Peer Mentoring Research Articles

Peer support as pressure ulcer prevention strategy in special school learners with paraplegia.

Adults with spinal cord injuries perceived peer support as beneficial in preventing secondary health conditions, but the role of peer support among adolescent learners with paraplegia in special schools is still unknown. To explore the perspectives of current and previous learners with paraplegia on peer support to prevent pressure ulcers in a special school. A qualitative, exploratory, descriptive study design was used. The authors conducted 12 semi-structured telephonic, audio-recorded interviews and a focus group discussion with current and previous learners with paraplegia attending a special school. The interviews were transcribed verbatim and translated, and data were organised using the Nvivo-12 Pro program. Through conducting an inductive thematic analysis categories, sub-themes and themes were identified from the participants' narratives. The participants' perspectives included positive and challenging aspects of peer support reflected in four sub-themes: group-based support, individual peer mentoring, challenges with peer support and the roles of the school physiotherapist regarding peer support. Learners saw peer support as a crucial strategy in preventing and reducing pressure ulcers. Establishing a peer support system with group and individual components in special schools could be a game-changer to end pressure ulcers among learners with paraplegia and ensure better health and educational outcomes. Physiotherapists in special schools should support peer support initiatives among learners with paraplegia to ensure successful pressure ulcer prevention.

The ripple effect of school dropout: exploring the nexus between school dropout, deviance, and subsequent arrest amongst children in India

PurposeThis paper aims to measure the prevalence of deviant behaviour among children who have dropped out of school and their subsequent arrests by the criminal justice system. The paper further analyses the relationship between the factors attributed to deviant behaviour and the subsequent arrests by the criminal justice system.Design/methodology/approachUsing a semi-structured interview schedule, data was collected from 330 children who had already dropped out of school, remained on the streets or worked. The interviews took place in the presence of either of the children’s parents, with their consent.FindingsThe research identified 12 significant factors contributing to children dropping out of school. It also found six factors responsible for deviant behaviour. Furthermore, the study revealed that about 70% of the respondents were involved in one or more deviant behaviours. Among them, 51% had been detained by the Police in the past two years. Additionally, the linear regression model results positively predict the nexus among the six factors responsible for deviant behaviour.Research limitations/implicationsThe study is limited to male children who had dropped out of school, as female children were excluded. In connection with measuring deviant behaviour, it was challenging to discern whether it occurred before students left school, after or both.Practical implicationsThe study suggests several measures, including policies such as early intervention programmes, providing quality education, mentoring and counselling for students and parents, vocational education opportunities, creating drug-free environments, career guidance, peer mentoring, community engagement, substance abuse prevention and rehabilitation programmes, to prevent school dropout and subsequent deviant behaviour.Originality/valueTo the best of the authors’ knowledge, this study is unique to India. The moderation regression model represents an exceptional finding. This study constitutes another addition to the field of child welfare while also indicating scope for future research.

Leveraging Peer Resources to Promote Undergraduate Education and Well-being

Princeton University is a private research university with approximately 250–280 juniors and seniors majoring in economics. In the past decade, the university has made significant strides in expanding and diversifying its undergraduate student body by admitting more students overall as well as by admitting more first-generation, minority, transfer, and international students. With this expansion comes the responsibility to build community and broaden access to valuable social and knowledge capital to help all students thrive in their academic and post-graduation careers. Traditionally, there has been an uneven playing field in access to such capital, with insiders passing academic, career, and social advice to younger students in restricted access circles like athletic teams, eating clubs, student organizations, and fraternities. This paper describes university, economics department, and student-led efforts to foster peer mentorship more broadly to promote the academic and social well-being of all students.

Empowering a person-centered long-term care workforce.

Currently there is a crisis in the long-term care workforce, as many workers experience poor pay, a lack of training, burnout, low quality working conditions, and physical strain, which is leading to a workforce shortage. To address this, the Alzheimer's Association Dementia Care Provider Roundtable (AADCPR) convened a panel of direct care workers to discuss and provide direction on their view of the current state of the workforce. From this panel, five touchpoints for hiring and retaining direct care workers were highlighted: high quality jobs; recruitment and reputation management; onboarding; retention; and training and career advancement. In addition, the DCPR put together a set of standards to follow to meet these needs, which includes promoting staff dementia education opportunities, creating recommendations around peer mentoring programs specific to dementia care, and increasing inclusion of direct care workers in decision-making and plans of care. HIGHLIGHTS: Presents the current state of workforce in long-term care. Provides five touchpoints that long-term and home and community-based servicesshould implement for hiring and retaining direct care workers. Recommends a set of standards to follow to meet the needs of the workforce within long-term care.

Remote Summer Research Program to Improve Opportunity and Mentorship for Underrepresented Students With Interest in Orthopaedic Surgery: 3-Year Experiences.

Medical students are challenged with a limited number of research opportunities to help prepare for an exceptionally competitive process for matching in an orthopaedic residency. The aim of this study was to assess the 3-year experience of our 8 to 10-week remote summer research program in support of underrepresented students with an interest in orthopaedic surgery. We received over 500 applications, and a total of 37 students (7.4%) participated in the program over the past 3 years. A total of 14 faculty mentors were matched with 1 or 2 students each. The research program delivered a curriculum including (1) research-related topics led by a content expert; (2) weekly faculty lectures discussing topics including orthopaedic conditions, diversity in orthopaedics, leadership, and work-life balance; and (3) a minimum of 8 weeks of mentorship experience with an assigned faculty and a peer mentor. Students and faculty were surveyed to measure skill progression, research productivity, and program satisfaction. Program participants represented a range of race/ethnic backgrounds and research experience levels. The cohort included a high rate of female (51%) and Black (35%) participants relative to representation of these groups in orthopaedic surgery. Postprogram surveys indicated that all participants improved their research skills, orthopaedic interest, and mentorship/networking skills. Most students (89%) stated that they were adequately matched to their faculty mentor. Most students (79%) indicated that they contributed to either manuscript or conference abstract as coauthors. The study findings suggest improved research skills, interest, and confidence to pursue orthopaedic residency and mentorship/networks in the field. Our long-term vision is to improve the accessibility and quality of mentorship for underrepresented students to foster an equitable pathway into the field of orthopaedic surgery.

A peer mentoring program for eating disorders: improved symptomatology and reduced hospital admissions, three years and a pandemic on

BackgroundPeer support involves people (mentors) using their own experiences to assist others (mentees). The impetus to include peer support in eating disorder recovery is high, however research on implementation of peer roles in eating disorder management is limited. A previous pilot study found positive but preliminary results for a Peer Mentor Program (PMP) for eating disorders. The PMP has since developed over time, including broadening its eligibility criteria and shifting to predominantly online delivery during COVID-19. This study aimed to evaluate the updated version of the PMP, on a larger and more diverse group of mentees.MethodsPreviously collected PMP service data from July 2020 to April 2022 (during COVID-19 lockdowns) was evaluated for fifty-one mentees using mixed methods. Data from program start (baseline), mid-point (3-months) and end (6-months) for measures of eating disorder symptoms as measured by the Eating Disorder Examination Questionnaire (EDE-Q) and psychological wellbeing as measured by the Depression, Anxiety and Stress Scale (DASS) was evaluated. Frequency of eating disorder-related hospital admissions during PMP participation versus the 6 months prior, direct program costs and qualitative mentee feedback were also analysed. One way ANOVA’s with post hoc tests were used to evaluate symptom change and thematic analysis was conducted on qualitative data.ResultsProgram attendance averaged 12.12 (SD ± 1.57) of a possible 13 sessions. Statistically significant and clinically meaningful improvements were demonstrated across all subscales of the eating disorder and psychological wellbeing symptom measures. EDE-Q Global score and DASS scores decreased significantly by program end. Fewer eating disorder-related hospital admissions were reported during PMP than the 6-months prior. Qualitative findings were positive and themed around the unique benefits of lived experience connection, a new kind of space for recovery, hope and motivation for change. Challenges with the time limited nature of the mentee-mentor relationship were expressed.ConclusionsThe important benefits of a PMP for individuals with eating disorders are further supported. There is a pressing need for high quality, co-produced research, utilising a mixture of designs and fidelity to core peer work principles, to inform further implementation of peer work into eating disorder policy and practice.

A Novel Approach to Mentorship in Pediatric Cardiology: A Group for Women.

Gender disparities for female physicians in academic medicine are longstanding. Female pediatric cardiologists experience inequities in scholarship opportunities, promotion, leadership positions, and compensation. Mentorship groups have been successfully implemented in other subspecialities with promising results. We created a peer mentorship group for female pediatric cardiologists in the Northeast and completed a needs assessment survey of eligible participants. Our goal was to better understand the current challenges and identify resources to overcome these barriers. Our objectives were to (1) describe the creation of a novel mentorship program for female pediatric cardiologists and trainees in the Northeast United States, and (2) report the results of a formal needs assessment survey of all eligible participants. All female pediatric cardiology fellows and practicing pediatric and adult congenital heart disease specialists from 15 academic centers in New England were invited to join a free group with virtual meetings. A formal needs assessment survey was provided electronically to all eligible members. The vast majority of respondents agreed that the Women in Pediatric Cardiology (WIPC) group is a valuable networking and mentorship experience (90%) and would recommend this group to a colleague (95%). Members have witnessed or experienced inequities in a broad range of settings. Common challenges experienced by respondents include dependent care demands, lack of mentorship, inadequate research support, and inequitable clinical responsibilities. Resources suggested to overcome these barriers include mentorship, sponsorship, transparency in compensation, and physician coaching. Mentorship groups have the potential to address many challenges faced by women in medicine. The WIPC Northeast program provides a forum for community, collaboration, education, and scholarship.

Peer mentorship amongst junior doctors: is this the solution to improving wellbeing?

Peer mentorship amongst junior doctors: is this the solution to improving wellbeing?

Cultural humility in international relationship research: Perspectives from an International Section Peer Mentor

Cultural humility in international relationship research: Perspectives from an International Section Peer Mentor

Innovative approaches to mentoring: preservice teachers’ perceptions of peer mentoring based on a decision simulator

PurposeThe study explored how PSTs perceived a learning design, using a decision simulator, a self-reflection guide and a peer mentoring guide as tools to mediate reflections on approaches to the teacher’s role. The individual characteristics of PSTs were also considered, including role clarity, self-efficacy and affective commitment, as predictors of the learning design’s perceived relevance.Design/methodology/approachInformed by earlier research exploring the teacher’s role, a scenario-based simulation was supported by a tool for self-reflection on the results and a peer mentoring tool for the further development of an individual’s teaching role. Using structural equation modelling, the study assessed the statistical strength of the relationships between relevant factors to explore how a decision simulator and associated research-based tools were perceived by preservice teachers (PSTs).FindingsThe results indicate that regardless of PSTs’ individual characteristics, the decision simulator and associated peer mentoring tools have the potential to enhance learning and reflection. Therefore, the proposed approach can facilitate peer mentoring and enhance PSTs’ learning potential.Originality/valueThe paper explores the use of innovative approaches to mentoring by introducing peer mentoring grounded in experiences using a decision simulator.

Mentoring as a complex adaptive system – a systematic scoping review of prevailing mentoring theories in medical education

BackgroundEffective mentorship is an important component of medical education with benefits to all stakeholders. In recent years, conceptualization of mentorship has gone beyond the traditional dyadic experienced mentor-novice mentee relationship to include group and peer mentoring. Existing theories of mentorship do not recognize mentoring’s personalized, evolving, goal-driven, and context-specific nature. Evidencing the limitations of traditional cause-and-effect concepts, the purpose of this review was to systematically search the literature to determine if mentoring can be viewed as a complex adaptive system (CAS).MethodsA systematic scoping review using Krishna’s Systematic Evidence-Based Approach was employed to study medical student and resident accounts of mentoring and CAS in general internal medicine and related subspecialties in articles published between 1 January 2000 and 31 December 2023 in PubMed, Embase, PsycINFO, ERIC, Google Scholar, and Scopus databases. The included articles underwent thematic and content analysis, with the themes identified and combined to create domains, which framed the discussion.ResultsOf 5,704 abstracts reviewed, 134 full-text articles were evaluated, and 216 articles were included. The domains described how mentoring relationships and mentoring approaches embody characteristics of CAS and that mentorship often behaves as a community of practice (CoP). Mentoring’s CAS-like features are displayed through CoPs, with distinct boundaries, a spiral mentoring trajectory, and longitudinal mentoring support and assessment processes.ConclusionRecognizing mentorship as a CAS demands the rethinking of the design, support, assessment, and oversight of mentorship and the role of mentors. Further study is required to better assess the mentoring process and to provide optimal training and support to mentors.

Some Solutions to Improve Programming Skills for Information Technology Students at Tan Trao University

In the rapidly evolving field of Information Technology, proficient programming skills are paramount for students aspiring to excel in their careers. This study investigates the current state of programming competencies among IT students at Tan Trao University, identifies the challenges they face, and proposes targeted solutions to enhance their programming capabilities. Utilizing a mixed-methods approach, we gathered data through surveys, interviews, and performance assessments, revealing significant gaps in foundational knowledge, practical application, and problem-solving skills. Based on these findings, we recommend a multifaceted strategy that includes curriculum enhancement, hands-on coding workshops, peer mentoring programs, and the integration of industry-relevant projects. These solutions aim to create a robust learning environment that not only improves technical skills but also fosters critical thinking and collaboration. The implementation of these strategies is expected to significantly elevate the programming proficiency of IT students at Tan Trao University, preparing them to meet the demands of the tech industry and contribute innovatively to their future workplaces. This research underscores the urgent need for educational institutions to adapt and evolve their teaching methodologies to cultivate the next generation of skilled programmers.

Mentoring: Shaping the professional identity of the academic internal medicine hospitalist.

Burnout and lagging academic productivity are pressing challenges in hospital medicine, leading to stagnation and attrition. Mentoring shapes professional identity formation and enhances faculty vitality and retention, but has not been optimized among academic hospitalists. We sought to explore how mentoring impacts academic hospitalist professional identity and to elucidate barriers to mentoring in the field. We conducted focus groups at three academic medical centers. Informed by social-constructivist theory of identity development, we coded deidentified data and performed thematic analysis. Thirty-one academic hospitalists participated with 1 to >20 years experience. Mentoring shaped professional identity formation in six core domains: choosing academic hospital medicine, identifying and focusing on an area of interest, progressing career, navigating work-life integration, staying in academic medicine, and becoming a mentor. Distinct models included dyadic mentoring, peer mentoring, organic mentoring, and mentoring teams, each with benefits and limitations. We identified nine key mentoring actions that influenced hospitalist professional identity formation and career development. Mentoring barriers included lack of time, awareness, and access to experienced mentors, as well as poor quality mentoring and mentor-mentee malalignment. Aspects of hospitalists' professional identity also posed barriers, including ambivalence around academic identity. Mentoring fosters academic thriving and retention in academic hospitalists. Access to effective mentoring remains lacking due to few senior mentors in the relatively new field of hospital medicine and reticence in academic identity, among other factors. Mentoring training, impact on underrepresented minority hospitalists, and integration into institutional culture should be considered for enhancing the career development of academic hospitalists.

Peer Mentoring by Medical Students for Medical Students: A Scoping Review

Peer Mentoring by Medical Students for Medical Students: A Scoping Review

Community-Derived Recommendations for Improving Gender Affirmation of Black and Latine Transgender/Nonbinary Youth.

Gender affirmation is a process by which gender-diverse individuals are supported in their gender identity. Parents are critical in how gender-diverse youth, including Black and Latine transgender/nonbinary youth (BLTY), access various forms of gender affirmation-for example, social and medical transition. Culturally relevant supports are needed to bolster how BLTY and their parents navigate gender affirmation. This study aimed to explore recommendations for aiding BLTY and parents in navigating the youth's gender journey. Semi-structured interviews were conducted with parents of BLTY, BLTY, and BLT young adults (BLTYAs) recruited from clinics, community organizations, and social media. Interviews focused on gender affirmation and recommendations to promote BLTY's gender affirmation. Primary and secondary analysts coded transcripts using a priori and emergent codes. For this analysis, excerpts pertaining to recommended supports were analyzed to identify themes. Ten parents of BLTY, 10 BLTY (14-18 years), and 23 BLTYAs (18-30 years) participated. Participants provided recommendations at different socio-ecological levels. On the societal level, participants recommended improvements in media representation of racial and ethnic minority gender-diverse individuals. For organizations, participants recommended more clinicians who shared minoritized identities, clinicians knowledgeable in gender-affirming care, affordability of gender-affirming services, and school-based education regarding gender diversity. On interpersonal/individual levels, they suggested culturally informed peer support among BLTY and parents, including support groups, peer mentors, and camps with individuals who share their minoritized identities. Participants provided salient insights to supporting gender affirmation of BLTY, which can inform intervention development for BLTY and their families.

A Strengths Awareness Pilot for an Australian University Mentoring Program

Strengths-based initiatives for university students to identify and develop their strengths are increasing in popularity in the tertiary sector. An understanding of strengths provides students with greater resilience in their transition in and out of university. While such strengths-based initiatives have been studied among first-year student populations at large universities in the United States, scant research has been conducted on strengths development in the Australian tertiary sector. This mixed methods study evaluates the efficacy of the use of the CliftonStrengths Assessment and targeted strengths workshops on a group of mentors and mentees within a peer mentoring program at a university in Australia. Quantitative analysis indicated increases in strengths awareness. Qualitative analysis also revealed participants could positively view their strengths, identify a plan for future strengths use, and view others and themselves in a new light. This study served as a base for further research into strengths development at Australian universities.

관리통제시스템으로서 조직사회화 체계의 효과에 대한 연구

[Purpose] The purpose of this study is to define the organizational socialization system as part of MCS and analyze how three organizational socialization mechanisms － belief system, supervisor mentoring, and peer mentoring － stimulate intrinsic motivation among organizational members related to task performance and influence organizational members’ organizational commitment and job performance through what mechanisms. [Methodology] To collect data for empirical analysis, a survey was conducted targeting the financial industry, and PLS－SEM was used for hypothesis testing. [Findings] It was found that both belief systems and supervisor mentoring have a significant positive effect on organizational members’ organizational commitment, while peer mentoring has a significant positive effect on organizational members’ job performance. Additionally, focusing on the motivational aspect of the organizational socialization system, the role of intrinsic motivation was verified. Intrinsic motivation was found to have a significant positive mediating effect between belief systems and peer mentoring and job performance. [Implications] Firstly, as an MCS that can affect the motivation of organizational members, the effectiveness of the organizational socialization system was verified. Secondly, three different organizational socialization systems were proposed, and the importance of each system was explained. Thirdly, given the changing environment, the study aimed to explain what control systems could improve organizational effectiveness, considering the changing nature of organizational characteristics.

Action Research on Collegiate Student-athlete and Student Peer Mentoring Program

PURPOSE The purpose of this study is to explore the effects of the student-athlete and student peer mentoring program as a collegiate class.METHODS The peer mentoring program, conducted at A University in the first semester of the 2023 school year, was evaluated using practical action research (Zuber-Skeritt, 1996).RESULTS In the introduction stage, ‘relative and absolute evaluation’, ‘member ratio’, and ‘definition of professor role’ were categorized as challenge issues. In the progress stage, ‘de-formalized lecture method’, ‘student athlete’s coaching experience’, and ‘student’s experience of football culture’ were discovered as possibilities, while ‘vacancy and absence of mentor-mentee’, ‘limited group activities and limitations of team sports’, and ‘lack of objective evaluation’ required improvement. At the end stage, student-athletes experienced changes in values such as self-identity, football, and human relationships, as well as quantitative and qualitative changes in sports participation.CONCLUSIONS This study confirmed the potential of the peer mentoring program as a collegiate class as well as its practical significance for guaranteeing student-athletes' learning rights and for forming sports culture on collegiate campuses.

Implementing constructivist teaching to foster inclusive educational practices in accounting programmes

ABSTRACT The global underperformance of underrepresented students in accounting programmes is a significant concern. Existing literature identifies socialisation, identity, and literacy deficiencies as factors contributing to this disparity. In South Africa, challenges are compounded by numeracy and literacy skills gaps. Prior interventions have focused on addressing student inadequacies. However, this paper presents a novel contribution by elucidating how accounting educators can facilitate positive outcomes for underrepresented students through constructivist pedagogical principles. Twenty-one Black African chartered accountants reflected on their university experiences during their accounting studies. Insights from interviews underwent thematic analysis aligned with constructivist principles, revealing a prevailing sense of exclusion. Recommendations for promoting inclusive teaching practices include educators redefining their role as facilitators of learning, embracing diversity, fostering reflective practice, introducing tailored study techniques, and promoting peer learning and mentorship. These strategies aim to create a supportive environment nurturing student curiosity and collaboration, aiding their learning journey.

Harnessing peer mentorship as a tool to turn human resource for health brain drain into brain gain: a case study of a Nigerian peer-mentored research group

BackgroundPeer mentorship can be a potential tool to reduce the disparities in health research capacity between high- and low- and middle-income countries. This case study describes the potential of peer mentorship to tackle two critical issues: bridging health research capacity of doctors from low- and middle-income countries (LMICs) and the transformation of human resource for health brain drain into "brain gain".Case presentationIn 2021, a virtual peer mentorship group was established by 16 alumni of the University of Benin College of Medical Sciences' 2008 graduating class, residing across three continents. This program aimed to facilitate research collaboration and skill development among colleagues with diverse research experience levels, fostering a supportive environment for career development in research. The group relied heavily on digital technology to carry out its activities due to the different geographical locations of the group members. Led by experienced peer leaders, the group fostered a collaborative learning environment where members leveraged each other's expertise. Within 18 months, we published two research papers in high-impact peer-reviewed global health journals, launched a mixed-methods research study, and conducted training sessions on research design and implementation. Findings from our work were presented at conferences and workshops. However, logistical hurdles, competing priorities, structural constraints, and uneven participation presented challenges.ConclusionThe peer mentorship collaboration has achieved some successes so far, and this model can be emulated by other cohorts of medical professionals across LMICs. Despite the group's success at a micro- or individual level, there remain significant structural barriers to research capacity building in LMICs that can only be addressed at the meso- and macro-levels by institutions and government, respectively. A systems-level approach is required to develop and support research capacity building and foster global research collaboration and effectively turn brain drain into brain gain.