This second publication of the Better Mentorship, Better Student Experience series is intended to serve as a resource for mentors who are seeking tips and support as they work with mentees in ...academia and beyond. This publication describes the role of the mentor and provides practical tips that can be applied in any setting. Written by Debra M. Barry, Heather Nesbitt, and Heather McAuslane, and published by the UF/IFAS Department of Agricultural Education and Communication, May 2024.
La relation mentorale Ghiţulescu, Ruxandra Daniela
Journal of humanistic and social studies,
01/2021, Volume:
12, Issue:
2
Journal Article
Peer reviewed
Open access
In recent decades, the interest that education systems give to mentoring has been growing, given its decisive role in professional integration. Based on the definitions offered by several researchers ...and the presentation of the objectives of mentoring, this article will try to analyse the way in which the relationship between the experienced teacher and the beginner is built and what are the stages to be followed. Special attention will be given to the mentor and mentee, their expectations, responsibilities and difficulties.
Mentoring is suffering from a shortage of trained mentors which compromise the efficacy of novice mentoring or mentoring between a senior clinician and a junior clinician. E-mentoring is proposed as ...a means of supplementing this dominant form of mentoring in medicine by providing accessible, timely and longitudinal support for mentees. However, with little is known about e-mentoring nor its role in a blended mentoring approach, a systematic scoping review is proposed to evaluate these gaps in understanding in order to better understand e-mentoring and assess the viability of employing e-mentoring practice to support novice mentoring. Using Arksey and O’Malley’s (Int J Soc Res Methodol 8(1):19–32,
2005
) approach, 5 reviewers carried out independent literature reviews of e-mentoring as an adjuvant to novice mentoring in PubMed, Embase, PsycINFO, ERIC, Cochrane Database of Systematic Reviews, Google Scholar, Scopus, GreyLit, OpenGrey, and Web of Science databases. Braun and Clarke’s (Qual Res Psychol 3(2):77–101,
2006
) thematic analysis approach was used to thematically analyse accounts of e-mentoring across different settings. 6557 abstracts were identified, 109 full text articles were reviewed, and 18 articles were included and thematically analysed. The themes identified include definitions, role, stages, processes, platforms, evaluation, and relationships in e-mentoring. The themes identified provide a clinically relevant definition of e-mentoring, and in highlighting the similarities in the phases of novice and e-mentoring reaffirms the validity of a blended approach as a means of addressing shortfalls in mentoring in medicine.
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EMUNI, FIS, FZAB, GEOZS, GIS, IJS, IMTLJ, KILJ, KISLJ, MFDPS, NLZOH, NUK, OBVAL, OILJ, PNG, SAZU, SBCE, SBJE, SBMB, SBNM, UKNU, UL, UM, UPUK, VKSCE, ZAGLJ
To examine associations between White mentors’ beliefs regarding the presence of discrimination towards Black, Indigenous, and people of Color (BIPOC) individuals and mentoring relationship outcomes, ...mentors’ beliefs about racial/ethnic discrimination were assessed before random mentee assignment and at the end of 9 months of mentoring. White mentors matched with BIPOC youth showed greater increases in beliefs that discrimination limits opportunities for Black Americans. Stronger endorsement of the impacts of discrimination for Hispanic Americans resulted in less youth relationship anxiety when White mentors were matched with White mentees, but not when they were matched with BIPOC mentees. Last, greater increases in beliefs that discrimination limits opportunities for Black Americans resulted in less relationship anxiety for White mentors matched with White mentees, but more relationship anxiety for those matched with BIPOC mentees. Programs should assess and address mentors’ racial biases to minimize harm and augment the impact of mentoring programs for all youth.
Highlights
White mentors may enter programs without understanding the discrimination their BIPOC mentees face.
White mentors’ racial biases shift over time, and can predict mentoring relationship quality.
Mentoring programs should assess mentors’ racial biases to minimize harm for BIPOC youth.
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FZAB, GIS, IJS, KILJ, NLZOH, NUK, OILJ, SAZU, SBCE, SBMB, UL, UM, UPUK, VSZLJ
6.
What's Important: Coaching Mednick Thompson, Rachel; Silva, Mauricio
Journal of bone and joint surgery. American volume,
05/2022, Volume:
104, Issue:
9
Journal Article
The study of mentoring has generally been conducted within disciplinary silos with a specific type of mentoring relationship as a focus. The purpose of this article is to quantitatively review the ...three major areas of mentoring research (youth, academic, workplace) to determine the overall effect size associated with mentoring outcomes for protégés. We also explored whether the relationship between mentoring and protégé outcomes varied by the type of mentoring relationship (youth, academic, workplace). Results demonstrate that mentoring is associated with a wide range of favorable behavioral, attitudinal, health-related, relational, motivational, and career outcomes, although the effect size is generally small. Some differences were also found across type of mentoring. Generally, larger effect sizes were detected for academic and workplace mentoring compared to youth mentoring. Implications for future research, theory, and applied practice are provided.
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GEOZS, IJS, IMTLJ, KILJ, KISLJ, NUK, OILJ, PNG, SAZU, SBCE, SBJE, UL, UM, UPCLJ, UPUK
Mentoring provides mentees and mentors with holistic support and research opportunities. Yet, the quality of this support has been called into question amidst suggestions that mentoring is prone to ...bullying and professional lapses. These concerns jeopardise mentoring's role in medical schools and demand closer scrutiny.
To better understand prevailing concerns, a novel approach to systematic scoping reviews (SSR) s is proposed to map prevailing ethical issues in mentoring in an accountable and reproducible manner. Ten members of the research team carried out systematic and independent searches of PubMed, Embase, ERIC, ScienceDirect, Scopus, OpenGrey and Mednar databases. The individual researchers employed 'negotiated consensual validation' to determine the final list of articles to be analysed. The reviewers worked in three independent teams. One team summarised the included articles. The other teams employed independent thematic and content analysis respectively. The findings of the three approaches were compared. The themes from non-evidence based and grey literature were also compared with themes from research driven data.
Four thousand six titles were reviewed and 51 full text articles were included. Findings from thematic and content analyses were similar and reflected the tabulated summaries. The themes/categories identified were ethical concerns, predisposing factors and possible solutions at the mentor and mentee, mentoring relationship and/or host organisation level. Ethical concerns were found to stem from issues such as power differentials and lack of motivation whilst predisposing factors comprised of the mentor's lack of experience and personality conflicts. Possible solutions include better program oversight and the fostering of an effective mentoring environment.
This structured SSR found that ethical issues in mentoring occur as a result of inconducive mentoring environments. As such, further studies and systematic reviews of mentoring structures, cultures and remediation must follow so as to guide host organisations in their endeavour to improve mentoring in medical schools.
Mentoring programs, which pair youth with caring, non-parental adults with the goal of promoting positive youth development, are an increasingly popular strategy for early intervention with at-risk ...youth. However, important questions remain about the extent to which these interventions improve youth outcomes. The present study involved a comprehensive meta-analysis of all outcome studies of intergenerational, one-on-one youth mentoring programs written in the English language between 1975 and 2017, using rigorous inclusion criteria designed to align with developmental theories of youth mentoring. Analysis of 70 mentoring outcome studies, with a sample size of 25,286 youth (average age of 12 years old), yielded a statistically significant effect of mentoring programs across all youth outcomes. The observed effect size fell within the medium/moderate range according to empirical guidelines derived from universal prevention programs for youth, and was consistent with past meta-analyses of youth mentoring. Moderation analyses indicated that programs serving a larger proportion of male youth, deploying a greater percentage of male mentors or mentors with a helping profession background, and requiring shorter meetings yielded larger effect sizes, as did evaluations that relied on questionnaires and youth self-report. Taken together, these findings provide some support for the efficacy of mentoring interventions, while also emphasizing the need to remain realistic about the modest impact of these programs as currently implemented, and highlighting opportunities for improving the quality and rigor of mentoring practices.
This study focuses on mentoring as a vehicle for in-service science teachers' support in implementing innovative science teaching modules. Qualitative methods of analysis were used to examine ...mentors’ roles during the mentoring conversations and how these roles were altered. Our findings indicate that mentors tend to determine the focus of the mentoring conversations and to address the arisen issues using directive practices. In the same time they tend to shift their mentoring style towards more non-directive skills as the mentoring relationship progresses and when mentees have substantial background knowledge regarding the discussed topics.
•Mentors tend to employ mainly directive practices and imperative roles.•Mentors use less directive skills over the course of time.•Mentors shift their style according to the mentees' expertise on each topic.•Mentors adapt their focus and style to the needs of their mentees.•Mentoring may support experienced in-service teachers apply educational innovations.
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GEOZS, IJS, IMTLJ, KILJ, KISLJ, NLZOH, NUK, OILJ, PNG, SAZU, SBCE, SBJE, UILJ, UL, UM, UPCLJ, UPUK, ZAGLJ, ZRSKP
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