Role Of Mentor Research Articles

Building a statewide network of MOUD expertise using tiered ECHO® mentoring opportunities

BackgroundExpanding access to workforce training for opioid use disorder (OUD) treatment continues to be a priority. This study explored the use of tiered mentoring opportunities within an ECHO® model to expand treatment capacity and develop a statewide network of medications for OUD (MOUD) expertise. ECHO® engages participants in a virtual community to learn best practices through case-based learning and interactions with experts. MethodsWe studied two incentivized Illinois MOUD ECHO® training programs by examining aggregate demographic and prescribing data across eight training cohorts (n = 199 participants). Participants (n = 51) in the last two cohorts were evaluated with expanded pre- and post-training surveys. Qualitative interviews were completed with a subset (n = 13) to examine effects observed in the survey data. ResultsFor the whole group, we found a geographic expansion of the participants’ prescribing capacity that reached into rural and other underserved areas in Illinois. Participants in the last two cohorts reported both increased self-efficacy for OUD treatment and increased connectedness to the addiction treatment community in Illinois. Participants who progressed through the tiered mentorship roles were found to exhibit stepwise increases in reported self-efficacy and connectedness measures. ConclusionAn incentivized ECHO® program yielded substantive outcomes in terms of increased prescribing capacity across the state. The use of tiered mentoring opportunities enabled participants to develop MOUD expertise and support novice providers in a growing statewide network. There is potential to train professionals to a high level of expertise when the ECHO® model is combined with a mentorship pathway.

It’s Not Just Me, It’s Us, Together: The Embodied of the Wounded Healer in the Role of Sex Trade Survival Mentors—A Critical Mentoring Perspective

Mentoring is one of the unique forms of rehabilitation used to engage with women in the sex trade. The role creates personal and professional challenges; one concerns the mentors themselves dealing with a past in the sex trade, embodying within it a sign of social disgrace. Echoing the concept of the "wounded healer," the present study examines how mentors who are sex trade survivors perceive their role in supporting the rehabilitation of women in the sex trade and the meanings that they give it. The research is based on a qualitative approach from a critical-feminist point of view. Eight female mentors and sex trade survivors, working in different settings, participated in the study. Data collection was conducted through semi-structured, in-depth interviews. Based on content analysis, the study points to four components of mentoring vis-à-vis the rehabilitation of women in the sex trade: (1) mutual identification and shared destiny; (2) corrective experience; (3) hope; and (4) saving lives. In addition, mentoring serves as a bridge for the mentors, eliciting opportunities for growth transforming out of their pain. The research findings are discussed in the context of the theoretical framework of critical mentoring, and how a relationship and a therapeutic alliance can turn mentoring into a critical healing practice, in relation to four principles: (1) equality; (2) critical empathy; (3) recognition; and (4) solidarity. The paper encourages the use of mentoring-based interventions in the process of rehabilitating women in the sex trade.

Increasing retention in STEM by improving GPA through peer mentors and course enrichments in introductory biology

ABSTRACT This study investigated the role of experiential learning and peer mentors in undergraduate biology at a community college. While the impact on all students was studied, special attention was paid to the effect interventions had on underrepresented minority students. Thirty-three sections of an introductory biology class were randomly assigned to either treatment or control. Sections assigned to treatment received content enhancements geared at active learning strategies and metacognition. A portion of treatment sections also had the presence of peer mentors as part of their laboratory course. Results showed grade distributions were not significantly different when comparing control and treatment sections, but there was a significant increase in final course grade when mentors were present in the laboratory, and when enrichments alone were provided. These methods were just as impactful for minority students, indicating that active learning and peer support may help to decrease student attrition in introductory biology classes.

Exploring Occupational Therapists’ Professional Identity: A Q-Method Study

(1) Background: This study examines the nature of the rarely studied factors of the professional identity from an occupational therapist's perspective. (2) Methods: Q-methodology was applied to identify the different perspectives. Participants were selected through a non-probability sampling procedure in the whole Spanish territory. Different assessment tools were considered, in order to develop an ad hoc tool which had 40 statements classified into four categories. A factor analysis was performed by applying Ken-Q analysis v.1.0. (3) Results: Thirty-seven occupational therapists participated in the study. Their diverse approaches revealed different perspectives that influence the professional identity of occupational therapists: professional identity, due to referents, a grey field on professional identity, reaffirming a common professional identity, the role of education and mentors on professional identity and the outcome of ongoing training, in order to develop the abovementioned identity. (4) Conclusions: Once the different aspects of the professional identity have been understood, future educational initiatives can be designed to adapt curricula to the professional scene.

Mixed-Age Group Teaching in Second Language Learning: An Observational Study of a Montessori Classroom in Pakistan

This study aimed to highlight the effects of teaching young students of 3to 6 years in mix aged groups, especially in language learning. Themixed method study employed purposive sampling, where observationsof a class with 40 students, and semi-structured interviews of 2Montessori Directresses were the chosen mode of investigation. Thesetting of the classrooms and the nature of the interactions and exchangesamong the mix aged students creates an almost familial environment,where the older students take on the roles of mentors and help youngerstudents learn and correct their errors. The participants asserted that therewas seldom any conflict or clash of interests in the Montessoriclassroom, as the energies of all students were engaged positively. Theobservations also showed that peer interactions and collaborative work inthe group lessons and at the times of free student play, were contributingfactors in second language acquisitions and learning the patterns of thenew language inductively.

Learning by doing: A phenomenological study of medical student leaders.

Despite being recognised as a key physician competency, leadership development is an area of improvement especially in undergraduate medical education. We sought to explore the lived experience of leaders who served in elected, representative roles during their time in medical school. We used a hermeneutic phenomenological approach to uncover the essence of the medical student leader experience. From late 2020 to early 2021, we interviewed 12 medical residents who served in elected leadership roles from 2015 to 2019. Each participant graduated from a different Canadian medical school. We deliberately chose a limited and historic time period in order for participants to be able to reflect on their past experiences while accounting for differences in the medical student leadership experience over time. We then engaged in a reflexive thematic analysis to generate the final themes. We identified the following five themes: (i) living with busyness, (ii) the role of faculty mentorship and support, (iii) competing demands of leadership, (iv) medical student leadership as enriching and (v) creating better physicians. Though demanding, medical student leadership was found to be rewarding and particularly key in the development of a more well-rounded physician. Furthermore, being well supported by faculty contributed to an overall positive leadership experience. In addition to describing the hardships and rewards that make up their experience, this study suggests that medical student leadership can enhance core physician competencies. The findings also support the notion that faculties have an important role to play in supporting medical student leaders.

The role of college and faculty mentoring on intellectual engagement, career, interpersonal relationships and personal development perceived by private college versus public university alums

ABSTRACT This study examined how academic and faculty mentoring experience in public and private colleges make a long-term impact on people’s intellectual lives, careers, interpersonal relationships, and personal development. This study employed a qualitative case study research methodology with twenty-four alumni who graduated from either a private liberal arts college or a public R1 university. For data collection, individual semi-structured interviews were conducted and telephone interviews were employed for this purpose. Collected interview data were transcribed for analysis. The findings illuminate ways in which college experience affects the graduates’ lives many years after they graduated. Based on the findings, implications for research and practice are discussed.

Pendampingan Dukungan Psikososial pada Klien dengan Penyakit Tidak Menular di Wilayah Cilandak Jakarta Selatan

The family is an environment where several people who live together have blood relations, there are ties, obligations, shared responsibilities between those people/individuals. The family is a modern environment that must find its place in a dynamically changing and functioning society. The purpose of this community service activity is the result of research on psychosocial assistance during the pandemic in DKI Jakarta, which is to show the effectiveness of model family assistance on independent psychosocial interventions in the family. The mentoring method uses the results of development analysis with the role of effective mentoring for Health Cadres, Mothers around the Cilandak area, South Jakarta. The results of the assistance found that the importance of the function of family rights for members and all communities as well as identifying risks and forms of social and family support and policies. However, a number of findings indicate that it is impossible for every family to carry out its functions independently. Where the types of psychosocial stressors can come from marriage, parental problems, interpersonal relationships, environment, work, finances, law, developmental tasks, physical illness/injury, family factors, and others. 85% satisfaction of psychosocial assistance intervention was found to experience a decrease in stress to stress adaptation from 38 cases to 14 cases at the end of the first semester, and only 2 cases at the end of the semester. Therefore, MAPAM as a model of psychosocial assistance can be recommended to be used when carrying out assistance to the community.

The Prominent Roles of Undergraduate Mentors in an Online Near-Peer Mentoring Model

This study exemplifies a STEM-based online near-peer mentoring approach, incorporating 56 students (high and middle school mentees) and 16 secondary undergraduates (UG) mentors. The various constructive roles of UG mentors in motivating student mentees have been investigated by examining the mentoring relationship shared among them. The qualitative and quantitative analysis of the student’s daily feedback, mentors’ feedback, and UG mentors-mentees transcripts has illustrated that consistent asynchronous appreciation, encouragement, and support (academic technical) was responsible for the success of the model. The finding also demonstrated a decline in the amount of motivation requirement of the mentees in the successive weeks of the courses, indicating the attainment of self-sufficiency. Furthermore, comparative analysis revealed a greater amount of motivation requirement and enhanced bonding between the middle school mentees and UG mentors, compared with high school mentees and UG mentors. Therefore, unlike many studies depicting the model’s success, our article is an aid in understanding the underlying process, contributing to the success. Thus, this educational approach is an aid in motivating and augmenting students’ engagement during online STEM education, which is crucial for cultivating and retaining STEM interests among the young generation of the nation.

Hospital residents’ perception of mentorship as influencing clinical leadership: a qualitative study using semi-structured interviews

Background: In this study, we explored how doctors in training perceive mentorship and leadership and whether they believed that mentoring influences the development of leadership skills. The study also addressed whether certain leadership styles lend themselves better to mentoring. Methods: A qualitative research method was employed in this study and ethical approval was granted by the Research Ethics Committee (REC) at King Faisal Specialist Hospital and Research Centre (KFSH&RC), after which twelve hospital residents were recruited using purposive sampling. Semi-structured interviews were conducted by the authors and thematic data analysis was performed. Results: Three themes emerged and were later refined, using Braun and Clarke’s 2006 thematic analysis method: 1. Purpose of mentorship, with sub themes: a. Expectations, b. Perception of mentorship as supervision, and c. The role of mentorship, including informal mentoring in leadership development 2. Role of mentorship in leadership development. 3. Perceptions of a leader, with sub-themes: a. The leader as a manager, b. The leader as a role model, and c. The merits of different leadership styles. Discussion: Most of the residents (doctors in training) viewed mentorship in a positive way. However, when the mentor was perceived more as a supervisor, the usefulness of mentoring was less clear. However, they found that informal mentoring would contribute to leadership skills and would inspire them to become leaders themselves. They were likely to be influenced positively when they saw the leader as a role model, rather than a manager.

The role of mentoring in the formation and development of nurses' professional skills: Russian and world experience

Highlights. The level of professional competence of medical staff is important in rehabilitation of patients with cardiovascular diseases. It is important to build nurses' skills at all stages of professional development. The mentoring institute itself is integral to this process, as it ensures knowledge continuity and transfer of experience and best practices from more experienced staff to less experienced ones.Aim. To analyze existing mentoring practices.Methods. Using analytical method, content analysis and system analysis, we have analyzed domestic and foreign literature, as well as relevant regulatory and legal documentation for the period from 2017 to 2022.Results. The objectives of mentoring programs implemented in the practice of domestic and foreign healthcare organizations were analyzed. Existing approaches to its implementation in relation to the role of the mentoring institution in the formation and development of professional skills of nursing staff were evaluated.Conclusion. The analysis revealed a variety of approaches to the implementation of the mentoring programs for nursing staff. The study results highlight the significant role of mentoring in the formation of professional skills. It is proved that at each stage of mentoring process it is possible to gain knowledge and various skills necessary for medical staff to perform their duties independently.

Early career mentoring in England: a case study of professional discretion and policy disconnection

PurposeThis paper aims to consider the practices and experiences of the new school-based mentors for Early Career Teachers (ECT's), emerging from the UK Government's new early career framework (ECF) policy (DfE, 2019a). The paper uses Lipsky's (2010) framing of professionals as “street level bureaucrats” to consider the extent to which the ECT mentors, as new policy actors, exercise professional discretion (Lipsky, 2010) in negotiating and aligning the new ECF policy with existing practice.Design/methodology/approachTo research the mentor's interpretation and enactment of the new ECF policy, semi structured interviews were undertaken with an initial sample of nine mentors and four induction tutors who were also mentors. Online semi structured interviews were held, lasting around 50 min. This method was largely pragmatic as the study started during a period when schools were still cautious of face-to-face visitors in terms of COVID-19. Although the benefits for the interviewer experiencing the culture and context in which the ECT mentor was situated were lost, offering online interviews was critical in securing mentors' time.FindingsFindings suggest a disconnect between the intentions of the policy and the reality of its enactment at a local level. The ECT mentors have limited professional discretion, but some are exercising this in relation to their own professional development and the training they are providing for their ECTs. Most of the mentors are adapting the ECT's professional development journey whilst mindful of the programme requirements. The degree to which the ECT mentors used professional discretion was linked and limited largely by their own levels of confidence and experience of mentoring, and to a lesser extent the culture of their schools.Research limitations/implicationsThe ECF policy represents an important step in acknowledging the need to professionally develop mentors for the work they undertake supporting beginning teachers. However, the time and the content of the mentor training have not been given sufficient attention and remains a hugely missed opportunity. It does not appear to be recognised by the government policy makers but more significantly and concerning in this research sample it is not being recognised sufficiently by those mentoring the ECTs themselves.Practical implicationsThere is an urgent need by the UK government and school leaders to understand the link between the quality of mentor preparation and the quality of the ECTs who will be entering the profession and influencing the quality of education in future years. More time and resourcing need to be focussed on the professional development of mentors enabling them to exercise professional discretion in increasingly sophisticated ways in relation to the implementation of the ECF policy.Originality/valueThe ECF policy is the latest English government response to international concerns around the recruitment and retention of teachers. The policy mandates for a new policy actor: the ECT mentor, responsible for the support and professional development of beginning teachers. The nature of the mentor's role in relation to the policy is emerging and provides an interesting case study in the disconnect between the intentions of a policy and its initial enactment on the ground. The mentors may be viewed as street level bureaucrats exercising degrees of professional discretion as they interpret the policy in their own school context.

How replication studies can improve doctoral student education

In addition to helping advance theory, replication studies offer rich and complementary learning experiences for doctoral students, enabling them to learn general research skills, through the process of striving to imitate good studies. In addition, students gain replication-specific methodological skills and learn about the important roles replications play for making management knowledge trustworthy. We outline best practices for enabling doctoral students and their supervisors to select studies to replicate, execute their replications, and increase the probability of successfully publishing their findings. We also discuss the crucial role of faculty mentors in supporting and guiding replication-based learning of doctoral students. Ultimately, educating doctoral students on how to execute high-quality replication studies helps to answer wider calls for more replication studies in the field of management, an important stepping stone along the journey toward open and responsible research.

Assessment of the Forms of Peer Counselling Providing Psychosocial Support for Mental Wellness of Students in Public Boarding Secondary Schools in Kericho County, Kenya

There is a widespread concern among stakeholders and the ministry about the mental wellness of learners in secondary schools. The role of peer counselling in the helping processes of their fellow students cannot be under rated in the modern life for their proper growth and development. The study therefore focused on Assessment of the Forms of Peer Counselling in Providing Psychosocial Support to Students in Public Boarding Secondary Schools in Kericho County, Kenya. The study objective was to explore the forms of peer counselling providing psychosocial support for mental wellness of students in boarding secondary schools. Social Cognitive theory by Albert Bandura and Social Development theory by Lev Vygotsky guided the study. Data was generated from 12 schools, among 398 students and 48 peer counsellors selected by simple random sampling. Additionally, 12 heads of guidance and counselling and principals were included. The study adopted pragmatic paradigm, used mixed method research approach. The data was collected using questionnaires, interview schedules and focus group discussion. The results of the study revealed that the forms of peer counselling in boarding secondary schools use the roles of befriending (74.0%), mediation (72.8%), mentoring (72.8%), tutoring (72.6%) and educators (72.3%) in their helping process. The study concludes that the forms of peer counselling in public boarding secondary schools has a positive influence in providing psychosocial support to the students. The study therefore recommended that schools should use peer counselling for the psychosocial support of the learners. Sensitization of principals, teachers and heads of guidance and counselling on the benefits of Peer counselling on students’ psychosocial support is essential.

Evaluating the Role of Mentorship in Career Advancement: A Survey of Women in Academic Hand Surgery

Despite the increasing percentage of women within the American Society for Surgery of the Hand, women remain underrepresented within leadership in academic hand surgery. Although this disparity in leadership representation may be improving, we aimed to investigate the role mentorship plays in advancing women in academic hand surgery. This is a survey-based, mixed-methods study. A written survey assessing themes in personal and professional experiences with mentorship was sent to hand fellowship-trained women. Inclusion criteria were the completion of a hand fellowship and current affiliation with an academic institution. An evolved grounded theory framework was used to evaluate the responses. Themes were identified based on common responses. Of 186 eligible participants, 144 (85.2%) received the survey. The response rate was 48.6%. Respondents indicated that residency was the stage at which mentorship was most impactful (n= 25, 37%), and half of the respondents identified their desire to work in academic hand surgery during residency (n= 35, 50%). Obstacles to finding a mentor included lack of availability (n= 46, 67.7%), hesitance in searching for a mentor (n= 16, 23.5%), and searching for a mentor within an environment that was not conducive to success for trainees (n= 7, 10.3%). Most (84%) cited instances were the ones having the advice of a woman mentor was more impactful than that of a mentor who is a man. The reported need for same-sex mentorship fell into three categories: (1) insight into shared experiences, (2) assistance with conflict/bias management, and (3) support during career navigation. The findings of this study demonstrate the need for high-quality mentorship during the residency with a specific emphasis on same-sex mentorship. Our findings provide clear objectives related to improving access to and quality of mentorship. This foundational understanding will enrich mentor-mentee relationships, allowing for greater personal and professional success and satisfaction for both parties.

Empowering Community Leadership: Perspectives of Peer Mentors Facilitating a Food Pantry-Based Nutrition Education Program.

Peer Mentors (PMs) are valuable health educators within food-insecure communities; however, little is known about PMs' perspectives and experiences after serving in their peer mentor role. Therefore, this qualitative study explored PMs' (n = 10) perceptions and analyzed data using thematic analysis based on descriptive phenomenology. Four themes emerged: (1) Successes and Struggles in Sharing Nutrition Knowledge; (2) Establishing a Conducive Learning Environment; (3) The Peer Mentor and Mentee Connection: Impact of Shared Experiences; (4) Empowerment of the Peer Mentor Experience. PMs have many advantages; however, more research is needed to evaluate the sustainability and efficacy of PMs within food-insecure communities.

The Back to Back Theatre film internship program for people with intellectual disability: A summative evaluation

ABSTRACT Background Internships may be a successful pathway for increasing employment rates among people with intellectual disability. This paper presents a summative evaluation of a brief film internship program for people with intellectual disability. Method At the commencement and conclusion of the internship, semi-structured interviews were conducted with eight interns and 10 mentors. The interview material was analysed thematically. Results Five themes described the experiences of interns: enhancing intern skill development and recognising gaps, building intern confidence, providing interns with assistance, meeting interns’ expectations of the program, and working towards ongoing employment. Four themes were present in the discussions with mentors: drawing on previous experience with people with disability and mentoring roles, feeling confident in a mentor role, providing mentors with support, and reflecting on interns’ future job prospects. Conclusion Although the program developed interns’ skills and confidence, an expanded program appears needed to generate open employment outcomes.

Ethics‐Related Mentoring: A Scale Development and Test of its Role in Promoting Protégé Ethical Behaviour

AbstractOur research examines the importance of ethics‐related mentoring, its measurement and potential role in promoting protégé ethical behaviours. In Study 1, 25 interviews with mentoring experts generated 40 items for a new measure of ethics‐related mentoring. Across studies 2 and 3, exploratory and confirmatory factor analysis, using data collected from 114 and 152 protégés, respectively, reduced these to 15 items and supported its confirmatory and discriminant validity. Study 4, a scenario‐based experiment, confirmed that protégé perceptions of their ethics‐related mentoring increases their organizational citizenship behaviour (OCB) whilst reducing their counterproductive work behaviour (CWB). Drawing on social learning theory and moral identity theory, we demonstrate that both moral identity and moral self‐efficacy mediate the relationship with CWB, but only moral identity mediates the relationship with OCB. We found limited support for a moderating role of mentor prototypicality. Overall, we present strong evidence for the reliability and validity of our new ethics‐related mentoring measure and a new theoretical framework explaining its potential role in promoting protégé ethical behaviours.

Defining the Role of Resident Mentorship for Senior Medical Students in Sub-internship Selection in Plastic Surgery

Defining the Role of Resident Mentorship for Senior Medical Students in Sub-internship Selection in Plastic Surgery

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.