources and funding. In other academic settings, student-led psychology research teams that utilize a tiered mentorship approach are able to produce advances in meaningful research while supporting the development of future professionals in the field. This article identifies the barriers of implementing a tiered mentorship model into an academic medicine setting and reviews a case study of how the model can be effectively adapted and evaluated to promote a self-sustaining, student-led psychology research team.

Self-Management Mentoring Model in Improving the Health Quality of Life of Productive Age Diabetics

Self-Management Mentoring Model in Improving the Health Quality of Life of Productive Age Diabetics

Senior Schoolchildren’s Mentorship: the Case of St. Joseph’s School

The article discusses the topic of mentoring within the education system as well as analyzes the experience of the project “Schoolchildren for Schoolchildren” carried out at St. Joseph’s school as part of the project “Optimization of the network of higher schools and improvement of the quality of studies by connecting Šiauliai University to Vilnius University“.A mentorship model was developed and implemented in the school, followed by senior schoolchildren assisting primary school pupils with learning difficulties. Mentoring activities were evaluated by the research consisting of a questionnaire, a focus group method, as well as notes recording experiences. Mentors, parents and teachers of primary school pupils participated in the research.During the project, the mentors tried themselves in a new activity, developing competences of dutifulness, responsibility, teaching others, communication and collaboration. Despite the difficulties arisen and motivation decrease during the process, this activity instilled them with satisfaction and positive emotions, as they felt having spent their time meaningfully, developing the teaching and communication skills of juniors, as well as strengthening and fostering relationships with peer mentors. The research found that primary school pupils benefited from homework help from mentors - some of them improved learning motivation, skills and performance, as well as communication skills.The project demonstrated that the mentoring model is also a way to develop schoolchildren’s leadership, strengthen the relationships inside the school community; apart from that, it contributes to the creation of a culture of solidarity and social capital based on generosity and unconditionality. The model utilized at this school can be further developed and adopted elsewhere, taking into account the proposals of the research participants to publicize the project more, include it in the mentorship program and leisure activities, thus creating conditions for the development of children’s creative leisure time and mutual friendship.

Supporting New Teachers. The Finnish and Israeli Mentoring Models

In this article, we will have a closer look at two models of teacher mentoring, which for many years have been successfully operating in two culturally different countries: Finland and Israel. Following the methodology of comparative research according to Raymond Boudon, I will identify and briefly characterise the main social mechanisms, which lie behind the particular approach to mentoring in the two analysed models: Self-Determination Theory and Work Motivation (Israel) and Peer Group Mentoring (Finland), including the axiological-rational prerequisites for their application.

Transition mentorship for spina bifida patients with the JUMP program: a pilot study.

The transition from pediatric to adult care is challenging for patients and families with spina bifida (SB). Lifelong care relationships yield to new care environments that are typically larger, less personal, and less engaged with the nuances of SB care. Adolescence and young adulthood are often characterized by personal and psychological stresses due to factors independent of illness or chronic medical complexity. Surveys have demonstrated that transition is associated with uncertainty, anxiety, and elevated risk of adverse events for many SB patients. To help mitigate this, the authors developed a trial mentorship program between teen patients with SB and undergraduate/medical students. This study analyzes and presents the initial outcomes from this program. The authors created the Join, Unite, Motivate, and Prepare (JUMP) program to improve readiness for the transition process. The mentee target population was patients aged 13-19 years receiving care at the authors' SB clinic. Mentors were screened/approved undergraduate/medical students who volunteered to participate and successfully completed online training in mentorship. Upon enrollment, each patient set a combination of clinical, self, and parent/guardian goals using the individualized transition plan. These goals were shared with the mentor, mentee, parent/guardian, and physician. To monitor success, the SB program director routinely met with each mentor to discuss progress made and areas of growth. These included continuous quantitative and qualitative goal setting and failures that needed to be addressed for each agenda. Thirteen mentor-mentee matches were created over 9 months. Of the 13 matches, 6 had more than 5 communications after the initial meeting, and 1 mentor-mentee match is still in contact today. Noted success in the program has been through mentees gaining employment, applying for scholarships, starting college, and connecting with others who are going through similar circumstances. Challenges have arisen through failure to follow-up after the initial office visit, risk with using the virtual platform, and wide geographic dispersion of both mentors and mentees across the authors' state. Transition from pediatric to adult care for adolescents with SB has proven to be a large hurdle. Easing this process through well-thought-out, interactive processes has the potential to improve readiness, increase patient autonomy, and provide exposure to the adult healthcare community. However, the mentorship model, in the SB setting, has not proven to be the remedy.

PSYCHOLOGICAL ASSISTANCE MODEL FOR PATIENTS AT MUHAMMADIYAH PONOROGO HOSPITAL

Basically, an individual's Physical and Mental Health will be interrelated with each other.Patientswhoarediagnosed withchronicillnessesandrequirehospitalizationareathigh riskof experiencingdepression,stressandanxiety whichof course canhaveanimpactonthe physical health recovery process. If we look at this phenomenon, psychological assistance is really needed to support the patient's physical healing. This research aims to examine what psychological assistance services are and also how effective the psychological assistance services at the Muhammadiyah Ponorogo Hospital are as one of the health services in PonorogoCity. Thisresearch wasconductedusingqualitativemethods, withdirectedinterview techniques and library studies. The results obtained from the research are; (1) The Muhammadiyah Ponorogo Hospital providespsychological assistance servicesin the form ofspiritual guidance. (2) The Spiritual Guidance Model at the Muhammadiyah Ponorogo General Hospital is in the form of; (a) Personal assistance, (b) through the media and (c) Group assistance. (3) The effectiveness of the mentoring model is influenced by two factors, namely the form of mentoring method and effective communication

Трехмерная модель наставничества для личностно-профессионального становления молодых педагогов в образовательных организациях

This article discusses a new model of mentoring in a general education organization, which is aimed at adaptation, development of not only professional, but also personal development of a young teacher. There are three vectors of the mentoring model, and functions and features are described for each. The authors show the logic of changing one vector to another and the signs of their transition. The development of a young teacher is considered from two angles: «vertical» and «horizontal».

Evaluation of the Arthur Project: Evidence-Based Mentoring in a Social Work Framework with a Social Justice Approach

Low-income students from underrepresented communities experience significant educational inequalities, including chronic absenteeism, mental health crises, trauma exposure, and social injustices. These conditions escalate risks of dropping out and justice system involvement. Middle-school youth must navigate intense social and emotional change. To address such challenges, The Arthur Project (TAP) provides intensive, in-school, therapeutic mentoring and family support. The program teaches students essential life skills, such as problem-solving, communication, and academic engagement. Students are empowered to strengthen their resilience, perseverance, self-actualization, and confidence. TAP provides up to 500 h of therapeutic mentoring yearly over three years, delivered individually and in small groups by social work interns. The research question was as follows: Does structured, intensive in-school therapeutic mentoring with social work interns increase the socioemotional, cognitive, noncognitive, and academic skills and engagement of underserved middle-school students? This evaluation for the school year 2022–2023 is based on the program of 200 students and 30 mentors, with quantitative mentee, mentor, teacher, and caregiver surveys and qualitative interview data. The program and evaluation methodology are described, with results and conclusions. Students showed significant improvement in all domains; mentors reported student increases in confidence, perseverance, problem-solving, and communication; and teachers and caregivers reported students’ increased academic engagement. The Arthur Project program can become a national middle-school mentoring model to address widespread student inequalities.

REVERSE MENTORING IN PHYSIOLOGY

Reverse mentoring is an innovative approach where traditional hierarchical mentoring structures are inverted. Instead of older, more experienced persons mentoring younger less experienced ones, the reverse mentoring model sees junior persons mentoring their senior colleagues. Reverse mentoring promotes diversity and inclusion by valuing the knowledge and perspectives of all faculty members, regardless of their age or seniority. By facilitating the exchange of knowledge between junior and senior physiologists, this approach can bridge generational gaps, promote technological proficiency, foster innovation, and support the professional growth of all participants. Pak J Physiol 2024;20(2):1-2.

Reducing Depressive Symptoms Among Latina Mothers of Autistic Children: A Randomized Controlled Trial.

This study examines the intervention effect of a culturally tailored parent education program in reducing depressive symptoms among Latina mothers of autistic children. In this two-site randomized waitlist-control study (n = 109 mother-child dyads), a peer-to-peer mentoring (promotora) model was used to deliver an intervention that was designed to increase mothers' self-efficacy and use of evidence-based strategies. We assessed mothers' depressive symptom (CES-D) scores at three time points and used linear mixed models to determine whether their scores significantly changed from baseline to postintervention (Time 2) and at 4 months postintervention (Time 3). Results show that mothers in the intervention group reported a significant decrease in mean depressive symptom scores at Time 2 and that the effect was maintained at Time 3 with intermediate to medium effect sizes. There were no differences in results across sites. Findings suggest that Parents Taking Action, a culturally tailored intervention led by peer mentors, showed a significant effect both immediately after the intervention and 4 months postintervention in reducing depressive symptoms among Latina mothers of autistic children.

Building Christian Leadership According to the Book of Esther Based on Mordecai's Inspirational Mentor Model in Esther

Abstract: The implementation of secular leadership values ​​in church ministry can give rise to various problems that impact its integrity and effectiveness. The tendency to pursue quantitative growth and financial success as primary indicators of success can shift the focus away from essential Christian values. In addition, leadership that is not rooted in Christian principles can cause conflict and division within the church body. This research aims to explore the dynamics of Christian leadership that radiate from the story of Mordecai and Esther. This research uses the library research method by analyzing sources relevant to the topics of mentoring, Christian leadership, and the story of Mordecai and Esther. Data were analyzed qualitatively with a focus on Mordecai's role as a mentor, Esther's leadership, and the implications for contemporary Christian leadership. This research produces a 5P mentoring model, based on Mordecai's mentor role to Esther through five main aspects: adoption, care, protection, enlightenment, and strengthening. This is proven to form Esther's leadership character who is brave, wise, faithful and obedient. It is hoped that the findings of this research will help build a Christian leadership model that is effective and relevant to various organizational and community contexts today. Keywords: Esther, Leadership, Mentor, Mordecai

Burnout and the role of mentorship for radiology trainees and early career radiologists

Burnout is a widespread issue among physicians, including radiologists and radiology trainees. Long hours, isolation, and substantial stress levels contribute to healthcare workers experiencing a substantially higher rate of burnout compared with other professionals. Resident physicians, continuously exposed to stressors such as new clinical situations and performance feedback, are particularly susceptible. Mentorship has proven to be an effective strategy in mitigating burnout. Various mentorship delivery models exist, all aiming to have mentors serve as role models to mentees, thereby alleviating stress and anxiety. Physician groups and healthcare enterprises have actively implemented these programs, recognizing them as both successful and cost-effective. This article explores different mentorship models, their implementation processes, and the effectiveness of these programs as a standard component of academic departments.

Effective mentor training, education and development: a qualitative multilevel meta-synthesis

PurposeThis paper synthesises international research on effective mentor training, education and development (MTED).Design/methodology/approachAn adaptive theory methodology (Layder, 1998), combining deductive and inductive methods, was deployed in a qualitative meta-synthesis of thematic findings generated in three studies: a systematic review of literature published between January 2010 and July 2020, together with a secondary analysis of studies including evidence on MTED; a subsequent systematic review of literature published between August 2020 and May 2023 and a general inductive analysis (Thomas, 2006) of interviews of leaders of large-scale MTED programmes that had good evidence of impact.FindingsOur meta-synthesis found that effective MTED is evidence-based, refined through ongoing research, tailored both to individual needs and context and includes sustained support. Effective pedagogical approaches in MTED are underpinned by adult learning principles and establish a learning climate that fosters open and trusting relationships. Effective MTED is shaped by the espoused mentoring model or approach, with particular emphasis on understanding, building and sustaining mentoring relationships and incorporating observing, practising, critically reflecting on and receiving feedback on mentoring.Practical implicationsThe study will be helpful to practitioners designing, reviewing and evaluating MTED programmes, researchers seeking to enhance the sparse MTED evidence base and programme commissioners.Originality/valueThe original and significant contribution of this study is the identification of key principles relating to the overall design of – as well as specific content, pedagogical approaches and supporting resources within – MTED programmes that have evidenced positive effects on mentors, mentees, mentoring and/or organisations.

Removing Barriers to Degree Completion: The Dennis-Montagnino TEAMS Model for Student-Centered Transfer Credit

This paper presents the development of a comprehensive framework from which to engage with the process of college transfer credit. The Dennis-Montagnino Transparency, Empowerment, Attainability, Mentorship, and Sustainability (TEAMS) Model provides guidelines for the development of clear and accessible policy that serves to empower students and institutions alike. Further, the model outlines effective practices for improving the attainability of credit through streamlined and engaging practices, such as mentorship. Sustainability is discussed in the context of relevant innovations in the higher education landscape. Future directions, including the design and implementation of a pilot are discussed.

A pipeline model for research mentorship in the health professions

A pipeline model for research mentorship in the health professions

Self-managing peer team as a facilitator of online teaching

PurposeThis qualitative study assesses the enablers of the work of a novel, self-managing digital pedagogy peer support team in a Finnish higher education institution.Design/methodology/approachThis study employs a qualitative methodology with in-depth interviews of five digital pedagogy facilitators. The data collected are analyzed with the ATLAS.ti software. The analytical approach follows a deductive method, applying the categories derived from Magpili and Pazos (2018) who investigated the input variables of self-managing teams through their extensive literature review.FindingsThe primary findings underscore the suitability of Magpili and Pazos' variables for evaluating the performance enablers of self-managing teams. Furthermore, the findings emphasize the significance of leadership and effective communication as essential prerequisites for achieving elevated performance levels.Research limitations/implicationsThis study focuses on the enablers of team performance from the perspective of the team members. To enhance comprehensiveness, subsequent phases should incorporate viewpoints from clients, namely peer instructors, and focus on the mediator and outcome aspects of the team effectiveness framework.Practical implicationsThis study offers actionable recommendations for higher education institutions aiming to adopt a peer mentor model akin to the one delineated in the study.Originality/valueThis study analyzes a collaborative approach to advancing digital pedagogy within higher education institutions and discusses the enablers for successful performance within self-managing teams.

Describing a novel, national, vertical mentorship program for women in emergency medicine across Canada.

Mentorship models deviating from traditional staff-student dyads are beginning to emerge, and the CAEP Women in Emergency Medicine (WEM) Committee has implemented a novel, vertical mentorship program in the hopes of increasing mentorship accessibility across Canada for students, residents, and attending physicians. The vertical mentorship consisted of an attending physician, resident, and medical student all practicing or interested in EM. Groups were created based on location or niche preference. Early and post-mentorship surveys were sent to all 60 participants to gauge overall impact on career development, academic promotion, emotional wellbeing, and niche development. Overall, the implementation of an innovative, national, vertical mentorship program was largely beneficial for the personal wellbeing and professional development of participants. Academic institutions are strongly encouraged to implement formal vertical mentorship to increase access to mentorship for trainees at all stages in their career.

The need and acceptability of a youth mental health mentoring model to supplement adolescent outpatient mental health services

Youth mental health challenges in the United States continue to escalate at an alarming rate. To address this crisis, there is an urgent need to develop innovative strategies for delivering effective mental health care to youth. The aim of this study was to assess the need and acceptability of a youth mental health mentoring model for adolescents engaged in outpatient mental health services. Participants included adolescents currently engaged in outpatient mental health services (n = 3, 14–17 years old; 66 % Black; 100 % cisgender boys), parents/guardians of adolescents currently engaged in mental health services (n = 4; 50 % Black; 100 % cisgender women), clinicians who provide adolescent mental health services in an outpatient setting (n = 5; 100 % White cisgender women), and potential paraprofessional mental health mentors recruited from a large land-grant University (n = 5; 40 % White; 60 % cisgender women). All participants were recruited from an urban setting in the midwestern United States. Data collection occurred remotely. Following protocols that were approved by an Institutional Review Board, participant groups were provided an overview of the proposed model and asked a series of open-ended questions in four separate focus groups to gauge the perceived need and acceptability of this type of program model. Thematic data analysis was used to analyze data. Across participant groups, results indicated a clear need for supplemental mental health services and high acceptability of the proposed youth mental health mentoring model. Participants offered specific recommendations for model development, especially related to mentor selection, training and supervision.