Perceptions Of Mentoring Research Articles

How do mentors perceive and perform their role in a reflection-based mentoring programme for medical students?

To explore how mentors perceive and perform their role in a longitudinal mentorship programme with the objective of guiding medical students in becoming reflective learners. A qualitative exploratory study was conducted using semi-structured interviews with 16 mentors from the Ghent University medical education mentoring programme. Participants were selected by purposeful sampling on gender, years of experience and area of specialisation. Interview transcripts were analysed using inductive thematic analysis. Afterwards, all transcripts were re-analysed combining the resulting themes to identify different mentoring profiles. Our analysis yielded three themes. First, the basic conditions for mentorship showed wide differences in competencies that mentors considered necessary. Second, goals and purposes of mentoring identified roles ranging from ombudsperson, confidential advisor, role model to guide towards professional and personal growth. Third, attitudes to the mentoring programme revealed a wide variation from fully embracing to rejecting the reflective method. Further analysis led to three mentor profiles: reflective, sharing and advising. Even reflective mentors struggled in varying degrees with applying the guidelines, mostly depending on prior experience with reflection. Advising mentors found the intervision techniques too constrictive and expressed doubts about the usefulness of the programme. In this reflection-based mentoring programme, different mentor perceptions strongly determined how reflection is being taught to medical students. This may affect the students' professional identity formation. Training should enable mentors to reflect on their beliefs and mentoring style. Further research is needed on the effects of reflection in mentoring and on mentor selection.

Medical students’ perceptions of mentorship in cardiothoracic surgery: A Thoracic Surgery Medical Student Association Nationwide Survey

ObjectiveThe study objective was to explore medical students' perceptions of mentorship in cardiothoracic surgery in the United States. MethodsA voluntary, anonymous electronic survey was distributed to medical students through the Thoracic Surgery Medical Student Association. The survey included 28 questions across 4 domains: demographic information, current mentorship status, goals and qualities sought in mentorship, and self-reported barriers to mentorship. ResultsThere were 60 respondents to the survey. A total of 60% identified themselves as male and 35% as White. A total of 75% of students reported having reached out to potential mentors without receiving a response. Lack of access to a cardiothoracic surgery program/mentorship program (37%) or cardiothoracic surgery interest group at one's institution (42%) was the most frequent barrier to mentorship. Overall, 32% reported not having any mentors in cardiothoracic surgery. Students without mentors were more likely to report the lack of cardiothoracic surgery interest groups (53% vs 29%, P = .04). Female students were more likely to prefer a female mentor (48% vs 3%; P < .001). Female and non-White students reported the lack of a relatable mentor more frequently than counterparts. Empathy and commitment/attentiveness emerged as highly valued, with 54% (n = 32) rating them as “most important.” ConclusionsThere is a critical need to optimize the outreach of current mentorship programs for medical students, especially for those without access to cardiothoracic surgery departments. National organizations such as the Thoracic Surgery Medical Student Association can advocate for increased mentorship accessibility and the development of structured mentorship programs. Additionally, efforts should be made to attract more surgeons to serve as mentors and emphasize proactive engagement from students.

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.

Assessment of School Heads’ Management Practices on Teachers’ Professional Development

Teachers’ professional development is crucial for fostering a high-quality educational environment. It equips teachers with the latest pedagogical skills, enhances their knowledge base, and ensures they remain effective in delivering curriculum content. School heads’ management practices for teachers’ professional development are vital for significantly enhancing educational quality and outcomes. Mentoring, facilitating training attendance, and making strategic teacher assignments are all effective management practices that can foster a supportive and growth-oriented environment. This study aimed to assess the school heads’ management practices on the professional development of elementary teachers. The study utilized a descriptive survey method, collecting data from 21 school heads and 186 teachers through a validated researcher-made questionnaire and unstructured interviews. Statistical analysis, including a weighted mean and an independent t-test, was employed to interpret the data. The study revealed that school heads view their management practices in mentoring, training attendance, and teacher assignments as highly effective, whereas they perceive monitoring as moderately effective. However, teachers generally rated these practices as moderately effective, highlighting a discrepancy between the two groups’ perceptions. Significant differences were noted in their perceptions of mentoring, training attendance, and assignments; however, both groups are aligned in their perceptions of the effectiveness of monitoring practices as moderately effective.

The Relationship between Serving as a Mentor and Depressive Symptoms among Sexual Minority Men in the MACS Healthy Aging Study.

Sexual minority men (SMM) in the US are twice as likely to experience mental health challenges, including depressive symptoms, compared with their heterosexual counterparts. Having a like-mentor, or a sexual minority mentor, is associated with improved mental well-being among SMM mentees. However, few studies have explored the potential benefits to mentors. Using confirmatory factor analysis, we calculated a perceptions of mentoring score that encompasses experiences and beliefs regarding mentoring of SMM from the Healthy Aging Substudy of the Multicenter AIDS Cohort Study. We used a generalized estimating equations model to assess associations between perceptions of mentoring and clinically significant depressive symptoms adjusted for key covariates; models were also stratified by HIV serostatus. Among 1,246 men aged 40+ years, the strongest agreement was with the statement "I have encouraged people to be proud of their sexual orientation," for which 770 individuals (72%) indicated "Agree" or "Strongly Agree." Each unit increase in the mean perceptions of mentoring score was associated with 8% decreased odds of having clinically significant depressive symptoms (adjusted odds ratio: 0.92; 95% CI: 0.85-0.99). We show that SMM reported like-mentoring experiences and had positive mentoring beliefs, and that these were associated with a decreased odds of having depressive symptoms. Encouraging SMM to serve as like-mentors could be a way to counter depressive symptoms among this key population. There is a need for increased research regarding how mentoring programs can best be designed to benefit sexual minority mentees and mentors.

STUDENTS’ PERCEPTION OF PEER MENTORING AND MATHEMATICS ANXIETY AMONG SENIOR SECONDARY SCHOOL STUDENTS IN NIGERIA

This study examined students’ perceptions of peer mentoring and mathematics anxiety among senior secondary school students in Nigeria. The study explores students' attitudes toward participating in peer mentoring programmes. Descriptive statistical techniques were used to answer the research questions. The findings of this study revealed that a significant proportion of students strongly agreed that the mentoring programme was transformative and provided unique learning opportunities for academic performance. It was further revealed that the mentoring programme had a remarkable effect on reducing mathematics anxiety. Therefore, it was recommended that the Nigerian government should encourage the expansion and continuity of peer mentoring programmes in schools. It also suggested that there should be training and ongoing professional development for mentors.

The Effectiveness of a Tailored Faculty Development Program for Undergraduate Mentoring and Its Impact on Mentor's Perceptions: A Mixed Methods Study.

"Anubandh" the existing mentorship program at our institute used to start with enthusiasm but lacked sustainability throughout the year. This study aimed to assess the need for designing and conducting a faculty development program (FDP) and evaluating its impact on effective mentoring. FDP was designed by assessing the perception of 50 teachers regarding undergraduate (UG) mentoring at a tertiary care teaching institutein central India, the NKP Salve Institute of Medical Sciences and Research Center and Lata Mangeshkar Hospital, Nagpur, India.It was developed and conducted by focusing on the global overview, mentoring policies of the instituteand rationale while implementing mentorship. The effectiveness of FDP was tested by a change in pretest-posttest scores for assessing their knowledge and reflections on undergraduate mentoring. In the pre-FDP perceptions by mentors, the majority agreed that mentorship should be an integral part of the UG curriculum. Teachers felt that mentorship is an additional workload that needs to be given weightage in self-appraisal forms. A total of 81.2% of mentors emphasized on need for academic, social, and personal mentoring. After the FDP, there was a statistically significant improvement in the knowledge and attitude of mentors in all the assessed domains (χ2=2.648; df=6; p<0.05) like the need for UG mentoring in medical college and the role of faculties as a mentor. FDP sessions were appreciated by mentors for being motivating, interactive, and highly engaging with speakers having good oratory skills and using inspiring techniques with an overall rating of 9.2/10. There was an overall positive attitude about mentoring but many expressed the need for training in mentorship. The FDPwas highly effective in improving the knowledge and attitude of mentors for effective mentoring.

E-portfolio in Faculty of Medicine, Suez Canal University: Perceptions of Students and Mentors

E-portfolio in Faculty of Medicine, Suez Canal University: Perceptions of Students and Mentors

Tumu College of Education trainee teachers’ perceptions of mentors’ pedagogical knowledge

The study accessed the perceptions of final year students in the Tumu College of Education towards the Pedagogic Knowledge (PK) of their mentors. It also investigated whether statistically significant differences existed in terms of mentees’ gender and programmes of study regarding the pedagogic knowledge of their mentors. The study used a census method to collect data from respondents for the study by distributing a closed-ended five-point Likert scale on Perceptions of Knowledge and Skills in Teaching (PKST) Questionnaires to all 215 students pursuing Early Grade and Primary Programmes, with an 84.2% (181) return rate. However, 175 respondents’ data were used, as six of the questionnaires contained incomplete data. Findings of the study revealed that participants perceived their mentors as having a high measure of PK, with an overall mean value for the student teachers ‘perceptions of their mentors PK of 3.62 (SD =.77). The study also revealed that there was no statistically significant difference in the perceptions of student teachers towards the PK of their mentors in terms of gender or programme of study. However, the study revealed that participants perceived their mentors to be less competent in effectively incorporating information and communication technology (ICT) in the classroom. It is recommended that the Ministry of Education and Ghana Education Service organise capacity building workshops for teachers to improve their competencies in integrating ICT in their classrooms.

The ongoing evolution of mentorship: Advancing the formal mentorship program at AKU-SONAM.

To investigate the perceptions of mentors, mentees, administrators (including chairs, co-chairs, and coordinators of the mentoring program), and leadership regarding the Faculty Mentorship Program at AKU School of Nursing and Midwifery (AKU-SONAM). Additionally, the study aimed to explore the strengths and challenges faced by the program. A qualitative exploratory study on mentorship was carried out in AKU-SONAM from February till December 2021. In this study we conducted purposive criterion sampling. The study participants included mentors, mentees, administrators, and the dean of AKU-SONAM. An interview guide was developed, validated, and reviewed by experts. After piloting, two focused group discussions and three in-depth interviews were conducted. Thematic analysis of the data revealed the following themes: "Nurturing growth and development in mentoring relationships," "Establishing a strong foundation for effective mentoring," and "Opportunities for growth and development through overcoming challenges." The participants expressed confidence in the existing support system, leadership, and mentorship program at the institution. They highlighted the significance of regular monitoring to recognize areas of improvement uphold high standards and ensure excellence.

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

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

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

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

Mentoring online MPA students: Assessing mentorship qualities and aligning program goals

ABSTRACTMentoring is important for students in a Master of Public Administration (MPA) program. This can be even more complicated when the academic program is fully online. Effective mentoring is about building relationships and guiding academically, professionally and emotionally. This can be challenging in the online environment due to a lack of social cues and technology barriers, but is possible through e-mentoring. This contribution is focused on both the quality of mentorship for MPA students and the complexities of providing mentoring in a fully online environment. Additionally, this involves the centering of mentoring in program delivery and how this is integrated into program goals including the Network of Schools of Public Policy, Affairs, and Administration (NASPAA) competencies. A survey was sent to current and former MPA students in a fully online MPA program to assess student perceptions of the ideal mentor and their achievement of the NASPAA competencies. It was found that there is considerable overlap between some mentorship qualities and perceptions of NASPAA competencies.

Students' Perception of Servant Leadership by Physical Therapy Faculty Mentors Is Associated With Interprofessional Socialization.

Promoting interprofessional collaborative practice (IPCP) is necessary. Consequently, investigating strategies associated with increased interprofessional socialization, the beliefs, behaviors, and attitudes underlying socialization toward IPCP is suggested. The purpose of this study was to examine the relationship, in the presence of control variables, between students' perception of servant leadership by physical therapy faculty mentors and interprofessional socialization. Although faculty mentors are associated with influencing students' socialization process and servant leadership is suggested to support collaborative care, investigations exploring these concepts within physical therapy education are limited. Three cohorts of students (60 each) at an entry-level physical therapist education program in the Midwest of the United States. One hundred seventy individuals completed an anonymous paper-based composite survey, with 117 identifying the presence of an informal physical therapy faculty mentor. This cross-sectional survey study, inclusive of student demographic control variables, examined the relationship between interprofessional socialization and perceptions of physical therapy faculty mentors, as measured by the Interprofessional Socialization and Valuing Scale (ISVS-21) and the Servant Leadership Measure (SL-7), respectively. Multiple linear regression was used to obtain the semi-partial correlation (sr) between the SL-7 and the ISVS-21, with significance accepted at P < .05. Upon necessary assumptions being met, 114 participants were included with an analysis of variance identifying the model to be significant (F(8,105) = 2.59, P = .01). Multiple linear regression analysis found that the SL-7, in the presence of control variables, was associated with a significant proportion of ISVS-21 scores (R2 = 0.17, F(8,105) = 2.59, P = .01). Notably, only the SL-7 demonstrated a significant contribution to ISVS-21 estimates (β = 0.358, P < .001), with a significant and positive sr of 0.34 (P < .001). Perceptions of servant leadership by faculty mentors were positively correlated with interprofessional socialization. Findings bolster the theoretical link between servant leadership and interprofessional socialization, servant leadership in the development of faculty and mentorship programs, and the relevance of informal social interactions.

Supply chain solutions for essential medicine availability during COVID-19 pandemic

PurposeThis study aims to document students’ supply chain solutions developed through the internship hackathon program. The study profiled innovative solutions developed by university students in Kenya to solve health supply chain logistics challenges during and beyond COVID-19. This is done by exploring students’ experience in developing sustainable logistics and supply chain management capacity-building programs in a low-middle-income country (LMIC).Design/methodology/approachThis study used a qualitative approach to explore the experiences and perceptions of students and mentors who participated in a hackathon program. The study followed a cross-sectional descriptive survey design, collecting data from the participants through online questionnaires. The data were analyzed and presented using thematic analysis and narrative techniques.FindingsFindings provide preliminary evidence for narrowing the gap between theory and practice through a hackathon internship blended with a mentorship program. Assessment of this program provides evidence for developing solutions toward ensuring the availability of essential medicine in LMICs during a pandemic such as COVID-19 by students. The profiled solutions demonstrate a broader perspective of innovative solutions of university students, mentors and potential opportunities for a triple helix approach to innovation for health supply chain system strengthening.Research limitations/implicationsThis original study provides evidence for advancing contribution to developing innovative solutions through partnerships between investors, universities and industry practitioners interested in mentoring students in the health-care supply chain during COVID-19 in LMICs. Specifically, contingency factors that affect the implementation of innovative programs during and beyond global pandemics such as COVID-19 by students’ innovators are identified, and implications for policy action are discussed based on the praxis of sensemaking.Practical implicationsThis study examines a novel approach that combines internship, mentorship and hackathon projects for logistics and supply chain students in LMICs. The approach aims to bridge the gap between theory and practice and to create innovative solutions for essential medicines during and after COVID-19. The study urges more resources for supporting such programs, as they benefit both academia and industry. The study also argues that hackathon internship programs can help the logistics and supply chain industry adapt to the post-pandemic era. The study offers insights for investors, universities and practitioners in the health-care industry.Originality/valueThis study shows how to develop innovative solutions for the health-care supply chain during COVID-19 in an LMIC through partnerships between investors, universities and industry practitioners who mentor students. The study identifies the contingency factors that influence the success of such programs during and beyond global pandemics such as COVID-19 and discusses the policy implications based on the sensemaking praxis of the student innovators.

Seeds of trust ripe as luscious fruits: Faculty mentorship forum at Aga Khan University Medical College.

Faculty members require mentoring in all stages of their professional development. Aga Khan University (AKU) has initiated mentorship programs for students and faculty at AKU Medical College (AKU- MC) and AKU School of Nursing and Midwifery (AKU-SONAM). This study aimed to explore perceptions of mentors, mentees, administrators (chairs, co-chairs, founder members and coordinators of the mentoring program) and leadership and further investigate the strengths and challenges faced by 'Faculty Mentorship Program' at AKU- MC. We conducted a qualitative exploratory study from February till December 2021 after approval from AKU using purposive criterion sampling. Mentors, mentees, administrators and dean of AKU- MC were included in the study. The interview guide was developed, validated and reviewed by experts. After piloting, four focused group discussions and 8 in-depth interviews were conducted in AKU- MC. The findings described the transition from informal to formal mentorship, identified challenges faced by mentors and mentees and suggested the role of leadership / administrators. The themes identified were "Continuous improvement of mentoring practices", "Building strong foundations for mentoring relationships", and "Growth and development through challenging experiences". The faculty mentorship program at AKU-MC was in line with the goals and vision of the institution. All participants identified the need of additional resources, administrative support, rewards, incentives and recognition of mentors for sustainability of the program.

Reimagining trainee teacher practicum experiences in Turkish K-12 schools

The practicum is essential in forming a future cadre of K-12 teachers. This study explores experiences of two separate cohorts of students seeking qualified teacher status on teacher education programmes in three Turkish universities. The theoretical framework, using Langdon et al.’s (2012) 12 principles, connects delivery level concerns to systemic issues. Mixed methods gather trainee perceptions of practicum learning, mentoring and school support. School experiences were the least fulfilling; qualitative data evidence a variable picture in the provision of fit-for-purpose mentoring and school support. Findings argue for incentivising practicum delivery by linking macro-level providers - policy hubs, universities and schools - to school-based practicum needs.

Experience of a Formal Mentorship Program at Saudi Board Family Medicine Residency Program in Qassim, Saudi Arabia

Background: Health care institutes started mentorship programs for the professional and social development of trainees and junior health care staff. The objective of the present study was to find the perceptions of mentees and mentors about the process of the mentorship program at Qassim Family Medicine academy.&#x0D; Methodology: A cross-sectional study was carried out among the mentees (60) and mentors (31) affiliated with Family Medicine Academy, Qassim in September 2022. Data was collected using a semi structured questionnaire. Data was analyzed with SPSS.&#x0D; Results: A total of 60 mentees and 31 mentors participated. The majority of mentees opined that the mean number of mentor meetings was 2.76 per year. Mentees perceptions about clear objectives in their meeting was 71.7%, the same percentage (70%) mentioned as opportunity to discuss strengths and weaknesses in the mentor meeting. Sevety-seven percent of the mentors opined that mentee achieved their set targets large extent to fully. The mentees mean overall satisfaction and standard deviation about the mentorship program was 7.5 ± 2.72, mentors overall satisfaction was reported 7.8 ± 1.7 out of 10.&#x0D; Conclusions: Based on the findings, mentors and mentees were overall satisfied with the mentorship program. But, Mentees’ perceptions about social or psychological problems and professional development agreed was nearly fifty percent only. On the other hand, mentors had concerns related to the keenness of mentees for the mentorship meeting. There is a need to focus on these domains in the forthcoming mentorship programs.

Equal opportunities but unequal mentoring? The perceptions of mentoring by Black and minority ethnic academics in the UK university sector

AbstractOfficial statistics on the labour market position of Black and minority ethnic (BME) groups in academic institutions reveal that there are disparities in both their representation and in their promotion to higher levels. However, while the importance of mentoring has been acknowledged, few studies have explored the role of this importance organizational intervention in understanding the adverse employment outcomes of BME academics. This article documents, explores, and analyses the perceptions, reflections, and interpretations that BME academics attribute to their understanding of the role of mentoring in their career journeys, interactions, and experiences. The findings suggest that BME academics experienced widespread dissatisfaction of mentoring which many attributed to the unfavourable context in which university interventions such as mentoring is implemented as well as the inauthenticity of white mentors in their interactions with BME academics. The article concludes with a discussion of the implications of the findings for researchers and practitioners.

Levelling the playing field: A Review of Mentoring in the CaBan Initial Teacher Education programme

The aim of this paper is to examine the impact of the new CaBan Initial Teacher Education (ITE) programme that has emerged in response to broader educational reform in Wales. More specifically, it aims to analyse the perceptions of mentors and Associate Teachers (ATs) to develop a more adequate understanding of the mentoring approach that has been adopted by CaBan. Questionnaires and group interviews were used to generate data from 15 mentors and 48 ATs – who took part in the study during the final phase of their one-year postgraduate programme. A process of thematic analysis was used to identify and analyse patterns in the data. The dialogic mentoring approach adopted by CaBan reframed the relationship between the mentor and AT. It encouraged a more democratic partnership that empowered the ATs to challenge some aspects of practice and engage in more creative acts. Regular feedback and discussions that were focused on shared learning helped reduce ATs’ evaluation apprehension, but also created some tension as mentors’ pedagogical beliefs were more likely to be challenged. These findings have implications for the CaBan programme and other providers of ITE, as adopting a dialogic approach led to desirable changes in mentoring strategies. These changes were perceived to be valuable, but they relied on the mentors devoting more time to the dialogic process and being fully invested in open conversations about learning.