Type Of Mentorship Research Articles

Community-Inquiry: Current Perspectives on Freshmen’s Verbal and Written Feedback from Sophomores Students of EFL Writing

A community of inquiry can help students increase engagement that supports English language acquisition. The community- inquiry provides students not only with cognitive but also social intelligence. Therefore, this study aimed to explore the perceptions of sophomores' verbal and written feedbacks on freshmen’s writing. This small-scale study examined 25 students attending an Intensive English Course in the English Literature Department at Universitas Islam Negeri Maulana Malik Ibrahim Malang. It involved sophomores providing verbal and written feedbacks on freshmen's writing, reflecting the implementation of a community of inquiry. The study employed a case study method, using three types of questionnaires to gather students' opinions on sophomores' written feedbacks, their perceptions of the verbal feedbacks, and their descriptive writing competence following the feedback process. The study revealed that both the sophomores' verbal and written feedbacks were beneficial for improving the freshmen's writing skills. Furthermore, the process of receiving feedbacks also appeared to enhance the students' confidence in their writing.Verbal and written feedback from the sophomores not only clarifies the aspects for the improvement of the composition but also improves the freshmen’s self-confidence to write better. The feedbacks are effective since the students are of the same age, the freshmen can relate better, and the feedback they receive matches their style. However, this type of mentorship also has drawbacks because the sophomores’ knowledge is limited, so the input they can provide is also limited. Therefore, it is suggested that English lecturers take advantage of sophomores' verbal and written feedbacks to assist freshmen in developing their writing skills.

On-site peer mentorship's effect on personal and professional development, stress reduction, and ease of transition into the medical education system.

Mentorship aids in the transition into the medical education system, which is a demanding and stressful time for learners. The development of new medical schools to offset the physician shortage has posed a challenge in that the inaugural class of students lacks an upperclassman cohort as a resource for advice and mentorship. Mentorship has proven to have positive impacts on three domains: personal and professional development (PPD), stress reduction (SR), and ease of transition (ET) into medical school. The purpose of this study was to identify sources of mentorship within the medical education system and compare the subjective growth of the inaugural and second classes of a newly established medical school in the three domains. The inaugural and second classes at a newly established medical school completed an Institutional Review Board (IRB)-approved anonymous survey with questions pertaining to unidentifiable demographics, sources of mentorship, and a five-point Likert scale assessing characteristics related to the three domains. Twenty-three students responded to the survey. The second class (n=9) rated their growth higher in all three domains compared to the inaugural class (n=14). The inaugural class utilized the faculty mentor the most (11/14, 78.6 %). The second class utilized the on-site peer mentor the most (9/9, 100 %). Qualitative data analysis led to the emergence of three themes: (1) students utilizing their faculty mentor had the greatest growth in PPD and ET; (2) students utilizing on-site peer mentorship reporting the greatest growth in SR; and (3) informal peer mentorship utilization correlating with less growth in the three domains. Our study demonstrates the profound impact that mentorship has on growth in the three domains regardless of the type of mentorship utilized. The benefits, specifically with regard to SR, of an on-site peer mentorship program may not have been satisfied by other sources of mentorship.

Mentorship in Higher Education: a Concept, a Model and Development Prospects

The article examines the mentorship development in higher education. The need for a scientific reconsideration of the conceptual framework of mentorship in modern conditions, as well as its important practical significance for adapting students, improving the quality of education and professional activity are forming the relevance of this topic. The purpose of the article is to develop the concept of mentorship, to design a model and to plan the mentoring in higher education. An interdisciplinary approach was used to determine the essence of mentorship (consideration of the category in Psychology and Sociology, Pedagogy, Management), a model of mentorship in higher education has been developed with a structural-system analysis, as well as with graphical and statistical methods. The scientific novelty of the article is the development of the conceptual framework of mentoring and applied aspects of its implementation in higher education in Russia. The essential elements of mentorship were identified and considered, namely: the concept and approaches, purpose and objectives, principles and functions. The types of mentorship in higher education were classified according to key criteria: the number of mentees, formalization, period of interaction, method of implementation, direction of interaction, purpose. The main principles of mentoring in higher education are specified. A model of mentoring in higher education was proposed. A systematic analysis of successful practices and mentoring programs in higher education in Russia was carried out. The problems and prospects for mentorship development in modern conditions were identified. The practical significance of the study lies in the possibility of using conceptual developments in the formation and development of the legal framework for the implementation of mentoring, as well as the development and implementation of a mentoring model in higher education institutions.

Influencing factors in female creative excellence: A study with Brazilian, Portuguese and Spanish women

This study aimed to verify the social and personal factors that influence the expression of creative excellence of Brazilian, Portuguese and Spanish women. A semi-structured interview was conducted with 27 women, 9 from each country, socially recognized for creative excellence in different areas. Their responses were classified into categories according to Bardin’s content analysis. The results indicated similarities among countries related to some factors favoring creativity as the presence of mentors, motivation and personal characteristics. Differences were also found between countries regarding the type of motivation, type of leisure, type of mentorship, perception of gender differences and factors that promote creativity in children and adolescents. On conclusion it is important to understand the relevance of biographical variables that influence female creative excellence, despite the cultural differences existing in various countries.

Residents' assessment of mentoring received on lecture performance in a teaching and learning curriculum program

IntroductionThis study evaluated residents' assessment of the mentorship received and how it impacted lecture performance as part of a teaching and learning curriculum (TLC) program. MethodsAn anonymous survey was emailed to residents completing the Virginia Commonwealth University (VCU) School of Pharmacy's TLC during 2018–2019 and 2019–2020. The survey collected information about: the type of mentorship received, residents' self-perceived lecture performance, and residents' desire to be involved in academia post-residency. Data were summarized using descriptive statistics. Fisher's exact tests investigated the association between residents' self-perceived lecture enhancement due to mentorship and: mentors' involvement, residents' confidence in understanding the lecture topic, mentors' affiliation with VCU, and semester when the lecture occurred. Responses to open-ended questions were analyzed using thematic analysis. ResultsForty-two of 86 residents (48.8%) completed the survey. Residents who were part of the TLC but did not deliver a lecture (n = 7) or taught practitioners instead of students (n = 2) were excluded, resulting in 33 participants. The majority of residents (87.9%) agreed or strongly agreed that mentorship enhanced their lecture. Mentors' level of involvement was significantly associated with residents' perception that the mentorship they received enhanced their lecture (P < .008). Residents' confidence in understanding the lecture topic, mentor affiliation, and semester when the lecture occurred were not associated with residents' self-perceived lecture enhancement due to mentorship. ConclusionsActive mentorship was associated with better self-perceived lecture performance. The best criteria for lecture mentorship should be established in the future to help prepare residents to give lectures.

Mentoring as a pathway to building research capacity in the field of innovation and development studies in Africa

ABSTRACT Mentorship may be conceptualised in terms of the form it takes, function it serves or it’s learning centred nature which makes research in mentoring to receive attention within different disciplines. This article attempts to understand how a mentoring programme can contribute to enhanced research capacity building in the field of Innovation and Development (I&D) studies in Africa. It does this through a qualitative study of an African-oriented research capacity building network (AfricaLics) that aims at building a critical mass of scholars in I&D studies in the continent of Africa. Drawing on theoretical approaches in higher education that support systems of interaction thinking, the paper finds that more systematic and extensive mentorship, and awareness about different types of mentorship can enhance capacity building in the field of I&D studies. The paper recommends that development of an I&D mentorship programme must consider a mix of both structured and unstructured elements that are aligned to the local context. These context-specific elements are critical to building sustainable research capacity building programmes in academic disciplines that are transdisciplinary in nature such as I&D studies.

A new path to mentorship for emerging global health leaders in low-income and middle-income countries

A new path to mentorship for emerging global health leaders in low-income and middle-income countries

Mentorship in Radiography: an Indispensable Tool for Sustainable Healthcare Transformation

&#x0D; &#x0D; &#x0D; &#x0D; &#x0D; Background: The concept of mentorship has gained widespread popularity in literature across different walks of life owing to the significant benefits attached to it.&#x0D; Purpose: This paper intends to discuss the need for mentorship in radiography, as an indispensable tool for a sustainable healthcare transformation, taking clues from other health science disciplines and medicine.&#x0D; Method: Authors reviewed relevant literature on the subject to have an in-depth and updated knowledge both in the health sciences as well as in other disciplines. Search engines such as Google Scholar, My Websearch, and data base such as Science Direct, Hinari, Taylor and Francis and Medknow were consulted. Several articles that discussed mentorship across various disciplines were reviewed. Those with ideas and concepts that fit into the purpose of the study were included.&#x0D; Results: Several definitions and types of mentorship exist across different walks of life based on literature. However, we decided to adopt the definition of mentorship and types of mentorship by Feldman, who defined mentorship as a dynamic, reciprocal relationship in a work environment between an advanced career incumbent and a beginner, aimed at promoting the development of both. The uniform agreement across various disciplines is that mentoring is a crucial component of success. However, its application in radiography is inadequate.&#x0D; Conclusion: In view of the apparent benefits accruable to mentorship globally, stakeholders in radiography should make mentorship a priority, if we must maintain our role in a sustainable healthcare transformation.&#x0D; &#x0D; &#x0D; &#x0D; &#x0D; &#x0D;

Mentorship in Radiography: an Indispensable Tool for Sustainable Healthcare Transformation

&#x0D; &#x0D; &#x0D; &#x0D; &#x0D; Background: The concept of mentorship has gained widespread popularity in literature across different walks of life owing to the significant benefits attached to it.&#x0D; Purpose: This paper intends to discuss the need for mentorship in radiography, as an indispensable tool for a sustainable healthcare transformation, taking clues from other health science disciplines and medicine.&#x0D; Method: Authors reviewed relevant literature on the subject to have an in-depth and updated knowledge both in the health sciences as well as in other disciplines. Search engines such as Google Scholar, My Websearch, and data base such as Science Direct, Hinari, Taylor and Francis and Medknow were consulted. Several articles that discussed mentorship across various disciplines were reviewed. Those with ideas and concepts that fit into the purpose of the study were included.&#x0D; Results: Several definitions and types of mentorship exist across different walks of life based on literature. However, we decided to adopt the definition of mentorship and types of mentorship by Feldman, who defined mentorship as a dynamic, reciprocal relationship in a work environment between an advanced career incumbent and a beginner, aimed at promoting the development of both. The uniform agreement across various disciplines is that mentoring is a crucial component of success. However, its application in radiography is inadequate.&#x0D; Conclusion: In view of the apparent benefits accruable to mentorship globally, stakeholders in radiography should make mentorship a priority, if we must maintain our role in a sustainable healthcare transformation.&#x0D; &#x0D; &#x0D; &#x0D; &#x0D; &#x0D;

Making the Academic Writing Process Explicit for Doctoral Students in the Social Sciences

The purpose of this article is to clarify the academic writing process and stages of publication for novice scholars. With doctoral student mentorship being highly dependent on relationships with faculty mentors, the quality and type of mentorship received varies widely. We designed this article to provide a shared starting point for new scholars trying to navigate the writing and publication process. We use our experiences as three newly tenured faculty members to provide some guidance for students. Additionally, this article adds to the existing body of knowledge on the academic writing process by bringing some hidden curriculum and norms to the forefront and making the information available to all students. Article highlights include four areas of focus of academic publishing: (a) the presentation to publication process; (b) journal choice and preparing for journal submission; (c) revision as a communal process; and (d) the journal response. Within this article, we have recommended several places where new scholars can make decisions ranging from where to submit papers, who and how to ask for help, and ways that they can respond to reviewers.

Champions Among Us: Leading Primary Care to the Forefront of Opioid Use Disorder Treatment.

Despite more than a decade of investment in opioid use disorder (OUD) treatment infrastructure, the year 2020 saw the highest mortality related to opioid overdose in American history. Treatment access remains critically limited, with less than half of people living with OUD receiving any treatment. Primary care has been referred to as the “sleeping giant” of addiction care, as few primary care doctors currently prescribe medications to treat OUD. The “clinical champions” framework is a tool that has shown promise in creating the type of mentorship and culture change necessary to expand uptake of medication-based OUD treatment among primary care providers. The early success of this model and the increased availability of tools for broad implementation warrant further investment as a means of leading primary care into a larger role in combatting the opioid addiction epidemic.

Miriam: Friend, Mentor, Scholar, and Teacher

MiriamFriend, Mentor, Scholar, and Teacher Sarita Rai (bio) I met Miriam at the University of Hawai‘i at Mānoa in 1995 when she was appointed as the faculty resident director for the London study abroad program. Later, when she was the honors director in 1998, we collaborated to implement a joint student recruitment program to persuade Hawai‘i high school seniors (public and private) to attend UH Mānoa and to make it their “choice” university. This way, as freshmen they could take specialized classes in the honors program and also go abroad. I write about her personal statement for the London resident directorship because it resonates with the same type of mentorship and friendship she gave me. She states, “a semester abroad will be successful if its participants ‘take part in’ and are ‘engaged in’ all things the program can offer. But it will be an experience that participants will cherish for the rest of their lives, if ‘cooperating’ and ‘lending a hand’ lead them to form a learning and experiential community that involves partnership.” Within this partnership she saw herself as “cooperating, lending a hand, and engaging” her students so they would excel in learning and experiencing their term abroad. To demonstrate the outcome, I take the liberty of quoting some of her students’ writings. These are samples of tributes to Miriam Fuchs: “thanks for being such a great teacher . . . my writing has improved,” “you opened my eyes to literature in a whole new way,” and “dear Dr. Fuchs, I will always remember my time in London. You are an inseparable part of that memory. You gave us all guidance and support, asking nothing in return. Thank you.” This was the nature of her mentorship that I experienced as well, and I cherish her role in my life. She asked for nothing in return. Somehow, we transitioned from the beginnings of a professional relationship to one of deep and enduring friendship. She was a mentor to me in every step of my life. Miriam insisted on reviewing my promotion application dossier, and acquired a deep knowledge and understanding of the study abroad programs and my job responsibilities. She would always remark that I “had the worst job as a faculty member of the University of Hawai‘i.” On another note, with her urging, we embarked on a journey to coedit Study Abroad: Traditions and New Directions (2019). When she had writer’s block she would have tantrums, and I would just sit, listen, and watch her. This is why she would always call me an “easy friend.” I, on the [End Page 151] other hand, would stop working on the book for long periods of time—and she would guilt me into going back to the project. She was resilient and never gave up on me. Together we wrote and published, and we complemented one another in the relationship that formed. She would listen to one of my ideas and go off on a tangent that had no bearing on the original thought. She spent a great deal of time reading on study abroad topics and somehow had the patience in writing and rewriting, over and over again, till the piece was just perfect. As a political scientist, I had radical views and opinions, but she had the wisdom to know that to get published I needed to be neutral and noncontroversial. She, of course, was correct, so I always agreed with her in the end. I had said “let’s have lunch,” and never followed up. Three months later, I found out that she had her cancer surgery and treatment, and I had missed it all. It taught me to never put off anything if you want to do something. I still hear her saying, “I don’t want to talk about it,” when she didn’t want to update me about her health. We also ignored each other and hardly talked on the phone when in Hawai‘i. She knew she could count on me, so she never worried when I was not traveling. However, she would worry and stress whenever I was out of the country, and even made sure that we talked...

Challenges to Learners in Interpreting Self as Other, Post COVID-19

The COVID-19 pandemic has prompted continuing constraints on the ability of students to interact with teachers and peers. Regarding this imposed segregation, what has not been considered is the effect of learners seeing self as other. With respect to augmentations of their body in interpersonal space by, (1) extending the body through witnessing themselves regularly in videoconferencing learning sessions, (2) isolating the body as a result of spending time apart from peers, social distancing at home, and (3) protecting the body through required mask-wearing where learners now consider who they represent in a mask, there are three important ways in which learners have felt unable to recognize themselves as they did pre-COVID-19. This migration from self to other, involving ingroup/outgroup distinctions, will be investigated from a number of perspectives—both sociological and psychological. Why the turning of self into other is problematic to the psyche will be discussed, as will the possible consequences for this ongoing lack of learner recognition long term, including focus on the new norms or embracing self-directed learning. Based on this analysis, the type of mentorship by teachers and parents that may be appropriate for helping learners contend with these changes will be recommended.

Mentorship in librarianship: meeting the needs, addressing the challenges

PurposeMentorship is crucial to the success and accomplishment of librarianship in the contemporary era. This paper aims to investigate the need for mentorship and challenges besetting mentorship in librarianship with specific focus on academic libraries.Design/methodology/approachDescriptive survey research design was used for the study. The population of the study was 1,214 librarians in 102 academic libraries in Southern Nigeria. Total enumeration sampling technique was adopted for the study.FindingsIt was reflected that mentorship, though beset by a number of challenges, is a necessity in librarianship. The hypotheses tested revealed that there is significant relationship between the need for mentorship and the types of mentorship adopted in academic libraries, and that there is no significant difference between the need for mentorship by male and female librarians.Practical implicationsThis study affirmed that it is through mentorship that librarians can meet their job demands. Mentorship should therefore be stimulated to bolster the professional and intellectual development of the librarians. The mentees should be carried along in mentorship partnership selection process, and training should be organized for mentors and mentees on mentorship.Social implicationsThe interaction of librarians in the course of mentoring can facilitate work cohesion and enhanced job performance.Originality/valueThe needs for and challenges besetting mentorship in librarianship have been explored by collecting data directly from the librarians. The cloistered nature of librarianship, given the changing nature of the profession owing to massive deployment of Information and Communication Technology in the performance of library operations, means that mentorship should be encouraged in the profession.

Mentorship Initiatives in Radiation Oncology: A Scoping Review of the Literature

Although mentorship is described extensively in academic medical literature, there are few descriptions of mentorship specific to radiation oncology. The goal of the current study was to investigate the state of mentorship in radiation oncology through a scoping review of the literature. A search protocol was defined according to Preferred Reporting Items for Systematic Reviews and Meta Analyses extension for scoping reviews (PRISMA-ScR) guidelines. Predefined search terms and medical subject headings were used to search PubMed for English language articles published after January 1, 1990, on mentorship in radiation oncology. Additionally, in-press articles from major radiation oncology and medical education journals were searched. Three reviewers determined article eligibility. Included articles were classified based on predefined evaluation criteria. Fourteen publications from 2008 to 2019 met inclusion criteria. The most commonly described form of mentorship was the dyad (64.3%), followed by team (14.3%) and peer (7.1%); 2 articles did not specify mentorship type (14.3%). The most commonly mentored participants were residents (35.7%), followed by medical students (35.7%) and attendings (21.4%); 1 study included participants of all levels (7.1%). Thirteen studies (92.9%) identified an experimental study design, most of which were cross-sectional (42.9%), followed by cohort studies (28.6%) and before/after (21.4%). Median sample size, reported in 12 of 13 experimental studies, was 132 (coefficient of variation, 1.06). Although outcomes varied widely, the majority described successful implementation of mentorship initiatives with high levels of participant satisfaction. Although few initiatives are currently reported, the present study suggests that these initiatives are successful in promoting career development and increasing professional satisfaction. The interventions overwhelmingly described mentorship dyads; other forms of mentorship are either less common or understudied. Limitations included interventions not being evaluated in a controlled setting, and many were assessed using surveys with low response rates. This review highlights rich opportunities for future scholarship to develop, evaluate, and disseminate radiation oncology mentorship initiatives.

Strategies for Successful Long-Distance Mentoring

Mentorship offers benefits to both the mentee and mentor in terms of professional development and productivity. It can take many forms and is not limited to mentee-mentor pairs that are employed at the same institution. Mentoring relationships that span institutions offer an avenue for expanding one’s professional network beyond the local environment. We refer to this type of mentorship as “long-distance mentoring.” We offer four critical strategies and reflections for successful long-distance mentoring based on our experience in the AAHB Research Scholars Mentorship Program.

Expert viewpoints of peer support for people experiencing homelessness: A Q sort study.

Peers have shared experiences of phenomena such as mental illness, addiction, and homelessness. Homelessness services are increasingly utilizing peers in their models to support people experiencing homelessness. While there is extensive literature on peer support in general, few studies focus on the potential change mechanisms that might underpin this intervention, particularly regarding homelessness. This study aims to utilize expert opinions to identify common viewpoints on components involved in effective peer support. Forty-three statements were developed from previous literature that broadly describes elements involved in peer support. Forty experts (20 peers and 20 professionals) ranked the statements into a hierarchy. Q methodology is a rigorous method to objectively research participants' subjective viewpoints, using a by-person rather than by-variable approach to factor analysis. The study was done in three stages: first-order analysis to identify shared viewpoints within (a) the peer participant group, (b) the professional participant group, and (c) a second-order analysis of Stage 1 and 2 results to identify common viewpoints held across participant groups. Stage 3 analysis resulted in three differing viewpoints; the dominant viewpoint asserts that effective peer support is rooted in experiential knowledge, where peers build unique, trusting relationships to provide clients with a different level of support. The results highlighted different types of peer support and defined a new one: a unidirectional, mentorship type of intentional peer support. Strengths and limitations are discussed. (PsycINFO Database Record (c) 2019 APA, all rights reserved).

A Canonical Correlational Analysis Examining the Relationship Between Peer Mentorship, Belongingness, Impostor Feelings, and Black Collegians’ Academic and Psychosocial Outcomes

Disparities in students’ psychosocial outcomes are an underresearched area of achievement gap research. Racial-ethnic minorities endorse a lower sense of belonging, higher impostorism scores, and decreased college adjustment at predominately White institutions relative to White students and these disparities impact their college outcomes. This study explores how peer mentorship contributes to the academic and socioemotional outcomes of a sample of Black collegians. Furthermore, the study examines whether variations in student outcomes function as a result of the type of mentorship endorsed by students. Results revealed a positive relationship between mentorship, mentorship experiences and college adjustment, and an inverse relationship with impostorism. Furthermore, students with mentors reported significantly higher belongingness and college adjustment scores compared to students with no mentors.

INDIGENOUS KNOWLEDGE OF MEDICINAL PLANTS USED BY TRADITIONAL HEALERS IN ILOC0S SUR

This research documented local plant species with its botanical interest and scientific names used by the traditional healers in Ilocos Sur. In this study, the profile of the respondents who were Ilocano traditional healers were identified in terms of sex, age, serve as a healer, mentorship type of disease treated and specialization in the indigenous medicinal treatment The indigenous knowledge of the Ilocano traditional healers was studied based on the botanical remedies and human ailments of the identified plant species in Ilocos Sur. It also included the methods of preparation of the medicinal plants used by the traditional healers. Fifty three (53) local traditional healers were interviewed to provide needed information. Based on the findings of the study the traditional healer in Ilocos Sur possesses rich ethnic pharmacological knowledge. The study allows for identifying many high value medicinal plant species, indicating high potential for economic development through sustainable collection of their medical plan. It also showed that the study area has plenty of medicinal plants to treat a wide spectrum of human ailments. Many people in the study areas of Ilocos Sur are still depending on medicinal plants, at least for the treatment of some simple diseases such as, cold, cough, fever, headache, poison bites, skin diseases and tooth infections. It is necessary to acquire and preserve this traditional system of medicine by proper documentation and identification of specimen.This traditional knowledge on the indigenous uses of the medicinal plants could boost new innovations in the pharmaceutical industry and have many beneficial applications such as new medicinal trials for some diseases like: malaria, Tuberculosis and AIDS, of which will develop the health care sector in ilocos Sur. Knowledge sharing varied among the traditional healers. Some would freely share while others keep their techniques secret .Most of the healers do not follow rigid rules on dosage, but were practically strict to abstain or avoid some kind of food while their patients are under treatment. Many people in the study areas of Ilocos Sur are still depending on medicinal plants .The traditional healers in Ilocos Sur possess rich ethnic pharmacological knowledge on Medicinal plant. This allows the study for identifying many high value medicinal plant species, indicating high potential for economic development through sustainable collection of these.

Development of the “Mentorship in Clinical Training Scale” (MiCTS)

Using an online survey, the researchers examined new family therapists’ experiences of four types of professional mentoring during their most recently completed family therapy training programs. The sample of 223 was mostly white, North American, female, and trained in master’s level graduate programs within the United States. Mentorship experiences were assessed with a new scale of quantitative items aimed to represent the four most common types of mentorship: psychosocial mentorship, career mentorship, clinical mentorship, and research mentorship. Exploratory and confirmatory factor analyses identified and supported a four-factor model of mentorship and an assessment scale of 26 items. Characteristics of the students, their mentors, and the programs, as well as the four mentoring factors were used in structural equation modeling to predict student satisfaction with their primary mentoring relationships. Suggestions are made for future research using the “Mentorship in Clinical Training Scale” (MiCTS). In addition, the MiCTS can be useful for measuring student and faculty outcomes with respect to training programs’ mentorship goals.