Successful Mentoring Relationship Research Articles

The Power of Principled, Collaborative Relationships

Mentoring relationships are essential to the long-term success of new teachers. Successful mentoring relationships must focus on the personal growth and development of both mentor and mentee within the context of a servant-leadership model. Rewarding and beneficial mentorships are the result of careful planning from the beginning, with open discussions about the purpose and frequency of meetings, goals for the relationship, periodic assessments of the effectiveness of the relationship, and plans to implement adjustments when needed

Experiences of Visible Minority Librarians and Students in Canada from the ViMLoC Mentorship Program

Objective – The purpose of this research is to examine the experiences of mentors and mentees in the formal mentorship program offered by the Visible Minority Librarians of Canada Network (ViMLoC) from 2018-2022. Findings from this research will help mentors and mentees understand how to establish an effective mentoring relationship. Professional library associations and libraries can also gain valuable insights to support the visible minority library professionals within their own mentorship programs. Methods – Between 2018 and 2022, 113 mentors and 145 mentees participated in four sessions of the ViMLoC mentorship program. The ViMLoC Mentorship Committee designed and delivered a survey for mentors and a survey for mentees at the end of each session. Over four sessions, 81 mentors and 82 mentees completed the surveys, representing a 72% and 57% completion rate, respectively. Fisher's Exact Tests were performed to examine if there were significant differences between mentors and mentees in their perceptions regarding ease of communication, relationship, helpfulness of mentorship, likeliness of keeping in contact, and importance of having a visible minority partner. Results – The mentees perceived mentoring support to be more helpful than the mentors perceived it themselves. The mentees were more likely to keep in contact with their mentors beyond the mentorship program while the mentors did not show as much interest. The mentees who had a positive experience from the formal mentorship program were found to be more likely to mentor others in the future, whereas the same effect did not hold true for the mentors. On the other hand, some findings were the same for both mentors and mentees. Both stated that effective communication would facilitate a good mentoring relationship, which in turn, would lead to positive outcomes and greater likelihood of keeping in contact beyond the mentoring program. There was also consensus of opinion about the most important areas of mentoring support and some essential skills for building a successful mentoring relationship. Conclusion – This research contributes to the literature by using an empirical research method and comparative analyses of the experiences between mentors and mentees over four sessions of the ViMLoC mentorship program. The study focuses on the perceptions of participants regarding their communication, relationship, helpfulness of mentorship, associations between their past and present mentoring experiences, areas of support, importance of having a visible minority partner, and essential skills for building a successful mentoring relationship. Mentors and mentees differed significantly in how they perceived the helpfulness of mentorship support and how likely they would like to maintain the ties beyond the program. For both sides, effective and easy communication was found to be critical for building a good mentoring relationship and achieving a satisfactory experience.

Co-creating successful mentoring relationships? Investigating mentor and protégé perceptions of dyadic fit and relationship quality

PurposeTo examine how perceptions of complementary and supplementary fit and relationship quality contribute to successful mentorship co-creation.Design/methodology/approachData were collected via cross-sectional survey of 145 mentor–protégé dyads within institutions of higher education in the USA. Mentors evaluated their perceptions of supplementary and complementary fit and relationship quality with their protégés and vice versa. Additionally, mentors evaluated their protégés’ performance, whereas protégés reported on their own learning. Data were analyzed using the actor–partner interdependence model.FindingsResults suggest that one's own fit perceptions are most important in predicting one's evaluation of relationship quality. Additionally, for both mentor and protégé, complementary fit and supplementary fit predict evaluations of relationship quality to a similar degree. Finally, each person's perceptions of relationship quality mediated the relationships between their own perceptions of fit and mentor-rated protégé performance, but not the relationships between perceptions of fit and protégé-rated learning.Originality/valueResearch has often studied mentorships from the perspective of one party, which limits our understanding of mentorship co-creation. This study investigates how both parties simultaneously contribute to mentorship success, as indicated by protégé learning and performance. Additionally, the authors clarify the extent to which perceptions of different types of fit are instrumental in co-creating successful mentorships.

‘I’m not the police’: practical strategies for sport coach mentors to develop trust and trustworthiness

ABSTRACT This paper examines trust and trustworthiness in sport coach mentor-mentee relationships. Specifically, we investigate the place and importance of trust from the mentor’s perspective and establish how trustworthy impressions are actively developed. Guided by theoretical ideas addressing trust relations, we conducted 18 online, two-to-one semi-structured interviews with nine mentors affiliated with two National Governing Bodies (NGBs) of sport. Data were subjected to a phronetic, iterative analysis, which involved inductive and deductive sensemaking and an interactive writing process. Key findings suggested a) that the mentors defined trust as a crucial construct in the development of mentee motivation, learning, and engagement, b) establishing trustworthy impressions was important for the mentors’ material and non-material interests, c) mentors reported how mentees were initially aloof due to an apparent distrust of NGBs, and d) mentors used numerous interactional strategies to create trustworthy impressions. These included i) deformalising mentor-mentee relationships, ii) actively demonstrating reliability as mentors, iii) using mutually beneficial lies to simultaneously secure buy-in and build mentee confidence and self-esteem, iv) illustrating their own fallibility as sport coaches, v) considering the value of displaying their own coaching competency, and vi) developing mentees’ competencies through empowerment. The findings offer practical strategies for NGBs and other [non]sporting bodies to support mentors in creating trustworthy impressions and building successful mentoring relationships.

Understanding mentoring relationships between mentees, peer and senior mentors

BackgroundMentoring relationships play a critical but poorly understood role in mentoring’s overall success. To overcome these knowledge gaps, a study of mentee experiences in the Palliative Medicine Initiative, a structured research-based mentoring program, is proposed. The program’s clearly described mentoring approach, competency-based mentoring stages and curated mentoring environment ensure a consistent mentoring experience. It provides a unique platform to study mentoring relationships longitudinally and its implications on professional identity formation.MethodologyThe Tool Design Systematic Evidence-Based Approach methodology is used to map and employ current understanding. A review of recent reviews on mentoring processes, mentoring’s effects, professional identity formation and professional identity formation assessment tools lay the foundation for the design of semi-structured interviews and mentoring diaries to evaluate the characteristics of successful mentoring relationships and mentoring’s impact on professional identity formation. The data accrued from these tools were evaluated using this methodology whilst changes in professional identity formation were assessed using the Ring Theory of Personhood.ResultsThe semi-structured interviews revealed four themes: stakeholders, mentoring stages, mentoring relationships and professional identity formation whilst the mentoring diaries revealed two: mentoring processes and mentoring relationships. Two final domains emerged – mentoring relationships and professional identity formation.ConclusionsThe Palliative Medicine Initiative’s structured stage-based mentoring approach, trained stakeholders, curated environment, assessment-directed and personalized mentoring support reveal seven developmental stages of mentoring relationships. These culminate in changes to the values, beliefs and principles that shape how mentees see, feel and act as professionals. These findings suggest that mentoring programs may help to further develop and fine-tune their professional identity formation.

Critical reflection and authentic mentoring relationships in Initial Teacher Education.

This article argues that mentoring relationships between student teachers and lecturers can be enhanced when lecturers participate in personal critical reflections of their role and practice. Current literature acknowledges the need for successful practice-based mentoring and assessment relationships, with students stating these relationships support their professional growth. Mentoring is defined as a connection that encompasses nurturing, guiding, and encouraging. The Initial Teacher Education (ITE) lecturer role includes supporting a student teacher to develop their own understandings of critical reflection however the journey of reflection must begin with the lecturer. Lecturers using this approach to mentoring relationships will cultivate authentic and meaningful connections for student teachers, leading to successful outcomes. This article explores why lecturers themselves must engage in critical reflection when mentoring student teachers in Early Childhood Education (ECE) ITE. This article reflects concepts gathered from the research I completed towards a master’s degree that explored mentoring and power relations within ECE ITE, specifically focussing on the relationships between student teachers and their lecturer mentors. Reflections on my research and the implications these reflections have for my current role and practice as an ECE ITE lecturer will be explored within this article.

Effective Facilitated Peer Mentoring Model: From the Mentors' Perspective

Purpose:This study aimed to formulate a framework for a facilitated peer mentoring (FPM) program from the mentors' perception; define the characteristics and roles of the facilitator and his/her mentors, successful FPM relationship, FPM program contents, and strategies for implementation. Methods:The population of the study comprised 19 junior family medicine trainers, who have experience as mentors, and were involved in a focus group study to formulate an FPM program structure. The author conducted this study in the postgraduate family medicine program in the Eastern Province-Ministry of Health, Saudi Arabia,2016. Spearman-test tested the coefficient correlation between the characteristics and roles of the facilitator and mentors; a p-value of 0.05 was a significant finding. Results: All participants concluded the answers to the discussion questions in four components: Effective facilitator characteristics and his/her roles; mentors’ characteristics and their roles. There is a positive correlation between these characteristics and roles (p-value= 0.018); successful mentoring relationship factors, contents of the formal FPM program; and a proposed applicable implementation plan. Conclusions: This research plays a role in exploring the FPM program contents and roles in a comprehensive way from the mentors' point of view. It fills the gap in the literature about the FPM program structure in the academic institutes.

Managing Up: Approaching Mentoring From a Mentee's Perspective

Discuss the evolution of mentorship models in surgical training and how educating the surgical trainees with the concepts from "manage up" theory can empower them to maximize the benefits afforded by mentoring relationships. "Manage up" theory is derived from the business world where the subordinate takes ownership of the mentoring relationship with their superior by assessing the strengths and weaknesses of both parties and applying that information in managing a productive relationship. Surgery residency programs implement a variety of structured and unstructured mentorship programs to promote mentoring relationships and to encourage professional development. Mentees in successful mentoring relationships demonstrate characteristics and skills that residency programs can promote through formal training. Components of "manage up" theory can be applied by surgical trainees in approaching their mentors and in managing their mentor-mentee relationships. The benefits gained from a successful mentoring relationship for both the mentor and the mentee depend on active roles played by both parties. Strong evidence supports the need for educating mentees through formal curricula to empower them to assume an active role in their mentoring relationships.

215 Examining the Benefits of One-To-One African Caribbean Mentoring for Prospective Medical Students

Abstract Aim African Caribbean people are underrepresented in UK medical schools. African Caribbean Medical Mentors (ACMM) is a UK registered charity that provides one-to-one mentoring to prospective African Caribbean medical students. Mentors consist of current African Caribbean medical students and doctors. This study aimed to investigate the specific benefits provided by ACMM and the attributes of successful mentoring relationships. Method Participants were identified using ACMM's database of mentees and mentors enrolled within the last 3 years and an online questionnaire was distributed via Qualtrics. Questions were scored on a scale between 1 and 10 and participants were asked to explain their rankings. Results 11 mentees and 7 mentors responded to the surveys. 63.6% and 72.7% of mentees gave a score between 8 – 10 regarding the importance of having a mentor and having a mentor that was African Caribbean respectively. All mentees reported satisfaction with their mentor, with 45.5% citing individualised interview practice and 63.6% reporting mentor support and availability as positive aspects of their mentoring relationship. All mentors reported being satisfied with the program, with 57.1% and 71.4% giving a score between 8 – 10 regarding the importance of having a mentor and having a mentor that was African Caribbean respectively. 42.9% of mentors reported that improved methods and proactivity with communication could have improved their mentoring relationship. Conclusion This study suggests that one-to-one mentoring between African Caribbean mentors and mentees was helpful during medical school applications. Interview practice proved particularly useful, whilst methods and timescales of communication represent areas for improvement.

TU5.5 Examining the Benefits of One-To-One African Caribbean Mentoring for Prospective Medical Students

Abstract Introduction and aims African Caribbean people are underrepresented in UK medical schools. African Caribbean Medical Mentors (ACMM) is a UK registered charity that provides one-to-one mentoring to prospective African Caribbean medical students. Mentors consist of current African Caribbean medical students and doctors. This study aimed to investigate the specific benefits provided by ACMM and the attributes of successful mentoring relationships. Methods Participants were identified using ACMM's database of mentees and mentors enrolled within the last 3 years and an online questionnaire was distributed via Qualtrics. Questions were scored on a scale between 1 and 10 and participants were asked to explain their rankings. Results 11 mentees and 7 mentors responded to the surveys. 63.6% and 72.7% of mentees gave a score between 8 – 10 regarding the importance of having a mentor and having a mentor that was African Caribbean respectively. All mentees reported satisfaction with their mentor, with 45.5% citing individualised interview practice and 63.6% reporting mentor support and availability as positive aspects of their mentoring relationship. All mentors reported being satisfied with the program, with 57.1% and 71.4% giving a score between 8 – 10 regarding the importance of having a mentor and having a mentor that was African Caribbean respectively. 42.9% of mentors reported that improved methods and proactivity with communication could have improved their mentoring relationship. Conclusions This study suggests that one-to-one mentoring between African Caribbean mentors and mentees was helpful during medical school applications. Interview practice proved particularly useful, whilst methods and timescales of communication represent areas for improvement.

Enabling Women Entrepreneurs in a Rural Context through Mentoring

The number of women-owned enterprises has grown substantially in recent decades, yet women still lag behind men in the creation of new enterprises. Mentoring is a form of support that is often suggested as relevant to women entrepreneurs. It is flexible and bespoke to the mentee, and also provides a role model. However, its role for women entrepreneurs in a developed rural economy has not been specifically addressed. The exact components of a successful mentoring relationship have not been determined, nor how this links to business success on the part of female entrepreneurs. A qualitative study of women entrepreneurs was undertaken in the UK, in Devon. A sample of mentors was also interviewed in order to gain a more complete view of the mentoring relationship. Data was analysed using thematic analysis. Most expressed the view that mentoring was “vital”. The most significant form of mentoring was found to be peer mentoring, from women’s business networks and from professional associations and online networks. This form of mentoring has been neglected in the literature. Bearing in mind the small sample size, the findings indicate a more targeted approach to mentoring programmes should be taken. Peer mentoring has not been explored in depth.

The Nature and Evolution of the Mentoring Relationship in Academic Health Centers.

Mentoring has a long tradition in academic health centers, and from an institutional perspective can positively impact retention, wellness, promotion success, work satisfaction, and more. On the individual level, mentorship can provide professional growth and personal satisfaction for both participants. However, mentors may struggle with how to build their mentorship skills, navigating challenges with mentees over time, or if/how/when to conclude a mentor–mentee relationship. Mentees may not understand how to find a mentor, what the nature of that relationship is, or what their role is (what characterizes a “good” mentee). As important as mentorship is, it can be challenging for both to find and maintain a high-quality mentor–mentee relationship. This article reviews the qualities that are most critical in developing a successful mentoring relationship, the longitudinal nature of this relationship, common problems that arise, and the potential rewards that exist for each person involved in the relationship.

Promoting Cancer Health Equity: A Qualitative Study of Mentee and Mentor Perspectives of a Training Program for Underrepresented Scholars in Cancer Health Disparities.

Racial and ethnic minorities, and women, experience stark disparities in cancer risk behaviors and mortality rates, yet often remain underrepresented in scientific research positions. We conducted an exploratory, qualitative study to examine the value of mentored research experience as part of an NCI-funded research training program designed to increase the representation of minority and women scientists in cancer disparities research. Using individual interviews, we explored 16 mentees’ and 7 mentors’ program experiences and perspectives to identify the most effective strategies to build strong mentoring relationships that could ultimately contribute to increased representation in health disparities research. Two expert analysts employed thematic analysis and constant comparison to code, categorize, and summarize the data into themes. Mentees and mentors shared five themes identifying contributions to program success: conditions for building successful mentoring relationships; role of mentor/mentee similarities or differences and their impact on effective collaboration; program elements that fostered developing knowledge, skills, and confidence; program supportive opportunities; and challenges and benefits of in-person vs. virtual program delivery during the COVID-19 pandemic. These findings contribute to improving the quality of training programs for historically excluded trainees to advance their cancer disparities research careers and offer a successful model that can guide similar programs.

Surgery Acting Internship Individual Learning Plans: Fostering Mentorship in the COVID-19 Era

OBJECTIVEMentorship facilitates successful matching for surgical specialties. A formal mentorship plan may counteract restricted mentorship opportunities due to the COVID-19 pandemic.DESIGNWe surveyed medical students applying to surgery specialties who participated in our formalized mentorship program (MF) and those of a prior cohort who were informally mentored (MI). Epistemic Network Analysis was used to model qualitative responses.SETTINGUniversity of Wisconsin School of Medicine and Public Health.PARTICIPANTSFourth-year medical students who matched into ACGME-accredited surgical specialties.RESULTSMF students (n = 12) met with their mentors more frequently than MI students (n = 13; p = 0.03). Both groups received career guidance, letters of recommendation and application preparation. However, the MI cohort reported greater psychological and emotional support whereas the MF cohort reported more assistance with skills development.CONCLUSIONSA formalized mentorship program fostered successful mentoring relationships despite limitations from the COVID-19 pandemic.

Mentoring in radiology: An asset worth exploring!

Residents experience high pressure to be successful in both their career and in keeping up an optimal work-life balance. With a mentoring program, faculties can alleviate stress and provide help for their residents. It is now well established that mentor-mentee relationships during medical school, have influence in career decisions and professional identity formation. The same can be said for mentor-mentee relationships during radiology residency.In general, universal rules of mentoring are also useful and applicable in the field of radiology. These universal rules for establishing a successful mentoring relationship include creating a relationship of trust and confidentiality, clearly defining roles and responsibilities, establishing short- and long-term goals, using open and supportive communication, and collaboratively solving problems.The institutions and the radiology departments should be well prepared and aware of the responsibility to have trainees, providing time for mentors to dedicate to their academic duties. They have to implement strategies to effective mentor matching and orientation as well as the ability to provide evaluation with qualitative feedback. Periodic assessment should be warranted together with the incorporation of new technology as it plays a critical role in the training of millennial radiologists as they take the profession into a technology-laden future of medical imaging.

Prevalence of, Qualities, and Barriers Associated with Mentoring Relationships from Medical Students' Perspective: A Multi-Institutional Cross-Sectional Study.

Reports of medical student mentorship prevalence range between 26% and 77%. This broad range likely reflects the tendencies of studies to focus on specific populations of medical students. There is little consensus about the characteristics of mentoring relationships among medical students. The primary goal of this study was to determine the reported prevalence of mentorship among medical students in the United States. The secondary goals were to assess the desired qualities of and barriers to successful mentoring from a medical student perspective. A cross-sectional online survey was administered via Qualtrics to all medical students at participating accredited medical schools from July 2018 to March 2019. The questionnaire contained a subsection of questions that assessed the existence of mentoring, facilitators, and barriers in finding a mentor, and the desired qualities of a successful mentor. With a 94% completion rate, 369 (69%) of 532 medical students reported having a mentor. Adjusted analysis showed that fourth-year medical students were significantly more likely to have a mentor compared with first-year (odds ratio [OR] 2.65, 95% confidence interval [CI] 1.49-4.73, P = 0.001), second-year (OR 2.07, 95% CI 1.14-3.76, P = 0.016), and third-year medical students (OR 2.16, 95% CI 1.2-3.90, P = 0.011). Compassion (64%) was the most commonly reported quality in a successful mentoring relationship. Lack of time from mentor (75%) was the most commonly reported barrier. This study may serve as a guide to fostering more supportive mentoring relationships. Each mentoring relationship should be tailored to the needs of the mentee, however.

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.

Mentoring New Veterinary Graduates for Transition to Practice and Lifelong Learning.

A new veterinarian's smooth and rapid transition from education to clinical practice is critical to their success and that of their new professional homes. Successful mentoring relationships are critical to smoothing the transition to practice, particularly when independent clinical decisions are abruptly required. A mentor acts as a personal coach and teacher, providing both career and personal guidance. While the profession has focused on training mentors, it has paid little attention to teaching mentees how to maximize the benefits of the relationship. Veterinary colleges can do more to equip their graduates with the skills they need to manage their change to working life successfully. The Western College of Veterinary Medicine's (WCVM) substantive gap analysis revealed mentee training as an important issue to address in support of mentorship and established a mentee training program within the curriculum. The program teaches needs assessment, goal setting, identification of appropriate learning activities, and reflection skills as an iterative and cyclical process. Learning activities include working with one's selected mentor (or mentors). These skills are important for lifelong learning and continuing professional development, as well as transition to practice.

Reflections on the Mentor-Mentee Relationship.

A successful mentoring relationship can bring significant benefits to the mentee in terms of academic research productivity and career satisfaction. Through their mentees, mentors can also traverse new and fulfilling research directions. Here, we reflect on our own mentor-mentee relationship from both of our vantage points. We offer advice on how to choose a mentee/mentor, what each person needs to bring to the relationship, and how the relationship changes with time. Summary: We reflect on how mentors and mentees can make their relationship fulfilling and successful for both.

Survey Finds Gender Disparities Impact Both Women Mentors and Mentees in Gastroenterology.

Gastroenterologists at all levels of practice benefit from formal mentoring. Much of the current literature on mentoring in gastroenterology is based on expert opinion rather than data. In this study, we aimed to identify gender-related barriers to successful mentoring relationships from the mentor and mentee perspectives. A voluntary, web-based survey was distributed to physicians at 20 academic institutions across the United States. Overall, 796 gastroenterology fellows and faculty received the survey link, with 334 physicians responding to the survey (42% response rate), of whom 299 (90%; 129 women and 170 men) completed mentorship questions and were included in analysis. Responses of women and men were compared. Compared with men, more women preferred a mentor of the same gender (38.6% women vs 4.2% men, P < 0.0001) but less often had one (45.5% vs 70.2%, P < 0.0001). Women also reported having more difficulty finding a mentor (44.4% vs 16.0%, P < 0.0001) and more often cited inability to identify a mentor of the same gender as a contributing factor (12.8% vs 0.9%, P = 0.0004). More women mentors felt comfortable advising women mentees about work-life balance (88.3% vs 63.8%, P = 0.0005). Nonetheless, fewer women considered themselves effective mentors (33.3% vs 52.6%, P = 0.03). More women reported feeling pressured to mentor because of their gender (39.5% vs 0.9% of men, P < 0.0001). Despite no gender differences, one-third of respondents reported negative impact of the COVID-19 pandemic on their ability to mentor and be mentored. Inequities exist in the experiences of women mentees and mentors in gastroenterology, which may affect career advancement and job satisfaction.