Mentor Training Research Articles

Peer2Me – evaluation of a peer supported program for adolescent and young adult (AYA) cancer patients: study protocol of a randomised trial using a comprehensive cohort design

BackgroundDeveloping cancer in young adulthood is a non-normative life event and associated with adverse physical, social and psychological consequences. High psychological distress is common in AYA cancer patients including anxiety, depression or fear of recurrence. At the same time, it is well known that AYA often report unmet needs for support, particularly in terms of informational exchange and emotional support from peers in order to benefit from shared experiences and enhance self-efficacy. Especially in the AYA group, interactions with other same-aged cancer patients may represent an essential resource in terms of coping with the disease, as family members and friends are often overwhelmed and struggling with helplessness. Currently, there is a lack of professional support services using peer support (e.g. psycho-oncological support, aftercare consultations, social legal counselling) or evaluated peer support interventions in Germany. Our aim is to assess the effectiveness of the Peer2Me intervention for AYAs, in which acute patients (mentees) are accompanied by an AYA survivor (mentor) over a period of three months.MethodsA prospective Comprehensive Cohort Design with repeated measures will be used to evaluate the effectiveness of Peer2Me for AYA. A sample of 180 patients in active cancer treatment aged 18 to 39 years will be enrolled and randomized to the intervention or control condition (a single AYA-specific consultation). Following mentor training, mentees and mentors are matched by diagnosis, age, and gender. The primary outcome is self-efficacy; secondary outcomes include measures of anxiety, depression, health literacy, life satisfaction and social support life. Outcomes will be measured at baseline before the intervention (t1), immediately after completion of the three-month intervention (t2) and three months after completion the intervention (t3). For the final analyses, we will use an intention-to-treat approach (ITT) and compare patients in the assigned treatment groups.DiscussionPeer2Me might be an important addition to existing professional psychosocial support services for young cancer patients. At the end of the study, a psycho-oncological intervention for young cancer patients undergoing acute treatment should be available, from which both mentors and mentees could benefit. The long-term continuity of Peer2Me should be ensured through collaboration with different partners.Trial RegistrationThe study was retrospectively registered on February 4, 2022 at clinicaltrials.gov (NCT05336318).

Analysis of Empowerment Efforts and Implementation of Funeral Corpses in Indonesia

In Indonesian society, it is customary for Modin to handle the deceased remains of locals. However, this poses several issues in Indonesian society, particularly in densely populated cities. This study examines attempts to empower and implement funeral corpses in Indonesia. This study is the outcome of practical research by UIN Walisongo Semarang students on funeral bodies in society. This is a field research report based on qualitative data gathered through interviews, observations, and documentation. The study's sample locations were Tabanan City in Bali, Surabaya City in East Java, Semarang City in Central Java, and Jakarta City. The resulting community empowerment initiative involves organizing mentoring events and training on funeral bodies for long-term benefits.

Patterns of Community Empowerment through Fishermen’s Groups in Improving the Economy on the Pasaran Island of Bandar Lampung

This research is motivated by an interest in the economic empowerment program implemented by the Pasaran Island Fishermen Group, Kota Karang Village, Bandar Lampung City. The purpose of this research is to find out how the pattern of community empowerment through fishermen groups in improving the economy on Pasaran Island, Bandar Lampung. This research uses qualitative methods, namely data obtained by observation, interviews, and documentation. The results of this study indicate that in an effort to develop the economy of fishermen on Pasaran Island, several strategies are used which include education and training patterns, counseling and mentoring patterns, and fisheries business partnership patterns, with the main strategy emphasized is the provision of assistance from the government for fishermen. Empowerment through fishing groups is able to respond to local conditions because what they do gives very positive results and is able to improve the economy of the community on Pasaran Island.

Pengaruh Pelatihan Preceptor Mentor terhadap Kepuasan Mahasiswa dalam Bimbingan Praktik Klinis

Clinical practice learning is a learning activity held in practice settings such as hospitals, clinics, health centers and communities. Phenomenological studies state that the duties and responsibilities as a preceptor cannot be carried out optimally. Surveying student perceptions regarding the role of preceptors in practice areas, 12% stated that preceptors were less cooperative, less friendly, and less guiding; 11.3% stated that preceptors were busy with other tasks, and 15.3% stated that preceptors were busy with patients. The aim of the research was to determine the effect of preceptor mentor training on student satisfaction at the Padang DII Midwifery Study Program, Padang Ministry of Health Polytechnic. This research is quantitative research with a cross-sectional approach. The research population was clinical practice supervisors in hospitals, community health centers, and midwives' independent practice in West Sumatra. The sampling technique used total sampling with a total of 80 respondents. The research instrument is a questionnaire. The research results showed that out of a total of 80 respondents, 47 respondents (58.75%) had participated in preceptor mentor training and 38.75% of them had received student satisfaction ratings in the high category in guiding students. Conclusion : The Chi-square test result is 0.000, preceptor mentor training has an influence on student satisfaction at the DIII Midwifery Study Program, Padang Health Polytechnic, Ministry of Health, Padang in guiding clinical practice in the practice area. Recommended that the institution to collaborate with the hospital so that preceptorship training can be carried out jointly and complement each other between clinical and academic supervisors.

Understanding Successful Mentor-Mentee Relationships in New Faculty Scholars Program.

Mentorship is critical for the career development of health care professionals and educators. Facilitating successful mentorship is valuable in supporting future leaders and educators in family medicine. Since 1988, the Society of Teachers of Family Medicine's New Faculty Scholars (NFS) program has provided 1-year mentorship opportunities for new faculty. This qualitative study used group concept mapping to identify the characteristics of successful mentorship relationships within the NFS program. Eight New Faculty Scholars (five mentors, three mentees) from 2015 to 2021 participated in a virtual 90-minute group concept-mapping and pattern-matching session. Participants generated statements in response to a prompt about successful features of mentorship relationships. Participants categorized responses by similarity and rated each statement on a numerical scale from 1 to 5 (1 indicating lowest, 5 indicating highest) according to importance, current presence within the program, and feasibility. Statements generated by participants were grouped into seven common themes. Categories rated most important included interpersonal skills, mentor soft skills, and mentor preparation. Structured processes and goal setting, mentor soft skills, and mentor preparation were rated most feasible in terms of future improvement. Interpersonal skills, mentor soft skills, and mentor preparation were the most highly rated by participants, but also displayed the largest disparity when compared to ratings on current presence. Future efforts to improve interpersonal communication and mentor training can potentially lead to greater satisfaction with the NFS program. The most highly rated categories indicated the primary benefit of the relational components of mentorship.

Learning Plan Use in Undergraduate Medical Education: A Scoping Review.

How to best support self-regulated learning (SRL) skills development and track trainees' progress along their competency-based medical education learning trajectory is unclear. Learning plans (LPs) may be the answer; however, information on their use in undergraduate medical education (UME) is limited. This study summarizes the literature regarding LP use in UME, explores the student's role in LP development and implementation, and identifies additional research areas. MEDLINE, Embase, PsycInfo, Education Source, and Web of Science databases were searched for articles published from database inception to March 6, 2024, and relevant reference lists were manually searched. The review included studies of undergraduate medical students, studies of LP use, and studies of the UME stage in any geographic setting. Data were analyzed using quantitative and qualitative content analyses. The database search found 7,871 titles and abstracts with an additional 25 found from the manual search for a total of 7,896 articles, of which 39 met inclusion criteria. Many LPs lacked a guiding framework. LPs were associated with self-reported improved SRL skill development, learning structure, and learning outcomes. Barriers to their use for students and faculty were time to create and implement LPs, lack of training on LP development and implementation, and lack of engagement. Facilitators included SRL skill development, LP cocreation, and guidance by a trained mentor. Identified research gaps include objective outcome measures, longitudinal impact beyond UME, standardized framework for LP development and quality assessment, and training on SRL skills and LPs. This review demonstrates variability of LP use in UME. LPs appear to have potential to support medical student education and facilitate translation of SRL skills into residency training. Successful use requires training and an experienced mentor. However, more research is required to determine whether benefits of LPs outweigh the resources required for their use.

Predicting collegiate athletes’ willingness to mentor teammates: applying the theory of normative social behaviour

ABSTRACT Given the benefits of peer mentorship among athletes, there is a need to identify antecedents of athletes’ mentorship engagement. Based on the theory of normative social behaviour, the present study tested the hypothesis that there would be a positive association between athletes’ perceptions of teammates’ peer mentorship (peer descriptive norm) and mentorship willingness, and that this relationship would strengthen as a function of increasing perceptions of coaches’ approval of peer mentorship (coach injunctive norm) and social identity. Specifically, we assessed athletes’ willingness to provide task instruction (instrumental) and friendship (psychosocial) mentorship to teammates who played (a) the same position, and (b) a different position, as them. Participants were 173 National Collegiate Athletic Association athletes from the United States who completed an online survey. Results of multiple regression analyses provided support for a positive peer descriptive norm-mentorship willingness relationship for some, but not all, mentorship willingness outcomes. Though the statistical significance of interaction terms and R2 changes were inconsistent, patterns of moderation were observed in some of the results based on simple slopes. That is, the simple slopes indicated preliminary support that the positive association between athletes’ perceptions of teammates’ peer mentorship and mentorship willingness may strengthen to the extent that athletes perceive that their coaches approve of peer mentorship and that athletes identify more strongly with their teams. The results suggest that coaches should overtly encourage and approve of peer mentorship, enhance their athletes’ identification with their teams, and provide their athletes with mentorship training opportunities.

LMIC-26. DEVELOPMENT OF THE ST. JUDE GLOBAL VIRTUAL PEDIATRIC NEURO-ONCOLOGY FELLOWSHIP (VPNOF): INCREASING PEDIATRIC NEURO-ONCOLOGY CAPACITY IN LOW- AND MIDDLE- INCOME COUNTRIES (LMIC)

Abstract BACKGROUND Most children with central nervous system (CNS) tumors reside in LMICs, yet their complex management is limited by the availability of trained pediatric neuro-oncologists (PNO). The St. Jude Global VPNOF was designed to train pediatric oncologists (PO) in LMICs as CNS tumor experts while remaining in their home countries. METHODS The VPNOF structure was initially developed through semi-structured interviews of physicians who had served as global mentors or mentees in pediatric oncology. Employing a modified Delphi method, we identified the key components necessary to virtually train POs in LMICs to become PNOs. RESULTS A two-year fellowship program was designed with a curriculum tailored for POs in LMICs. Two main components were identified as critical to the objective of building PNO capacity: mentorship and clinical training. Mentorship involves a triad with one global and one loco-regional mentor per fellow, aiding in the fellow’s career and institutional goal setting to advance PNO care. Clinical training includes regularly scheduled virtual tumor boards and didactics, and ad-hoc case discussions with mentors while managing patients at their home institution. Additionally, fellows travel to their mentors’ institution twice for a four-week clinical rotation. In 2022, five fellows from Armenia, China, Indonesia, Mexico, and Pakistan were selected. In 2023, an additional six fellows were selected from China, Costa Rica, India, Romania, South Africa, and Sri Lanka. To date, 18 months of the two-year fellowship have resulted in the establishment of multi-disciplinary approaches, increased patient volume, increased evidence-based practices, and publication by the first cohort of 21 abstracts and two journal publications to date. CONCLUSIONS The VPNOF is an innovative approach to leveraging global mentorship to train PO in resource-limited settings to become PNOs. Virtual mentorship and training have led to implementation of new practices aimed at improving quality of care for children with CNS tumors in LMICs.

PECULIARITIES OF TRAINING PERSONNEL RESOURCES OF THE PUBLIC HEALTH SYSTEM IN THE SPHERE OF EPIDEMIOLOGY

Aim. An analysis of educational approaches to the training of specialists in the public health system in the field of epidemiology in Ukraine and the world was carried out with the definition of the main competencies, in accordance with the best educational international practices. Conducting an analysis of educational approaches to the training of specialists in the public health system in the field of epidemiology in Ukraine and the world with the definition of core competencies, in accordance with the best educational international practices. Materials and methods. Critical narrative literature review, based on scientific works indexed in the scientometric databases Medline, Google Scholar, PubMed, with directory of open access journals (Directory of Open Access Journals (DOAJ)) and data from the global network educational (TEPHINET) was conducted. Results. The world experience of training specialists in the field of epidemiology, with the aim of strengthening the health care system, shows that efforts are being directed to the training of practically oriented specialists. The main subject areas are necessary for the modern training of epidemiologists in the field of public health: epidemiological method and biostatistics, epidemiological surveillance and biosafety, epidemiology of infectious and non-infectious diseases, communication, management and leadership, computer skills. An epidemiologist must possess basic competencies: apply epidemiological research methods, synthesis of knowledge and interpretation of data to monitor diseases, respond to outbreaks, manage public health surveillance, manage staff and resources, develop written and oral communications. There is a valid opinion that competences in the field of epidemiology should be standardized, which would make the epidemiologist universal in different countries aimed at formation qualified and experienced epidemiologists who can detect, investigate and control disease outbreaks; conduct observations; analyze epidemiological data; measure the impact of interventions; and conduct applied epidemiological studies. Conclusions. The practical orientation of educational programs should provide a strong component for creating a sustainable capacity to respond to emergency situations in the field of health care at the national, regional and global levels. The Ukrainian approach to the training of epidemiologists requires changes using programs that combine theoretical learning with the predominant experience of practical work, taking into account the basic competencies with elements of mentoring and peer training, should meet modern standards of andragogy and approaches to motivating future specialists to learn throughout their lives.

Mentor communication skills training: development, feasibility, and preliminary efficacy

BackgroundMentoring is vital to career development in academic medicine, and communication underlies all aspects of the mentoring relationship. Although training research mentors has been shown to be effective, few academic medicine faculties have received training in how to mentor. The investigators developed a novel intervention, the Mentor Communication Skills Training for Oncology Faculty (“Comskil Mentor Training”) and examined feasibility and preliminary efficacy.MethodsThe study was a single arm pre-post intervention design. The intervention (Comskil Mentor Training) was offered in one virtual 3-hour session and included a didactic lecture with exemplary skill demonstration videos, facilitator-led small group role plays with trained actors, and evaluation. 19 faculty members from 12 departments participated in the training.ResultsAll participants completed the training. Overall, the training was rated favorably, with more than 80% of participants indicating that they “agreed” or “strongly agreed” with training evaluation. From pre- to post-training, significant improvement was seen in participants’ overall self-efficacy to communicate with mentees, as well as participants’ overall use of communication skills and mentoring-specific language.ConclusionsOur findings support the feasibility and preliminary efficacy of a virtually delivered experiential mentor communication skills training program for multidisciplinary clinical and research faculty in oncology.

Effective mentor training, education and development: a qualitative multilevel meta-synthesis

PurposeThis paper synthesises international research on effective mentor training, education and development (MTED).Design/methodology/approachAn adaptive theory methodology (Layder, 1998), combining deductive and inductive methods, was deployed in a qualitative meta-synthesis of thematic findings generated in three studies: a systematic review of literature published between January 2010 and July 2020, together with a secondary analysis of studies including evidence on MTED; a subsequent systematic review of literature published between August 2020 and May 2023 and a general inductive analysis (Thomas, 2006) of interviews of leaders of large-scale MTED programmes that had good evidence of impact.FindingsOur meta-synthesis found that effective MTED is evidence-based, refined through ongoing research, tailored both to individual needs and context and includes sustained support. Effective pedagogical approaches in MTED are underpinned by adult learning principles and establish a learning climate that fosters open and trusting relationships. Effective MTED is shaped by the espoused mentoring model or approach, with particular emphasis on understanding, building and sustaining mentoring relationships and incorporating observing, practising, critically reflecting on and receiving feedback on mentoring.Practical implicationsThe study will be helpful to practitioners designing, reviewing and evaluating MTED programmes, researchers seeking to enhance the sparse MTED evidence base and programme commissioners.Originality/valueThe original and significant contribution of this study is the identification of key principles relating to the overall design of – as well as specific content, pedagogical approaches and supporting resources within – MTED programmes that have evidenced positive effects on mentors, mentees, mentoring and/or organisations.

BUILDing Engaged Mentors: Examining the Efficacy of BUILD-led Mentor Training.

The practice of mentorship is a critical focus in science, technology, engineering, mathematics, and medicine (STEMM) disciplines. This quasi-experimental study investigated the efficacy of undergraduate mentor training in biomedical sciences programs in the NIH-funded Building Infrastructure Leading to Diversity (BUILD) initiative comprised of research-rising institutions. We used data from the Higher Education Research Institute's Faculty Survey (2016-17 and 2019-20). In cross-sectional comparisons of 379 BUILD-trained faculty with 755 colleagues who were not BUILD-trained, those who participated in BUILD mentor training reported more engagement with mentees. Utilizing propensity score matching of 314 with longitudinal cases, mentoring confidence and engagement were stronger over time for BUILD-trained faculty. Findings suggest BUILD mentor training yields positive results for undergraduate mentors at research-rising institutions.

Increasing Faculty Self-Efficacy in Mentoring through Training in Inclusive Mentoring and Course-based Undergraduate Research.

Encouraging diversity in biomedical fields is especially important and begins at the undergraduate level. Culturally competent mentorship and high impact practices, like involvement in research, play important roles in fostering success among undergraduates from historically underrepresented groups. The current study followed 20 biomedical faculty as they completed two semester-long trainings, one in mentoring and one in course based undergraduate research (CUREs) as part of the NIH Diversity Program Consortium Dissemination and Translation Awards initiative. Comparisons of pre- and post-training survey data showed increased self-efficacy for mentoring biomedical research trainees and for mentoring diverse groups of biomedical trainees. These results suggest that focused, formal faculty training can be effective for improving mentoring, and consequently success of biomedical students.

Mentorship for Transfer Student Success in STEM Research: Mentor Approaches and Reflections.

Mentorship has been widely recognized as an effective means to promote student learning and engagement in undergraduate research experiences. However, little work exists for understanding different mentors' perceived approaches to mentorship, including mentorship of students from backgrounds and educational trajectories not well represented in science, technology, engineering, and mathematics (STEM). Transfer students, in particular, face unique trajectories in their pursuit of research opportunities, yet few studies investigate how mentors describe their approaches to supporting these students. Using semistructured interviews, this study examines how mentors approach mentoring students from diverse backgrounds as research trainees, with an emphasis on transfer students. First, using phenomenography as an analytical approach, we identified four categories describing variations in how mentors reflected upon or accounted for the transfer student identity in their approaches. We find that research mentors vary in their understanding and exposure to the transfer student identity and may have preconceived notions of the transfer student experience. Second, we present vignettes to illustrate how mentors' approaches to the transfer student identity may relate or diverge from their general approaches to mentoring students from different backgrounds and identities. The emerging findings have implications for developing effective mentorship strategies and training mentors to support transfer students.

Transforming Science Research Through Liberatory Race-conscious Mentorship: The BUILD PODER Professional Development Modules.

BUILD is a NIH initiative designed to retain underrepresented undergraduates in biomedicine. Of the 10 BUILD sites, BUILD PODER is the only space-and-place that approaches this initiative through the framework of critical race theory (CRT). A feature of BUILD PODER's path to student empowerment is liberatory race-conscious mentorship. Researchers developed, implemented, and evaluated a quintipartite CRT-based antiracist-anticolonial online training program for biomedical educators nationwide. We review the social scientific and historical knowledge used to create these novel mentorship training modules. We describe the modular content and activities. We also report evaluation data obtained during beta-testing and outline how this information helped finalize the product. Discussed are the individual- and institutional-level implications of modularizing the developmental process of liberatory race consciousness.

Design and Implementation of a Mentorship Education Program at Xavier University of Louisiana: Impact and Lessons Learned.

Historically Black Colleges and Universities (HBCUs), such as Xavier University of Louisiana (Xavier), have strong cultures of mentoring underrepresented students. We report on the design and implementation of the Preparing Mentors and Advisors at Xavier (P-MAX) Program, a mentor-training program at an HBCU. Over half of the full-time Xavier faculty members have participated in at least one P-MAX event over the life of the Program, with about 60% completing the 8-hour foundational workshop. Pre/post program self-assessments indicate that mentors report significant increases in both their mentoring skills and confidence. Recommendations to consider when designing and implementing a mentor training program are provided. These range from being thoughtful about who delivers the mentoring lessons to paying close attention to the specific audience and institutional culture.

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.

Mengembangkan Kepemimpinan dan Etika: Meningkatkan Tanggung Jawab dan Kompetensi Pengurus KOPMA USD

This study aims to develop leadership attitudes and ethics as well as a sense of responsibility among responsive and competent KOPMA USD administrators. The main problem faced is the lack of understanding and application of good leadership principles among the administrators. The methods used in this study include training, workshops, and intensive mentoring. The results show a significant improvement in the understanding and application of leadership ethics and responsibility among the KOPMA USD administrators. The administrators have become more responsive and competent in carrying out their duties, which is reflected in the increased performance of the organization and the satisfaction of KOPMA USD members. This study concludes that the leadership and ethics development program is effective in improving the quality of KOPMA USD administrators.

The need and acceptability of a youth mental health mentoring model to supplement adolescent outpatient mental health services

Youth mental health challenges in the United States continue to escalate at an alarming rate. To address this crisis, there is an urgent need to develop innovative strategies for delivering effective mental health care to youth. The aim of this study was to assess the need and acceptability of a youth mental health mentoring model for adolescents engaged in outpatient mental health services. Participants included adolescents currently engaged in outpatient mental health services (n = 3, 14–17 years old; 66 % Black; 100 % cisgender boys), parents/guardians of adolescents currently engaged in mental health services (n = 4; 50 % Black; 100 % cisgender women), clinicians who provide adolescent mental health services in an outpatient setting (n = 5; 100 % White cisgender women), and potential paraprofessional mental health mentors recruited from a large land-grant University (n = 5; 40 % White; 60 % cisgender women). All participants were recruited from an urban setting in the midwestern United States. Data collection occurred remotely. Following protocols that were approved by an Institutional Review Board, participant groups were provided an overview of the proposed model and asked a series of open-ended questions in four separate focus groups to gauge the perceived need and acceptability of this type of program model. Thematic data analysis was used to analyze data. Across participant groups, results indicated a clear need for supplemental mental health services and high acceptability of the proposed youth mental health mentoring model. Participants offered specific recommendations for model development, especially related to mentor selection, training and supervision.

Gender and Mentorship in Military Medicine: A Survey Study.

Mentorship is essential for professional development and advancement within the military. In civilian medicine, the intersection between gender and mentorship holds important implications for research opportunities, academic success, and career progression. However, the intersection of gender and mentorship has not yet been explored within the field of military medicine. The purpose of this study, therefore, was to investigate the role of gender in mentorship within the field of military medicine. We investigated gender and mentorship within military medicine by developing and distributing a 16-item Likert survey to active-duty military physicians. We used the Chi-squared test of independence and the independent samples t-test to examine the role of gender in mentorship among the 16 questions. The male respondents reported more same-gender mentors than females (male [M]: 61.9% vs. female [F]: 33.0%), whereas the female respondents had significantly more mentors of the opposite gender than males (M: 12.4% vs. F: 47.3%). A higher proportion of males indicated no preference compared to females. Conversely, a significant preference for a same-sex mentor was expressed by female respondents compared to male respondents (M: 5.2% vs. F: 30.1%). In contrast, female respondents considered having a mentor more important than their male counterparts (t(206) = -2.26, P = .012, F: 3.86 vs. M: 3.57). Both male and female respondents had significantly more female mentees ($\chi _{\left( 1 \right)}^2$ = 12.92, P < .001, Cramer's V = 0.254). While the female participants in our study preferred female mentors, the male participants had more same-gender mentors than the female participants. In addition, more females reported that they did not have the time to be mentored. Our results, therefore, suggest that training males to be better mentors to females and providing accessible mentorship training to females may promote equitable career development within military medicine.