Perceptions Of Mentoring Research Articles

Perceptions of training, self-efficacy, and mentoring among veterinary clinical specialty trainees

To determine the perceptions of training, self-efficacy, and mentoring among veterinary clinical specialty trainees on the basis of their career interest. 207 veterinarians who were either in a residency training program or had recently (within 2 years) completed one in a specialty recognized by the American Board of Veterinary Specialties. An online survey was used to collect data about the respondents' perceived preparedness for an academic career, training emphasis, and mentoring received during training and demographic information. Results were compiled and compared by professional career interest (ie, academic medicine or private practice) and gender. Included respondents represented 20% (207/1,053) of those invited. Preferred career choice was academic medicine for 48% (93/194) of respondents and private clinical practice for 52% (101/194) and did not differ by gender. Respondents perceived their likelihood of success in an academic career as high, and these perceptions did not differ by gender or preferred career choice. Mean self-efficacy scores for teaching were high among all respondents for most but not all listed teaching skills and did not differ by gender or preferred career interest. Mean self-efficacy scores were low for formulating research hypotheses and designing studies. Perceptions of training emphasis indicated strong mentoring in the areas of clinical practice and teaching with less mentoring and training emphasis in multiple areas of research and academic activity. Lower self-efficacy of veterinary clinical specialty trainees in aspects of academic career appeared to be related to training emphasis and mentoring. Enhancement of emphasis on the identified areas of weakness may improve the interest and success of trainees in an academic career.

The Nexus between Teaching Practice and PGCE Student-Teachers: The Perceptions of Subject Mentors on Pre-Teachers' Readiness for Teaching Career

Teaching practice is critical to teacher education as it provides the pre-service teachers with practical experience of professional responsibilities and classroom practices, which are basic foundations for their choice of teaching as a profession or career. It is mandatory for pre-service teachers to experience teaching practice as a requirement in teacher education to acquire practical teaching competence in schools. Students in teaching practice are required to be mentored by their subject teachers in the schools. Thus this study investigates subject mentors' perceptions of Post Graduate Certificate in Education (PGCE) students' teaching practice lived experiences to determine their readiness for professional classroom practices. Competence and readiness to teach are inseparable because the latter demonstrates the skills which pre-service teachers display when delivering certain aspects of their teaching. Hence teaching is incomplete without teaching practice. Five subject mentors who were mentoring PGCE student teachers were purposively selected and engaged in semi-structured interviews for the data collection for this study. Content analysis was used to identify themes and analyse the data. The findings revealed, among others, that PGCE student teachers do not have adequate pedagogical content knowledge. Based on the findings, the study, therefore, recommends that the training for PGCE students has to be increased from one year to two years to acquire the appropriate knowledge and skills.

Medical Student Mentorship in Surgery: Lessons Learnt and Future Directions

Mentorship is one of the cornerstones of surgical education, providing students with the tools to navigate the challenges of the transition from a trainee to a surgeon. Our study aims to describe the characteristics of successful mentorship of medical students who successfully matched into surgical fields, and to provide medical students practical information on how to successfully find and maintain successful mentoring relationships. In this multi-center cross-sectional observational study, 2 surveys; 1 for mentees, defined as junior surgical residents (medical students who matched into surgical specialties), and 1 for mentors, defined as staff surgeons, were used to collect data between August 1, 2020 to November 1, 2020. The study was retrospective in nature and did not directly assess survey participants while they were in medical school, but rather while they were residents, retrospectively answering regarding their experiences as medical students. The surveys contained 24 questions pertaining to demographics, the dynamics of mentor-mentee relationships, qualities sought in a mentee, and barriers/benefits to mentorship. A total of 111 attending surgeons and 138 surgical residents completed the surveys. Seventy-eight percent of surgeons had mentored at least 1 medical student, while 74.6% of residents had at least 1 mentor during medical school. The top three mentee qualities reported by mentors were willingness to learn, being a hard worker, and curiosity. There was a significant disparity between mentors' and mentees' perceptions of the importance of scientific curiosity as a mentee trait (p < 0.05). Mentors and mentees have different perceived barriers to forming successful mentorships. While the majority of students have experienced fruitful mentoring relationships, the differences in perception of mentors and mentees still represent barriers to be overcome to allow mentorship in surgery to flourish.

Perceptions of Mentors and Mentees towards the Mentoring System at the Universiti Kebangsaan Malaysia Medical Centre

Mentoring is a relationship between mentors and mentees focused on the career success and advancement of mentees. It is crucial to review and evaluate the mentoring system in place in any given institution to identify potential issues. This study aimed to ascertain the perception of mentors and mentees towards mentoring system at Universiti Kebangsaan Malaysia Medical Centre (UKMMC). This cross-sectional study involved 382 UKMMC medical students from Year-2 to Year-5, and 35 UKMMC lecturers. Data were collected by sending validated questionnaires through Google Forms to all 819 students via the Facebook groups of UKM medical students. The questionnaires for mentors were distributed to all 78 lecturers through their respective emails. Both mentors and mentees showed positive perceptions towards the mentoring system with a total score of 110/144 (76%) and 51/64 (80%), respectively. Year-2 and Year-3 mentees showed higher perception compared to Year-4. Mentees supervised under pre-clinical mentors and female mentors had higher perceptions compared to clinical mentors and male mentors. Respondents reported suggestions for improving the content and structure of the mentoring system, the need for additional training of mentors (especially on how to approach the mentees), retaining the same mentors and mentees pairing throughout the mentees’ education, and reviewing the assessment method. The study findings may help further in improving the mentoring system of UKMMC. Mentoring is a challenging task. Medical schools must assign mentoring due importance in regular training for all levels of mentors by welltrained trainers. The implementation of awards and incentives for institutional mentors may motivate them further.

Transformation of Teachers to Mentors: Prerequisite of Time is to Excel Innovative Practices in Academics

Abstract: The perception of Mentoring is definitely not new; indeed, it comes from a character named “Mentor” in Homer’s Odyssey. He was a trusted mentor to Odysseus’ son. The recent studies and Figures have given rise to prosperous mentoring. Mentoring focuses on the individual’s needs, his role is to inculcate and instill skills needed for future roles. Mentors have often had a successful career path, beginning in a similar place as the mentee. They offer assistance through sharing their own experiences, providing valuable feedback and giving the mentee access to their personal network. The technology approaches of teaching and learning are coupled with new techniques viz Case Studies, Student Centered learning, Outcome based learning and problem based learning. Aforesaid approaches are emerged recently and verified to have constructive impact on learning of an individual. Those were the good olden days wherein Professors of the institutes were standing and delivering lecturers via one-way communication, students are listening continuously and preparing their notes, these days are now over and substituted with more innovative and creative ways of facilitating, sharing and disseminating knowledge among the students. The present article summarizes current need of mentors to inculcate skills, nurture talent and build prosperous career of young budding professionals. The highlights of the contents are recent trends of innovative teaching pedagogy to facilitate new breeds and stages of mentoring and its significance in the nation development. Key words: Mentor, Teacher, Skills, Teaching pedagogy, Innovation, Knowledge.

Faculty of Color's Mentorship Experiences in Counselor Education

Attrition rates and professional advancement for faculty of color remain issues in CACREP‐accredited counseling programs. We interviewed 15 faculty of color regarding their perceptions of mentorship and the potential influence on retention and promotion. Findings include best practices for future mentorship models and implications for counselor education programs.

Agripreneurship and Agricultural Labour Market: Agripreneurial Intentions among Undergraduate Students in Ondo State, NigeriaAgripreneurship and Agricultural Labour Market: Agripreneurial Intentions among Undergraduate Students in Ondo State, Nigeria

This study examined agripreneurial intentions among students in the state-owned tertiary institutions in Ondo State. The study profiled students’ perceptions of learning (SPOL), teachers’ impact (SPOT), and mentorship and explored the effects of these on their agripreneurial intentions. Both descriptive and inferential statistics were used to analyze 120 students, who were randomly selected from the two state-owned tertiary institutions. A logistic regression analysis was performed to assess the effects of SPOL, SPOT, mentorship, as well as other socioeconomic characteristics, on students’ likelihood to have agripreneurial intentions. The study revealed that SPOL, SPOT &amp; age significantly increased the likelihood of students having agripreneurial intentions, while perceptions of mentorship and the number of graduates in the family decreased it. Although the SPOL and SPOT were positive and statistically significant, the weak effects of the mean scores suggest that SPOL and SPOT should be improved upon to enhance students’ interest in agripreneurship.

Nurse Managers’ perceptions of mentoring in the multigenerational workplace: a qualitative descriptive study

Objective: To examine how nurse managers in metropolitan healthcare organisations in Western Australia perceive intergenerational mentoring and its place in the contemporary workforce. Background: Mentoring in nursing has benefits for professional career success, new role transition and as a strategy to mitigate negative workplace influences. Study design and methods: A qualitative descriptive study with 20 nurse managers from public and private health services. Face to face semi-structured interviews were held at a neutral location. The interview schedule included 10 questions which were audio-recorded and transcribed verbatim. Thematic analysis was applied to data to generate themes and present the results. Results: Four main themes were identified: conceptualising mentoring, adding value, influences and support mechanisms, and workforce investment. The nurse managers described the positive and negative aspects of their understanding of intergenerational mentoring practice in the contemporary clinical setting. Discussion: The nurse managers highlighted the importance of life experience in mentoring relationships and how mentoring was generationally bi-directional. As part of everyday nursing practice mentoring was evident despite clinical and organisational challenges. Clear benefits identified were the creation of a positive workforce, promotion of quality patient-centred care, and retention of staff. Mentoring has traditionally occurred face to face however, the recent coronavirus pandemic has provided a catalyst for increasing the use of online mentoring across all generations. Conclusion: The nurse managers were willing to be involved in intergenerational mentoring in either a mentor or mentee role or both. This view of practice occurred throughout the professional work life of nurses with benefits for all generations and the continuity of organisational values. Implications for practice: Mentoring is a practice necessary for promoting best practice in patient care and effective relationships in teams of staff. Consideration of accessibility through e-mentoring could increase involvement and take mentoring forward in the digital age. What is already known about the topic? Nursing shortages are predicted There are multiple generations in the nursing workplace which can contribute to issues in communication and workplace harmony The term mentoring is applied to numerous programs and practices in the contemporary workplace What this paper adds: Current Western Australian clinical nursing managers perspective on the value of intergenerational mentoring in their workplace Exploration of intergenerational mentoring as astrategy for retention and succession planning in nursing Mentoring in action supports the promotion of quality patient-centred care and positive workplace relationships

Individual differences in student perceptions and utilization of undergraduate mentoring

ABSTRACT Although academic mentors often play an important role in an undergraduate’s experience, the mentor-mentee relationship at the college level is not a topic that has received significant empirical attention. I administered questionnaires to 105 undergraduates in order to assess their utilization of their mentor and satisfaction with the mentorship program. The relationship between individual aspects of mentoring (e.g. academic planning; interpersonal support) and overall satisfaction with mentorship received were also examined. I also assessed whether there were predictable individual differences in students’ perceptions of mentorship, focused particularly on their affective symptomatology and adult attachment style. Results indicated that students’ symptoms of depression and social anxiety were significantly negatively associated with their willingness to seek their mentor’s counsel and take their advice, and with their overall satisfaction with the mentorship they received. Similar negative associations were found amongst students higher in attachment insecurity.

Mentorship for Doctor of Education Candidates: Exploring Sustainability, Networking, and Expected Outcomes within a Mentoring Program

Candidates who pursue a Doctor of Education (EdD) often have a unique set of challenges as these candidates typically hold professional leadership roles in schools, districts, or organizations while taking courses and completing a dissertation. EdD candidates may benefit from participating in a mentoring relationship to gain social, emotional, academic, and career readiness support. In this paper, we explore perceptions of an EdD mentoring program related to sustainability, networking, and expected outcomes of their current mentoring opportunities. Perceptions of mentors’ and mentees’ self-efficacy, readiness, and progress are also studied in order to better support candidates in completing the doctoral program.

Are you a mentor? A qualitative study: imago-graphic students’ mirror views

Objectives: Mentoring is widely acknowledged for providing support, fostering students’ learning and self-development. This study was conducted at the Faculty of Medicine, Suez Canal University with the following objectives, exploring students’ perception of their mentors, analysing expected roles and essential skills for mentors.&#x0D; Methodology: A qualitative study was conducted. A focus group was planned in the first mentorship session, a sample of 30 year 1 and 2 students divided into 2 focus groups (n=15 students per a focus group). Focus group started with an imaginary students’ drawing of the mentor followed by further analysis and discussion.&#x0D; Results: Data displayed in a graphical format, and then further discussed to have more details. Three main themes had emerged: perception of mentors, role of the mentor and expectations from mentors. Perception was then analysed into positive, where the ease of communication was mostly discussed, and negative perception where the fear of humiliation was one of the common students’ fears. For mentors’ roles, guidance for portfolio submission was the highest frequency (45%) then came the role of academic and personal support (30%).&#x0D; &#x0D; Conclusion: Mentorship experience is a rich process of interaction and communication between mentors and mentees. Mentors should receive appropriate training to be well prepared for their roles. This study provides practical insights into essential skills mentors should have for an effective mentorship experience.&#x0D; Keywords: mentorship, info-graphic, mentors, qualitative, focus group

Shifting from offline to online collaborative music-making, teaching and learning: perceptions of Ethno artistic mentors

ABSTRACT Turino’s ([2008]. Music as Social Life: The Politics of Participation. Chicago: University of Chicago Press.) distinctions between live and recorded fields can act as an effective framework for furthering academic understandings of how music teaching and learning has been impacted by the shift to online musical practice due to COVID-19 pandemic restrictions. This study investigates the effect this has had on Ethno World, JM-International’s programme for folk, world and traditional music. They support youth folk music gatherings in over 23 countries and responded to the restrictions by devising ‘The Hope sessions’, online tune learning workshops, and the ‘Exchange sessions’, online folk music collaborations. This research is a hybrid ethnographic investigation of these two programmes. Hybrid ethnography is situated in a digital and physical environment (Przbylski, [2021]. Hybrid Ethnography: Online, Offline and In Between. SAGE Publications.). Data was gathered through online participant observation and interviews with artistic mentors and co-ordinators of the online programmes. Findings reveal a tension between values of inclusivity and aesthetic quality suggesting artistic mentors have needed to adjust their goals, conceptions and roles within the musical practice. These findings provide timely insight into how pedagogical approaches change when they shift from an offline to online context.

Filling the gaps: how the non-faculty mentor role contributes to the doctoral program support structure

PurposeThe purpose of this paper is to investigate mentors' and mentees' perspectives of the mentor role within an education doctoral mentoring program at a mid-sized public institution.Design/methodology/approachData from individual interviews with mentors and mentees were collected as part of a larger case study of a doctoral mentoring program. Mentees were doctor of education (EdD) students in their first and second years of the program. Mentors were identified as individuals who graduated from or are further along in the doctoral program. Five (N = 5) mentees and seven (N = 7) mentors participated in interviews, which were then transcribed and coded to identify emergent themes, along with transcripts of presentations given by the mentors.FindingsFour themes emerged within the data: differentiating support roles, mentoring as a way to identify gaps in doctoral student needs, mentoring as support for doctoral student success and ways to provide suggestions for mentoring program improvement. Results indicated that mentors and mentees viewed the mentor role as being unique from the roles of faculty advisor and dissertation chair. Mentors and mentees alike responded positively to virtual mentoring.Research limitations/implicationsParticipation by mentors and mentees was limited to first- and second-year doctoral students; thus, dissertation-stage students' perceptions of mentoring could not be determined. Implications include the value of mentoring in filling the gaps of support for doctoral students and the capability of mentoring programs to be adapted to unexpected circumstances such as the COVID-19 pandemic.Originality/valueThis study targets scholar-practitioner students in an EdD program, who are often overlooked by mentoring literature, and distinguishes research between faculty mentoring and mentoring performed by other students/recent graduates. Additionally, the pandemic gave the authors an opportunity to explore adapting mentoring to virtual formats.

Preparing School-Based Teacher Educators: Mentor Teachers’ Perceptions of Mentoring and Mentor Training

ABSTRACT Teacher education is in the midst of a national shift toward clinically centered teacher preparation, answering recent calls from professional associations, scholarly and policy reports, and accreditation agencies. This model of educator preparation centers efforts in clinical or school-based settings—rather than in university-based contexts—while also purposefully intersecting teacher candidates’ opportunities for academic learning and professional applications of pedagogical skills. It is within this context that the roles school-based teacher educators play in clinical teacher preparation are gaining increased attention. As the key link between learning theory and implementation of pedagogical strategies, mentor teachers are recognized by university-based teacher educators as “experts of practice.” Yet the roles of the mentor teacher in teacher education endeavors—and specifically their preparation for such essential and valued roles—are largely unexplored. In this article, the authors outline the first year of their now three-year effort to respond to these traditions and assumptions by codesigning a cost-effective and sustainable approach to training PK–12 mentor teachers to serve as boundary-spanning, school-based teacher educators. They also describe participants’ developing perspectives on mentoring and their assessments of the impacts of the training based on an examination of the first-year implementation. They conclude with a consideration of the implications of these initial training efforts for their own contexts, others’ settings, and the broader field of educator preparation.

The Importance of Mentors and Mentoring Programs for LGBT+Undergraduate Students

Members of the lesbian, gay, bisexual, and transgender + (LGBT+) undergraduate student community are at heightened risk for a variety of health and mental health challenges due to unsupportive environments which may include home, school, and society. However, research underscores the importance of mentors, mentorship, and other social supports upon the mental health of LGBT+ youth, especially when navigating discriminatory experiences. An online survey was conducted among LGBT+ undergraduate college students within one mid-sized university located in the Midwest to assess experiences with discrimination, perceptions of mentoring, and the beneficial components of mentoring programs. 289 LGBT+ undergraduate students (65.7% cisgender female, 47.8% ages 19–20, 51.2% bisexual) responded with 71.6% of participants reporting no current LGBT+ mentor. 56.4% either agreed or strongly agreed that acceptance of the LGBT+ community could be improved at the university. Discussion centers upon the importance of mentoring programs for LGBT+ undergraduate students to provide support and create a more affirming college experience.

The Mentoring Experience: Perceptions of African American Nurse Leaders and Student Mentees.

The purpose of this study was to explore the perceptions of African American mentors and mentees about the mentorship experience and examine mentorship as a blueprint for success in a nursing school. Using a concurrent nested mixed-method, purposeful, and criterion-sampling technique, we surveyed participants from a 4-year public institution's mentorship program about the impact of the program and its effects on college progression. Four themes emerged from our analysis of the African American nursing students and the role of mentor-ship: challenges, desire for guidance, sharing of knowledge, and positive outcomes. On the basis of our findings, we developed a set of hypothetical practices involved in establishing mentorship programs and evaluated mentorship potential as a strategy to promote engagement and retention of African American undergraduate nursing students to increase diversity within the profession of nursing. [J Nurs Educ. 2021;60(1):25-28.].

Mentorship Experiences and Perceptions of Didactic Program in Dietetics Students

This study explored dietetics students' experiences and perceptions of mentoring. A survey was developed, piloted, and then distributed to dietetics students in the United States. Descriptive statistics were calculated, and open-ended data were analyzed using a conventional line-by-line content analysis approach. Students (n = 611) representing 69 dietetics programs completed the survey. Most (58%) cited a “professor or instructor” as their mentor, and only 20% reported no mentor. Themes that emerged from open-ended responses are the mentor, the process, and relationship expectations. Mentoring perceptions and experiences of students can guide educators and practitioners in supporting the pipeline of professionals.

The AGESW Pre-Dissertation Fellows Program: Participants’ Perceptions of Mentorship and Training for Academia

Good mentoring is key for doctoral student success. In 2010, AGESW began offering the Pre-Dissertation Fellows Program (PDFP) to enhance social work doctoral students’ professional development and skillset for academia. The purpose of this study was to examine student participants’ perceptions of the PDFP in its role to providing mentorship and training for an academic position. This qualitative study examined eight cohorts (2010-2018) of the AGESW PDFP (N=85). Using thematic analysis, responses identified a number of aspects of professional development gained, gratitude for the training, an appreciation for candid advice received, and areas of professional development they felt they were lacking within their doctoral training. Findings bolster support for structured programs and professional development that supplement doctoral education in a student’s first two years. Implications for doctoral education, mentorship training, and avenues to enhance the AGESW pre-dissertation program will be discussed

Perceptions of Mentors and Mentees in School-based Cross-Age Peer Mentoring in a Low-income Rural Community

Cross-age peer mentoring programs are not always effective, and some researchers have questioned the effectiveness of this model. In this article, we use evaluation data to describe a project that has been going for twenty years. The project enrolls high school students as mentors to struggling elementary school students. The article reviews the current literature and details the perceptions of mentors and mentees regarding relational and academic benefits and disappointments. Both mentors and mentees report that the project gave them purpose, motivation, and a sense of belonging in the school and community. They also describe frustrations and regrets. Some findings echo previous studies; however, by presenting a twenty-year retrospective, and including mentor and mentee voices, the article provides a unique contribution to the field. The article provides an appendix with resources and recommendations for effective practices to those seeking to implement such a program.

STEM faculty members and their perceptions of mentoring: “I do not want to be a role model”

PurposeThe purpose of this case study is to explore the perceptions of science, technology, engineering and mathematics (STEM) faculty members toward mentoring undergraduates.Design/methodology/approachWithin the context of a student scholarship and faculty development project, funded by the National Science Foundation (NSF), STEM faculty members were interviewed at a small teaching-focused university in South Texas, United States. This research study utilized a qualitative case study approach based on semi-structured interviews with nine Mathematics and Computer Science faculty members. Transcripts were coded thematically, beginning with open coding and continuing with repeated rounds of comparison leading to the identification of four themes.FindingsFour themes were identified in the data: describing settings where mentoring occurs, identifying the tasks of mentoring, developing skills for mentoring others and inhabiting the identity of a mentor. These findings suggest that increasing faculty engagement and effectiveness in mentoring STEM students may be a matter of broadening the definition of mentoring and helping faculty members develop the identity of a mentor.Practical implicationsIn an effort to promote retention of students, specifically within STEM fields, many initiatives highlight the importance of faculty mentoring for undergraduate students. This research suggests that faculty members' perceptions of the role and structure of a mentoring relationship will shape this relationship and have an impact on student persistence and success.Originality/valueWhile most studies of faculty–student mentoring focus on the experiences of students, this study explored faculty members' perceptions of that relationship.