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Enabling, empowering, inspiring: research and mentorship through the years*

Fuller, Sherrilynne S.
Fonte: Medical Library Association Publicador: Medical Library Association
Tipo: Artigo de Revista Científica
Publicado em /01/2000 Português
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The interrelationship between research and mentorship in an association such as the Medical Library Association (MLA) is revealed through the contributions of individuals and significant association activities in support of research. Research is vital to the well-being and ultimate survival of health sciences librarianship and is not an ivory tower academic activity. Mentorship plays a critical role in setting a standard and model for those individuals who want to be involved in research and, ultimately, for the preparation of the next generation of health sciences librarians. Research and mentorship are discussed in the context of personal experiences, scholarship, and problem solving in a practice environment. Through research and mentorship, we are enabled to enhance our services and programs, empowered to look beyond our own operations for information puzzles to be solved, and inspired to serve society by improving health.

The challenge of providing mentorship in primary care

MacLeod, Sheona
Fonte: BMJ Group Publicador: BMJ Group
Tipo: Artigo de Revista Científica
Publicado em /05/2007 Português
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In the changing National Health Service, there is an increasing awareness of stress related problems in the medical workforce. Mentorship has been shown to help with both stress reduction and adaptation to change. There are recognised difficulties with providing mentorship for doctors but there are ways in which these can be overcome. The medical profession is now considering revalidation, re‐certification, and the standards required for these. Perhaps it is also time to consider ways in which mentorship can be provided to support the medical workforce, promote ongoing development and thus improve our ability to care for patients.

Mentorship Programs for Faculty Development in Academic General Pediatric Divisions

Takagishi, Jennifer; Dabrow, Sharon
Fonte: Hindawi Publishing Corporation Publicador: Hindawi Publishing Corporation
Tipo: Artigo de Revista Científica
Português
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Introduction. Mentoring relationships have been shown to support academicians in areas of research, work/life balance, and promotion. Methods. General pediatric division chiefs accessed an electronic survey asking about mentorship relationships, their ability to create a mentorship program, and resources needed. Results. Dyadic mentorship programs were available at 53% of divisions. Peer mentorship programs were available at 27% of divisions. Overall, 84% of chiefs believed that dyadic mentorship would benefit their faculty. 91% of chiefs believed that peer mentorship would benefit their faculty. Chiefs were interested in starting peer (57%) or dyadic (55%) mentorship programs. Few divisions had a peer mentorship program available, whereas 24% already had a dyadic program. 43% of chiefs felt that they had the tools to start a program. Many tools are needed to create a program. Discussion. General pediatric division chiefs acknowledge the benefits of mentoring relationships, and some have programs in place. Many need tools to create them. Pediatric societies could facilitate this critical area of professional development.

Survey of Experiences of an E-Mentorship Program: Part II

Faiman, Beth; Miceli, Teresa S.; Richards, Tiffany; Tariman, Joseph D.
Fonte: PubMed Publicador: PubMed
Tipo: Artigo de Revista Científica
Publicado em /02/2012 Português
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Nurse educators (NEs) are responsible for providing continuing education to nurses, who are expected to remain knowledgeble in the diagnosis and management strategies of a range of cancers. Remaining abreast of up-to-date information can be a challenge. Part I of the e-mentorship program was developed in 2009 to provide NEs with the latest updates and educational materials to enhance multiple myeloma (MM) nursing knowledge. The second phase was completed in January 2011. Faculty developed four modules: overview of MM, peripheral neuropathy, bone health, and overview of transplantation. Seventeen MM nurses were identified to participate as mentors and partner with 34 mentees. Mentees were trained through monographs, journal articles, webcasts, and telephone communication, and then they presented the modules to their nurses. All mentees were asked to participate in voluntary pre- and post-test assessments to measure improved knowledge and clinical competence in the management of patients with MM. A significant improvement in post-test scores, as compared to pretest scores, was seen; therefore, nurses who participated in the e-mentorship program demonstrated improved knowledge. In the future, this type of educational program should be expanded to other cancer types.

Overview and Experiences of a Nursing e-Mentorship Program

Faiman, Beth
Fonte: PubMed Publicador: PubMed
Tipo: Artigo de Revista Científica
Publicado em /08/2011 Português
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Little is known regarding the feasibility and efficacy of an online continuing education program for oncology nurses. The Multiple Myeloma Mentorship Program, a quality improvement project for the Institute for Medical Education and Research, was designed to meet the educational needs of oncology nurses caring for patients with multiple myeloma. Twenty-five expert nurses with expertise in multiple myeloma from 23 cancer centers in the United States partnered with 50 oncology nurses in an electronic format from July 2009 to January 2010. The purpose of the program was to educate oncology nurses about the latest treatments and strategies for optimal side-effect management for patients with multiple myeloma. Nurse mentees selected their preferred form of learning—webcast, in-person speaker, or monograph. Two live webcasts allowed for didactic discussion between mentors and mentees. During and after the program, mentors conducted informal, unscripted interviews with nurse participants to determine preferred learning format, challenges, and implications for practice. Twelve nurses preferred Web-based learning to in-person presentations, citing flexibility and convenience as reasons for that choice. Time constraints with Web-based and in-person learning were a barrier to nurse mentees completing assigned modules. Several nurses implemented practice changes as a result of the program. Nurses who participated in the mentorship program were satisfied with the content. Learning styles and format should be considered in future mentorship programs.

The Intentional Mentor: Effective Mentorship of Undergraduate Science Students

Ramirez, Julio J.
Fonte: Faculty for Undergraduate Neuroscience Publicador: Faculty for Undergraduate Neuroscience
Tipo: Artigo de Revista Científica
Publicado em 15/10/2012 Português
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Promoting quality mentorship of undergraduate science students has recently emerged as an important strategy for successfully recruiting and retaining students in the sciences. Although numerous faculty members are naturally gifted mentors, most faculty are inserted into a mentorship role with little, if any, training. Successfully mentoring undergraduate science students requires a myriad of skills that can be honed with forethought and practice. In this essay, the value of mentoring, the developmental profile of young adult students, and the traits of a good mentor are explored. The Triangular Model proposed by W. Brad Johnson provides a theoretical framework for the development of effective mentorship. Fifteen tips gleaned from the literature and the author’s personal experience are provided to help improve mentoring skills of faculty working with undergraduate science students.

Promoting Mentorship in Translational Research: Should We Hope for Athena or Train Mentor?

Steiner, John F.
Fonte: PubMed Publicador: PubMed
Tipo: Artigo de Revista Científica
Publicado em /05/2014 Português
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Despite consensus that mentorship is a critical determinant of career success, many academic health centers do not provide formal training for their mentors. In part, this problem arises from a lack of evidence-based mentorship training curricula. In this issue of Academic Medicine, Pfund and colleagues from sixteen Clinical Translational Science Award (CTSA) institutions report the results of a randomized, controlled trial (RCT) that addressed this research gap. In their study, mentors randomized to undertake a formal mentoring curriculum reported significant gains in self-assessed competencies. These improvements were corroborated by the most critical and objective observers of mentorship skills: their own mentees.

Mentorship for operational research capacity building: hands-on or hands-off?

Harries, A. D.; Marais, B.; Kool, B.; Ram, S.; Kumar, A. M. V.; Gounder, S.; Viney, K.; Brostrom, R.; Roseveare, C.; Bissell, K.; Reid, A. J.; Zachariah, R.; Hill, P. C.
Fonte: International Union Against Tuberculosis and Lung Disease Publicador: International Union Against Tuberculosis and Lung Disease
Tipo: Artigo de Revista Científica
Português
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Mentorship is a key feature of operational research training courses run by the International Union Against Tuberculosis and Lung Disease and Médecins Sans Frontières. During the recent South Pacific paper writing module, the faculty discussed ‘hands-on’ mentorship (direct technical assistance) vs. ‘hands-off’ mentorship (technical advice). This article explores the advantages and disadvantages of each approach. Our collective experience indicates that ‘hands-on’ mentorship is a valuable learning experience for the participant and a rewarding experience for the mentor. This approach increases the likelihood of successful course completion, including publishing a well written paper. However, mentors must allow participants to lead and take ownership of the paper, in keeping with a first author position.

Clinical mentorship to improve pediatric quality of care at the health centers in rural Rwanda: a qualitative study of perceptions and acceptability of health care workers

Manzi, Anatole; Magge, Hema; Hedt-Gauthier, Bethany L; Michaelis, Annie P; Cyamatare, Felix R; Nyirazinyoye, Laetitia; Hirschhorn, Lisa R; Ntaganira, Joseph
Fonte: BioMed Central Publicador: BioMed Central
Tipo: Artigo de Revista Científica
Português
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Background: Despite evidence supporting Integrated Management of Childhood Illness (IMCI) as a strategy to improve pediatric care in countries with high child mortality, its implementation faces challenges related to lack of or poor post-didactic training supervision and gaps in necessary supporting systems. These constraints lead to health care workers’ inability to consistently translate IMCI knowledge and skills into practice. A program providing mentoring and enhanced supervision at health centers (MESH), focusing on clinical and systems improvement was implemented in rural Rwanda as a strategy to address these issues, with the ultimate goal of improving the quality of pediatric care at rural health centers. We explored perceptions of MESH from the perspective of IMCI clinical mentors, mentees, and district clinical leadership. Methods: We conducted focus group discussions with 40 health care workers from 21 MESH-supported health centers. Two FGDs in each district were carried out, including one for nurses and one for director of health centers. District medical directors and clinical mentors had individual in-depth interviews. We performed a hermeneutic analysis using Atlas.ti v5.2. Results: Study participants highlighted program components in five key areas that contributed to acceptability and impact...

Leadership and mentorship

Taneja, Anishiya
Fonte: Massachusetts Institute of Technology Publicador: Massachusetts Institute of Technology
Tipo: Tese de Doutorado Formato: 67 leaves
Português
Relevância na Pesquisa
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This thesis aims to learn more about mentoring relationships in organizations. Through detailed one on one interviews with mentors and mentees from a variety of different backgrounds, different age groups, genders, races, ethnicities and experiences, I develop a perspective on how mentoring relationships are structured and what met individuals expectations and what failed. The thesis then applies principles of system dynamics to understand the complexities of organizations. Applying the assumption that the demographics in the system are represented by demographics in Fortune 500 companies today, we analyze reinforcing and balancing loops within the system to understand why there is resistance to mentorship policy and why despite good intentions, many formal mentorship policies fail. I explore the case for mentorship through the value proposition of a mentorship relationship from the perspective of the mentor, mentee and the organization through responses collected from the interviews with mentors and mentee about why they enter into mentoring relationships and what motivates them to seek them out. The thesis uses system dynamics principles to understand mentoring policies and the barriers posed by the system.; (cont.) I examine examples of mentorship policy that have worked and aim to understand their success through the framework of the model. Using learnings from the model and interviews...

High School Influences on the Selection of Athletic Training as a Career

Fergusson, Denisha S.; Doherty-Restrepo, Jennifer L.; Odai, Michelle L.
Fonte: FIU Digital Commons Publicador: FIU Digital Commons
Tipo: Artigo de Revista Científica Formato: application/pdf
Português
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Context: Research suggests internships, mentorship, and specialized school programs positively influence career selection; however, little data exists specific to athletic training. Objective: We identified high school (HS) experiences influencing career choice in college athletic training students (ATS). Design: Our survey included 35 Likert-type close-ended questions, which were reviewed by a panel of faculty and peers to establish content and construct validity. Setting: Participants completed an online questionnaire at their convenience. Participants: 217 college ATS (153 female, 64 male) from a random selection of accredited programs on the east coast. We excluded minors, freshmen, and undecided majors from the study. Informed consent was implied by proceeding to the questionnaire. Data Collection and Analysis: We used descriptive statistics to analyze the data collected via a secure website. Results: Mentors were most influential in the decision of career path (62.4%;n=131/210) with 85.2% (n=138/162) reporting mentors were readily available to answer questions regarding career options and 53.1% (n=86/162) counseled them regarding HS electives. Of participants involved in an internship (41.0%;n=86/210), most developed such opportunities independently (66.3%;n=57/86). Respondents who attended traditional HS suggested providing diverse electives (71.9%;n=133/185)...

Doctrine and elements of a successful coin mentorship protégé program

Dunn, Walter H., III
Fonte: Monterey, California: Naval Postgraduate School Publicador: Monterey, California: Naval Postgraduate School
Tipo: Tese de Doutorado
Português
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Approved for public release; distribution is unlimited.; This thesis analyzes the design and effect of Mentor-Prot_g_ Programs (MPPs) used in contingency contracting to achieve security and stability, the two objectives of counterinsurgency (COIN) strategy. It clarifies COIN operations and the attributes of contingency contracting for COIN effects. The Afghan Mentorship Program (AMP), an initiative that achieved some success, is analyzed as an expeditionary MPP to meet future counterinsurgency operations, disaster recovery, operational sustainment and security transition to local governments. Developed and operated at Bagram Regional contracting office in Afghanistan, from January'July of 2011, AMP is compared and contrasted against five U.S. government MPPs that are related to defense and foreign operations in current use. This paper seeks to integrate successful Mentor-Prot_g_ Program elements with operational doctrine and guidance. The successful integration of policy and features will achieve favorable procurement outcomes capable of meeting military, security and economic objectives. This paper does not address the validity of COIN, only the prerequisites necessary for continued execution of the contingency contracting COIN mission.; Major...

Contract management process and mentorship analysis of United States Special Operations Command's (USSOCOM) Special Operations Acquisition and Logistics Directorate of Procurement (SOAL-K)

Anglin, Chris J.; Good, Jason D.
Fonte: Monterey, California. Naval Postgraduate School Publicador: Monterey, California. Naval Postgraduate School
Formato: xx, 83 p. : ill. ; 28 cm.
Português
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Approved for public release, distribution unlimited; MBA Professional Report; This research assesses the contract management process capability of the United States Special Operations Command's (USSOCOM) Special Operations Acquisition and Logistics Directorate of Procurement (SOAL-K). The assessment uses two cross-sectional surveys covering contract management processes and mentorship/informationsharing. The purpose of this research is to analyze SOAL-K's contract management processes, provide a current assessment of the contract management process maturity level for each procurement division within SOAL-K, and recommend areas for improvement through application of the Contract Management Maturity Model (CMMM) to SOAL-K's senior leadership. A mentoring/information-sharing survey is administered to examine the current mentoring/information-sharing practices of SOAL-K.

The Knowledge, Attitudes, and Practices of Canadian Master of Physical Therapy Students Regarding Peer Mentorship

Quesnel, Martine; King, Judy; Guilcher, Sara; Evans, Cathy
Fonte: University of Toronto Press Incorporated Publicador: University of Toronto Press Incorporated
Tipo: Artigo de Revista Científica
Português
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Purpose: To describe Canadian Master of Physical Therapy (MPT) students' knowledge, attitudes, and practices regarding peer mentorship. Methods: A quantitative cross-sectional survey study was conducted. An online questionnaire was sent to 945 MPT students via e-mail, using a modified Dillman approach. Data were analyzed using descriptive statistics to describe the knowledge, attitudes, and practices of Canadian MPT students. Results: A total of 260 MPT students (27.5%) responded to the questionnaire. Most respondents (68.7%) did not have any experience in a peer mentorship relationship during their MPT programme. A few respondents (5.4%) reported having received formal training on peer mentorship as part of their PT curriculum. Respondents generally held positive attitudes toward peer mentorship: 65.9% agreed that including peer mentorship is important, 89.5% agreed that peer mentorship can assist with learning in clinical internships, and 84.1% agreed that peer mentorship can help the transition from student to professional. Most respondents (52.5%) did not participate in a peer mentorship relationship during a typical month. Conclusions: MPT students' attitudes toward peer mentorship are positive, yet their knowledge of and resources for peer mentorship are limited...

The role of mentorship in protege performance

Malmgren, R. Dean; Ottino, Julio M.; Amaral, Luis A. N.
Fonte: Universidade Cornell Publicador: Universidade Cornell
Tipo: Artigo de Revista Científica
Publicado em 11/06/2010 Português
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The role of mentorship on protege performance is a matter of importance to academic, business, and governmental organizations. While the benefits of mentorship for proteges, mentors and their organizations are apparent, the extent to which proteges mimic their mentors' career choices and acquire their mentorship skills is unclear. Here, we investigate one aspect of mentor emulation by studying mentorship fecundity---the number of proteges a mentor trains---with data from the Mathematics Genealogy Project, which tracks the mentorship record of thousands of mathematicians over several centuries. We demonstrate that fecundity among academic mathematicians is correlated with other measures of academic success. We also find that the average fecundity of mentors remains stable over 60 years of recorded mentorship. We further uncover three significant correlations in mentorship fecundity. First, mentors with small mentorship fecundity train proteges that go on to have a 37% larger than expected mentorship fecundity. Second, in the first third of their career, mentors with large fecundity train proteges that go on to have a 29% larger than expected fecundity. Finally, in the last third of their career, mentors with large fecundity train proteges that go on to have a 31% smaller than expected fecundity.; Comment: 23 pages double-spaced...

Programa de mentoria online: espaço para o desenvolvimento profissional de professoras iniciantes e experientes; Online mentorship program: a space for the professional development of beginner and experienced teachers

Reali, Aline Maria de Medeiros Rodrigues; Tancredi, Regina Maria Simões Puccinelli; Mizukami, Maria da Graça Nicoletti
Fonte: Universidade de São Paulo. Faculdade de Educação Publicador: Universidade de São Paulo. Faculdade de Educação
Tipo: info:eu-repo/semantics/article; info:eu-repo/semantics/publishedVersion; ; ; ; ; ; Formato: application/pdf
Publicado em 01/04/2008 Português
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Apresentam-se, nesse texto, os referenciais teórico-metodológicos e resultados iniciais de uma pesquisa-intervenção sobre processos formativos de mentoras e de professoras iniciantes. A formação das iniciantes pelas mentoras ocorre no Programa de Mentoria do Portal dos Professores da UFSCar (www.portaldosprofessores.ufscar.br) e a formação das mentoras (professoras experientes) em reuniões presenciais com as pesquisadoras, autoras desse trabalho. A pesquisa e a intervenção têm como base uma metodologia construtivo-colaborativa e as principais ferramentas de coleta de dados são as narrativas - escritas e orais - e conversas interativas. Relativamente ao referencial teórico, compreende-se: a aprendizagem da docência como processo contínuo no qual influem crenças, concepções, além de conhecimentos de diferentes naturezas; a iniciação à docência como período conflituoso e ao mesmo tempo rico, de aprendizagens intensas, durante o qual o professor iniciante se torna efetivamente professor; que formadores de professores - assim como professores em geral - precisam de apoio para o seu desenvolvimento profissional; que a formação continuada deve ser centrada na escola, mesmo quando virtualmente, e focalizar o atendimento das demandas indicadas por professores considerando o contexto de atuação; que a educação online via internet é uma possibilidade importante para a formação de professores. Entre os resultados obtidos...

Stories of Informal Mentorship: Recognizing the Voices of Mentees in Academic Libraries

MacKinnon, Colleen; Shepley, Susan
Fonte: Partnership: the Canadian Journal of Library and Information Practice and Research Publicador: Partnership: the Canadian Journal of Library and Information Practice and Research
Tipo: Artigo de Revista Científica
Português
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Based on the 2014 OLA Super Conference session “Mentorship in Academic Libraries: A Universe of Possibilities,” this article explores the benefits of informal mentorship in its various forms and how librarians are embracing a new way of thinking about mentorship both individually and organizationally. The lived experiences of two professional academic librarians are shared as they argue that informal mentorship offers the opportunity to co-create a meaningful mentorship experience by recognizing the importance of the mentee’s voice. This paper will discuss the value of informal mentorship and how, when certain elements are present within it, this model can allow us to reimagine mentorship in academic libraries. Concepts such as “accidental” mentorship, “purposeful” mentorship, mentorship “network,” and “peer” mentorship are discussed.

An analysis of the Mngcunube "hands-on” mentorship program for small-scale stock farmers in the Eastern Cape, South Africa

Jordaan,A J
Fonte: South African Journal of Agricultural Extension Publicador: South African Journal of Agricultural Extension
Tipo: Artigo de Revista Científica Formato: text/html
Publicado em 01/01/2012 Português
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The Elundini program included small-scale livestock farmers in the Eastern Cape, South Africa. The program's data analyses and the impact on farmers and the economy were evaluated. Since program inception, sheep mortality decreased from >20% to 3%. Lamb weaning rates were approximately one lamb for every two ewes (50%). Farmers' annual income increased from R650.00 to R20,956.00 (R1.00~ $0.15) with a total net gain of >R56 million for the region. Strict mentor management principles and payment for services were fundamental to the program's success. The impact of the program was immediately apparent and farmers were willing to pay for mentorship and treatments, provided they experience the benefits.

Mentorship by commercial farmers in the land reform programme in the Free State Province

Van Niekerk,J. A; Groenewald,I. B; Zwane,E. M
Fonte: South African Journal of Agricultural Extension Publicador: South African Journal of Agricultural Extension
Tipo: Artigo de Revista Científica Formato: text/html
Publicado em 01/01/2014 Português
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This study evaluates commercial farmers' views of their role as mentors in the land reform programme in two regions of the Free State Province. It reveals that the majority of commercial farmers in the study area are willing to act as mentors. The farmers overwhelmingly agreed that their role as mentors is very important. On average, the farmers were willing to participate in the mentorship programme and most of them expect to receive remuneration for their work as mentors. A little over two thirds of the farmers believe that the extension services play a vital role in the development of emerging farmers, while others indicated that they were not satisfied with the current advisory service. The study recommends that before any agreement is entered into with any mentor a guide should be developed to ensure that priority areas are taken care of in order to avoid conflict at a later stage.

Mentorship a key success factor in sustainable land reform projects in South Africa

Terblanché,S. E.
Fonte: South African Journal of Agricultural Extension Publicador: South African Journal of Agricultural Extension
Tipo: Artigo de Revista Científica Formato: text/html
Publicado em 01/01/2011 Português
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The Land Reform Program is a priority program in South Africa to redress the matter of land ownership. However the number of failures of projects implemented is alarmingly high and the majority of projects are not sustainable. Some popular articles and reports however indicated successes and the positive role that the mentor has fulfilled in the success of the project. This has led to the research study to determine why it seems as if a mentorship program is a key factor in sustainable land reform. Fifteen mentors and 20 protégé's (new farmers) were personally visited and interviewed. The findings show that there are essential qualities and characteristics that a mentor and Protégé should satisfy to ensure a successful mentorship program. The qualities and characteristics linked to a mentor are: a knowledgeable, respectful and trustworthy person, while those of the protégé are: a committed, respectful and hard working person. The establishment of a mentorship relationship is essential for success. Obstacles that could hinder the program are a lack of willingness, no commitment and a negative attitude, while the availability of a viable and sustainable business plan for the farm is non-negotiable.