Development and Preliminary Pilot Testing of a Peer Support Text Messaging Intervention for HIV-Infected Black Men Who Have Sex with Men

PubMed Central

Senn, Theresa E.; Braksmajer, Amy; Coury-Doniger, Patricia; Urban, Marguerite A.; Rossi, Adam; Carey, Michael P.

2016-01-01

Background Black men who have sex with men (MSM) are disproportionately infected with HIV, and are less well retained along the HIV continuum of care. We report on the feasibility of a peer support text messaging intervention designed to increase retention in HIV care and HIV medication adherence among HIV-infected Black MSM. Methods Based on formative research, a cellphone app was developed to support a peer-based text messaging intervention. The app allowed the researchers to view text messages sent between mentors and mentees, but did not allow them to view other text messages sent by these phones. Three HIV-infected Black MSM were recruited to serve as volunteer peer mentors. They were trained in motivational techniques, peer support skills, and skills for improving appointment attendance and medication adherence. Mentees (N = 8) received the intervention for one month. Mentees completed a post-intervention survey and interview. Results The peer mentor text messaging intervention was feasible. Mentors delivered support in a nonjudgmental, motivational way. However, technical and other implementation problems arose. Some mentees desired more frequent contact with mentors, and mentors reported that other commitments made it difficult at times to be fully engaged. Both mentors and mentees desired more personalized contact (i.e., phone calls). Conclusions A text messaging peer mentor intervention was feasible. Additional research with a larger sample is needed to determine optimal ways to improve mentors’ engagement in the intervention, as well as to determine intervention acceptability and efficacy. In future studies, peer support phone calls could be incorporated. PMID:28079722

Career Development Institute with Enhanced Mentoring: A Revisit

PubMed Central

Kupfer, David J.; Schatzberg, Alan F.; Dunn, Leslie O.; Schneider, Andrea K.; Moore, Tara L.; DeRosier, Melissa

2015-01-01

Objective The need for innovative methods to promote training, advancement, and retention of clinical and translational investigators in order to build a pipeline of trainees to focus on mental health-relevant research careers is pressing. The specific aim of the Career Development Institute for Psychiatry is to provide the necessary skill set and support to a nationally selected broad-based group of young psychiatrists and PhD researchers to launch and maintain successful research careers in academic psychiatry. The program targets such career skills as writing, negotiating, time management, juggling multiple demanding responsibilities, networking, project management, responsible conduct of research, and career goal setting. The current program builds on the previous program by adding a longitudinal, long-distance, virtual mentoring and training program, seen as integral components to sustaining these career skills. Methods Career development activities occur in four phases over a 24-month period for each annual class of up to 18 participants: online baseline career and skills self-assessment and goal setting, preparations for four-day in-person workshop, long-distance structured mentoring and online continued learning, peer- mentoring activities and post-program career progress and process evaluation. Program instructors and mentors consist of faculty from the University of Pittsburgh and Stanford University as well as successful past program graduates from other universities as peer-mentors. A comprehensive website facilitates long-distance activities to occur on-line. Continued training occurs via webinars every other month by experts discussing topics selected for the needs of each particular class. Personally assigned mentors meet individually bi-monthly with participants via a secure web-based “mentor center” that allows mentor dyads to collaborate, share, review, and discuss career goals and research activities. Results Preliminary results after the first 24 months are favorable. Almost uniformly, participants felt the program was very helpful. They had regular contact with their long-distance mentor at least every two months over the two-year period. At the end of the 2 year period, the majority of participants had full-time faculty appointments with K-award support and very few were doing primarily clinical work. Conclusions The longitudinal program of education, training, mentoring, peer support, and communications for individuals making the transition to academic research should increase the number of scientists committed to research careers in mental health. PMID:26048460

Career Development Institute with Enhanced Mentoring: A Revisit.

PubMed

Kupfer, David J; Schatzberg, Alan F; Dunn, Leslie O; Schneider, Andrea K; Moore, Tara L; DeRosier, Melissa

2016-06-01

The need for innovative methods to promote training, advancement, and retention of clinical and translational investigators in order to build a pipeline of trainees to focus on mental health-relevant research careers is pressing. The specific aim of the Career Development Institute for Psychiatry is to provide the necessary skill set and support to a nationally selected broad-based group of young psychiatrists and PhD researchers to launch and maintain successful research careers in academic psychiatry. The program targets such career skills as writing, negotiating, time management, juggling multiple demanding responsibilities, networking, project management, responsible conduct of research, and career goal setting. The current program builds on the previous program by adding a longitudinal, long-distance, virtual mentoring, and training program, seen as integral components to sustaining these career skills. Career development activities occur in four phases over a 24-month period for each annual class of up to 18 participants: online baseline career and skills self-assessment and goal setting, preparations for 4-day in-person workshop, long-distance structured mentoring and online continued learning, peer-mentoring activities, and post-program career progress and process evaluation. Program instructors and mentors consist of faculty from the University of Pittsburgh and Stanford University as well as successful past program graduates from other universities as peer mentors. A comprehensive website facilitates long-distance activities to occur online. Continued training occurs via webinars every other month by experts discussing topics selected for the needs of each particular class. Personally assigned mentors meet individually bimonthly with participants via a secure web-based "mentor center" that allows mentor dyads to collaborate, share, review, and discuss career goals and research activities. Preliminary results after the first 24 months are favorable. Almost uniformly, participants felt the program was very helpful. They had regular contact with their long-distance mentor at least every 2 months over the 2-year period. At the end of the 2-year period, the majority of participants had full-time faculty appointments with K-award support and very few were doing primarily clinical work. The longitudinal program of education, training, mentoring, peer support, and communications for individuals making the transition to academic research should increase the number of scientists committed to research careers in mental health.

Strengthening School-Based Occupational Therapy through Peer Mentoring

ERIC Educational Resources Information Center

Bucey, Janet C.; Provident, Ingrid M.

2018-01-01

This article evaluates a peer mentoring experience for school-based practitioners and its effect on collaborative consultation practices. Best practice and public school policy promote the use of collaborative consultation services but school-based practitioners report significant barriers in achieving effective collaborative consultation…

A Randomized Controlled Trial of Mentoring Interventions for Underrepresented Minorities.

PubMed

Lewis, Vivian; Martina, Camille A; McDermott, Michael P; Trief, Paula M; Goodman, Steven R; Morse, Gene D; LaGuardia, Jennifer G; Sharp, Daryl; Ryan, Richard M

2016-07-01

To conduct a randomized controlled trial to evaluate the effects of different mentoring interventions on the basic psychological need satisfaction of underrepresented minorities and women in academia. Participants were 150 mentor/protégé dyads from three academic medical centers and eight other colleges and universities in western and central New York, randomized from 2010 to 2013 into mentor training (using principles of self-determination theory); peer mentoring for protégés; mentor training and peer mentoring for protégés combined; or control/usual practice. Protégé participants were graduate students, fellows, and junior faculty who were from underrepresented groups based on race, ethnicity, gender, or disability.The primary analysis was a comparison of intervention effects on changes in protégés' satisfaction of their basic psychological needs (competence, autonomy, and relatedness) with their mentor. They completed a well-validated, online questionnaire every two months for one year. There was no significant effect at the end of one year of either mentor training or peer mentoring on protégés' psychological basic need satisfaction with mentor specifically or at work in general. Exploratory analyses showed a significant effect of the mentor-based intervention on the protégés' overall psychological need satisfaction with their mentor at two months, the time point closest to completing mentor training. This randomized controlled trial showed a potential short-term effect of mentor training on changing basic psychological need satisfaction of underrepresented scholars with their mentors. Despite the lack of sustained effect of either mentor training or peer mentoring, these short-term changes suggest feasibility and potential for future study.

A Randomized Controlled Trial of Mentoring Interventions for Underrepresented Minorities

PubMed Central

Lewis, Vivian; Martina, Camille A.; McDermott, Michael P.; Trief, Paula; Goodman, Steven R.; Morse, Gene D.; LaGuardia, Jennifer G.; Sharp, Daryl; Ryan, Richard M.

2015-01-01

Purpose To conduct a randomized controlled trial (RCT) to evaluate the effects of different mentoring interventions on the basic psychological need satisfaction of underrepresented minorities and women in academia. Method Participants were 150 mentor/protégé dyads from three academic medical centers and eight other colleges and universities in western and central New York, randomized from 2010–2013 into: mentor training (using principles of self-determination theory); peer mentoring for protégés; mentor training and peer mentoring for protégés combined; or control/usual practice. Protégé participants were graduate students, fellows and junior faculty who were from underrepresented groups based on race, ethnicity, gender, or disability. The primary analysis was a comparison of intervention effects on changes in protégés’ satisfaction of their basic psychological needs (competence, autonomy and relatedness) with their mentor. They completed a well-validated, online questionnaire every 2 months for 1 year. Results There was no significant effect at the end of 1 year of either mentor training or peer mentoring on protégés’ psychological basic need satisfaction with mentor specifically or at work in general. Exploratory analyses showed a significant effect of the mentor-based intervention on the protégés’ overall psychological need satisfaction with their mentor at 2 months, the time point closest to completing mentor training. Conclusions This RCT showed a potential short-term effect of mentor training on changing basic psychological need satisfaction of underrepresented scholars with their mentors. Despite the lack of sustained effect of either mentor training or peer mentoring, these short-term changes suggest feasibility and potential for future study. PMID:26717501

Moms Supporting Moms: Digital Storytelling With Peer Mentors in Recovery From Substance Use.

PubMed

Paterno, Mary T; Fiddian-Green, Alice; Gubrium, Aline

2018-01-01

Substance use disorder (SUD) is a growing issue nationally, and SUD in pregnancy has significant consequences for mothers and their children. This article describes findings from a pilot project that used digital storytelling as a mechanism for understanding substance use and recovery from the perspective of women in recovery from SUD in pregnancy who worked as peer mentors with pregnant women currently experiencing SUD. Research on peer mentorship has primarily focused on outcomes for mentees but not the experience of the peer mentors themselves. In this qualitative study, a 3-day digital storytelling workshop was conducted with five women in recovery serving as peer mentors in their community. Each mentor also participated in an individual, in-depth interview. The digital storytelling workshop process helped peer mentors make linkages between their past substance use experiences to their present work of recovery, and fostered deep social connections between mentors through the shared experience. The workshop process also elicited a sense of hope among participants, which served as groundwork for developing advocacy-based efforts. Digital storytelling may be therapeutic for women in recovery and has the potential to be integrated into recovery programs to bolster hope and social support among participants.

Exploring peer-mentoring for community dwelling older adults with chronic low back pain: a qualitative study.

PubMed

Cooper, Kay; Schofield, Patricia; Klein, Susan; Smith, Blair H; Jehu, Llinos M

2017-06-01

To explore the perceptions of patients, physiotherapists, and potential peer mentors on the topic of peer-mentoring for self-management of chronic low back pain following discharge from physiotherapy. Exploratory, qualitative study. Twelve patients, 11 potential peer mentors and 13 physiotherapists recruited from physiotherapy departments and community locations in one health board area of the UK. Semi-structured interviews and focus groups. Participants' perceptions of the usefulness and appropriateness of peer-mentoring following discharge from physiotherapy. Data were processed and analysed using the framework method. Four key themes were identified: (i) self-management strategies, (ii) barriers to self-management and peer-mentoring, (iii) vision of peer-mentoring, and (iv) the voice of experience. Peer-mentoring may be beneficial for some older adults with chronic low back pain. Barriers to peer-mentoring were identified, and many solutions for overcoming them. No single format was identified as superior; participants emphasised the need for any intervention to be flexible and individualised. Important aspects to consider in developing a peer-mentoring intervention are recruitment and training of peer mentors and monitoring the mentor-mentee relationship. This study has generated important knowledge that is being used to design and test a peer-mentoring intervention on a group of older people with chronic low back pain and volunteer peer mentors. If successful, peer-mentoring could provide a cost effective method of facilitating longer-term self-management of a significant health condition in older people. Copyright © 2016 The Authors. Published by Elsevier Ltd.. All rights reserved.

Peer-to-peer mentoring for individuals with early inflammatory arthritis: feasibility pilot.

PubMed

Sandhu, Sharron; Veinot, Paula; Embuldeniya, Gayathri; Brooks, Sydney; Sale, Joanna; Huang, Sicong; Zhao, Alex; Richards, Dawn; Bell, Mary J

2013-03-01

To examine the feasibility and potential benefits of early peer support to improve the health and quality of life of individuals with early inflammatory arthritis (EIA). Feasibility study using the 2008 Medical Research Council framework as a theoretical basis. A literature review, environmental scan, and interviews with patients, families and healthcare providers guided the development of peer mentor training sessions and a peer-to-peer mentoring programme. Peer mentors were trained and paired with a mentee to receive (face-to-face or telephone) support over 12 weeks. Two academic teaching hospitals in Toronto, Ontario, Canada. Nine pairs consisting of one peer mentor and one mentee were matched based on factors such as age and work status. Mentee outcomes of disease modifying antirheumatic drugs (DMARDs)/biological treatment use, self-efficacy, self-management, health-related quality of life, anxiety, coping efficacy, social support and disease activity were measured using validated tools. Descriptive statistics and effect sizes were calculated to determine clinically important (>0.3) changes. Peer mentor self-efficacy was assessed using a self-efficacy scale. Interviews conducted with participants examined acceptability and feasibility of procedures and outcome measures, as well as perspectives on the value of peer support for individuals with EIA. Themes were identified through constant comparison. Mentees experienced improvements in the overall arthritis impact on life, coping efficacy and social support (effect size >0.3). Mentees also perceived emotional, informational, appraisal and instrumental support. Mentors also reported benefits and learnt from mentees' fortitude and self-management skills. The training was well received by mentors. Their self-efficacy increased significantly after training completion. Participants' experience of peer support was informed by the unique relationship with their peer. All participants were unequivocal about the need for peer support for individuals with EIA. The intervention was well received. Training, peer support programme and outcome measures were demonstrated to be feasible with modifications. Early peer support may augment current rheumatological care. NCT01054963, NCT01054131.

Homeless Veterans' Use of Peer Mentors and Effects on Costs and Utilization in VA Clinics.

PubMed

Yoon, Jean; Lo, Jeanie; Gehlert, Elizabeth; Johnson, Erin E; O'Toole, Thomas P

2017-06-01

The study compared health care utilization and costs among homeless veterans randomly assigned to peer mentors or usual care and described contacts with peer mentors. Homeless patients at four Department of Veterans Affairs clinics were randomly assigned to a peer mentor (N=195) or to usual care (N=180). Administrative data on utilization and costs over a six-month follow-up were combined with peer mentors' reports of patient contacts. Most patients (87%) in the peer mentor group had at least one peer contact. Patients in this group spent the largest proportions of time discussing housing and health issues with peer mentors and had more outpatient encounters than those in usual care, although differences were not significant. No other between-group differences were found in utilization or costs. Although significant impacts of peer mentors on health care patterns or costs were not detected, some patients had frequent contact with peer mentors.

Peer Mentoring to Facilitate Original Scientific Research by Students With Special Needs

NASA Astrophysics Data System (ADS)

Danch, J. M.

2007-12-01

Developed to allow high school students with special needs to participate in original scientific research, the Peer Mentoring Program was a supplement to existing science instruction for students in a self-contained classroom. Peer mentors were high school seniors at the end of a three-year advanced science research course who used their experience to create and develop inquiry-based research activities appropriate for students in the self- contained classroom. Peer mentors then assisted cooperative learning groups of special education students to facilitate the implementation of the research activities. Students with special needs successfully carried out an original research project and developed critical thinking and laboratory skills. Prior to embarking on their undergraduate course of study in the sciences, peer mentors developed an appreciation for the need to bring original scientific research to students of all levels. The program will be expanded and continued during the 2007-2008 school year.

Peer mentoring: evaluation of a novel programme in paediatrics.

PubMed

Eisen, Sarah; Sukhani, Seema; Brightwell, Alex; Stoneham, Sara; Long, Andrew

2014-02-01

Mentoring is important for personal and professional development of doctors. Peer mentoring is a core skill in the UK paediatric postgraduate curriculum. However, there is a paucity of peer mentoring programmes aimed at postgraduate doctors in training (postgraduate trainees), and there are no such schemes within paediatrics described in the literature. We developed a regional peer mentoring programme for postgraduate trainees in paediatrics to assess demand and need for peer mentoring and to explore the benefits for both peer mentees and mentors. Junior postgraduate trainees, randomly selected from volunteers, received peer mentoring from more senior trainees for 1 year. Peer mentors were selected by competitive application and undertook tailored training followed by an experiential learning programme. The programme was evaluated using structured questionnaires. 90% (76/84) of first-year postgraduate trainees in paediatrics applied to participate, demonstrating high demand. 18 peer mentor-mentee pairs were matched. Peer mentors and mentees reported high satisfaction rates, acquisition of new and transferable skills and changed behaviours. All peer mentors intended to use the skills in their workplace and, later, as an educational supervisor. Our programme represents a novel approach to meeting the demonstrated demand and the curriculum requirement for peer mentoring, and enabled peer mentors and mentees to develop a valuable and versatile skill set. To our knowledge, it is the first such programme in paediatrics and provides a feasibility model that may be adapted locally to allow education providers to offer this important experience to postgraduate trainees.

What Added Value Does Peer Support Bring? Insights from Principals and Teachers on the Utility and Challenges of a School-Based Mentoring Programme

ERIC Educational Resources Information Center

Brady, Bernadine; Dolan, Pat; Canavan, John

2014-01-01

Over the past decade, there has been greater attention placed on the potential value of peer support models, particularly in school contexts. This paper uses the case study of an Irish school-based peer mentoring programme to identify the added value that peer led models of social support for children and young people offer in a school setting.…

Undergraduate nursing student mentors' experiences of peer mentoring in Korea: A qualitative analysis.

PubMed

Won, Mi-Ra; Choi, Yun-Jung

2017-04-01

Although mentoring involves the achievement of a mutual relationship between mentors and mentees, most studies have focused on the effects of mentoring on the mentees rather than that on the mentors, which necessitates the need to identify mentors' experiences to provide original resources for mentoring. The purpose of this study was to explore the mentoring experience of nursing students who participated as mentors in a mentoring learning program, to offer evidence-based resources for nursing educators to develop mentoring programs and to use mentorship as an educational method. A qualitative content analysis of transcribed focus groups was conducted to describe and explore the undergraduate nursing students' mentoring experiences. This study was conducted in two nursing schools in South Korea. Fifteen student mentors from the peer mentoring program participated in the present study. They were aged between 21 and 24years, and 87% of the participants were female. The experiences of the mentors were explored through focus groups, and the collected data were analyzed by content analysis. The mentors' experiences could be summarized by the core theme, "Self-growth as a leader," consisting of the following themes: taking pride, guiding mentees, coping with conflicts, and building leadership. The themes and codes derived from mentors' experiences would provide evidence-based guidelines and resources for nursing educators and professionals in related disciplines regarding successful peer mentoring, which could facilitate self-growth and foster the development of leadership skills in undergraduate students. Copyright © 2017 Elsevier Ltd. All rights reserved.

Peer-mentoring junior surgical trainees in the United Kingdom: a pilot program

PubMed Central

Vulliamy, Paul; Junaid, Islam

2013-01-01

Background Peer-mentoring has attracted substantial interest in various healthcare professions, but has not been formally integrated into postgraduate surgical training. This study aimed to assess the feasibility and acceptability of a peer-mentor scheme among junior surgical trainees in the United Kingdom. Method Trainees entering the first year of core surgical training (CST) in a single postgraduate school of surgery were allocated a mentor in the second year of CST. Allocation was based on location of the initial clinical placement. An anonymised questionnaire regarding the mentorship scheme was sent to all participants in the third month following its introduction. Results 18 trainees participated in the scheme, of whom 12 (67%) responded to the questionnaire. All respondents had made contact with their allocated mentor or mentee, and no trainees had opted out of the scheme. Areas in which the mentees received guidance included examinations (83%), CV development (67%), and workplace-based assessments (67%). All respondents felt that the mentor scheme was a good addition to CST. Suggestions for improvement of the scheme included introduction of structured meetings and greater engagement with allocated mentors. Conclusions A pilot peer-mentoring scheme was well received by junior surgical trainees. Consideration should be given to expansion of this scheme and more rigorous assessment of its value. PMID:23594462

Peer-mentoring junior surgical trainees in the United Kingdom: a pilot program.

PubMed

Vulliamy, Paul; Junaid, Islam

2012-04-16

Peer-mentoring has attracted substantial interest in various healthcare professions, but has not been formally integrated into postgraduate surgical training. This study aimed to assess the feasibility and acceptability of a peer-mentor scheme among junior surgical trainees in the United Kingdom. Trainees entering the first year of core surgical training (CST) in a single postgraduate school of surgery were allocated a mentor in the second year of CST. Allocation was based on location of the initial clinical placement. An anonymised questionnaire regarding the mentorship scheme was sent to all participants in the third month following its introduction. 18 trainees participated in the scheme, of whom 12 (67%) responded to the questionnaire. All respondents had made contact with their allocated mentor or mentee, and no trainees had opted out of the scheme. Areas in which the mentees received guidance included examinations (83%), CV development (67%), and workplace-based assessments (67%). All respondents felt that the mentor scheme was a good addition to CST. Suggestions for improvement of the scheme included introduction of structured meetings and greater engagement with allocated mentors. A pilot peer-mentoring scheme was well received by junior surgical trainees. Consideration should be given to expansion of this scheme and more rigorous assessment of its value.

Peer mentoring: evaluation of a novel programme in paediatrics

PubMed Central

Eisen, Sarah; Sukhani, Seema; Brightwell, Alex; Stoneham, Sara; Long, Andrew

2014-01-01

Background Mentoring is important for personal and professional development of doctors. Peer mentoring is a core skill in the UK paediatric postgraduate curriculum. However, there is a paucity of peer mentoring programmes aimed at postgraduate doctors in training (postgraduate trainees), and there are no such schemes within paediatrics described in the literature. We developed a regional peer mentoring programme for postgraduate trainees in paediatrics to assess demand and need for peer mentoring and to explore the benefits for both peer mentees and mentors. Programme design Junior postgraduate trainees, randomly selected from volunteers, received peer mentoring from more senior trainees for 1 year. Peer mentors were selected by competitive application and undertook tailored training followed by an experiential learning programme. The programme was evaluated using structured questionnaires. Results 90% (76/84) of first-year postgraduate trainees in paediatrics applied to participate, demonstrating high demand. 18 peer mentor–mentee pairs were matched. Peer mentors and mentees reported high satisfaction rates, acquisition of new and transferable skills and changed behaviours. All peer mentors intended to use the skills in their workplace and, later, as an educational supervisor. Conclusions Our programme represents a novel approach to meeting the demonstrated demand and the curriculum requirement for peer mentoring, and enabled peer mentors and mentees to develop a valuable and versatile skill set. To our knowledge, it is the first such programme in paediatrics and provides a feasibility model that may be adapted locally to allow education providers to offer this important experience to postgraduate trainees. PMID:24152570

The positive impact of a facilitated peer mentoring program on academic skills of women faculty.

PubMed

Varkey, Prathibha; Jatoi, Aminah; Williams, Amy; Mayer, Anita; Ko, Marcia; Files, Julia; Blair, Janis; Hayes, Sharonne

2012-03-23

In academic medicine, women physicians lag behind their male counterparts in advancement and promotion to leadership positions. Lack of mentoring, among other factors, has been reported to contribute to this disparity. Peer mentoring has been reported as a successful alternative to the dyadic mentoring model for women interested in improving their academic productivity. We describe a facilitated peer mentoring program in our institution's department of medicine. Nineteen women enrolled in the program were divided into 5 groups. Each group had an assigned facilitator. Members of the respective groups met together with their facilitators at regular intervals during the 12 months of the project. A pre- and post-program evaluation consisting of a 25-item self-assessment of academic skills, self-efficacy, and academic career satisfaction was administered to each participant. At the end of 12 months, a total of 9 manuscripts were submitted to peer-reviewed journals, 6 of which are in press or have been published, and another 2 of which have been invited to be revised and resubmitted. At the end of the program, participants reported an increase in their satisfaction with academic achievement (mean score increase, 2.32 to 3.63; P = 0.0001), improvement in skills necessary to effectively search the medical literature (mean score increase, 3.32 to 4.05; P = 0.0009), an improvement in their ability to write a comprehensive review article (mean score increase, 2.89 to 3.63; P = 0.0017), and an improvement in their ability to critically evaluate the medical literature (mean score increased from 3.11 to 3.89; P = 0.0008). This facilitated peer mentoring program demonstrated a positive impact on the academic skills and manuscript writing for junior women faculty. This 1-year program required minimal institutional resources, and suggests a need for further study of this and other mentoring programs for women faculty.

The positive impact of a facilitated peer mentoring program on academic skills of women faculty

PubMed Central

2012-01-01

Background In academic medicine, women physicians lag behind their male counterparts in advancement and promotion to leadership positions. Lack of mentoring, among other factors, has been reported to contribute to this disparity. Peer mentoring has been reported as a successful alternative to the dyadic mentoring model for women interested in improving their academic productivity. We describe a facilitated peer mentoring program in our institution's department of medicine. Methods Nineteen women enrolled in the program were divided into 5 groups. Each group had an assigned facilitator. Members of the respective groups met together with their facilitators at regular intervals during the 12 months of the project. A pre- and post-program evaluation consisting of a 25-item self-assessment of academic skills, self-efficacy, and academic career satisfaction was administered to each participant. Results At the end of 12 months, a total of 9 manuscripts were submitted to peer-reviewed journals, 6 of which are in press or have been published, and another 2 of which have been invited to be revised and resubmitted. At the end of the program, participants reported an increase in their satisfaction with academic achievement (mean score increase, 2.32 to 3.63; P = 0.0001), improvement in skills necessary to effectively search the medical literature (mean score increase, 3.32 to 4.05; P = 0.0009), an improvement in their ability to write a comprehensive review article (mean score increase, 2.89 to 3.63; P = 0.0017), and an improvement in their ability to critically evaluate the medical literature (mean score increased from 3.11 to 3.89; P = 0.0008). Conclusions This facilitated peer mentoring program demonstrated a positive impact on the academic skills and manuscript writing for junior women faculty. This 1-year program required minimal institutional resources, and suggests a need for further study of this and other mentoring programs for women faculty. PMID:22439908

The Junior Faculty Laboratory: An Innovative Model of Peer Mentoring

PubMed Central

Johnson, Kimberly S.; Hastings, S. Nicole; Purser, Jama L; Whitson, Heather E

2013-01-01

Mentoring in academic medicine has been shown to contribute to the success of junior faculty, resulting in increased productivity, career satisfaction, and opportunities for networking. Although traditional dyadic mentoring, involving one senior faculty member and one junior protégé, is the dominant model for mentoring in the academic environment, there is increasing recognition that the sharing of knowledge, skills, and experiences among peers may also contribute to the career development of junior faculty. The authors describe the structure, activities, and outcomes of the Junior Faculty Laboratory (JFL), a self-organized, flexible, and dynamic peer mentoring model within the Duke University Center for the Study of Aging and Human Development. As an innovative mentoring model, JFL is entirely peer-driven and its activities are determined by the real-time needs of members. In contrast to some other peer mentoring models, JFL lacks senior faculty input or a structured curriculum, members are multidisciplinary, meeting times are project-driven rather than preset, and participation in collaborative projects is optional based on the interests and needs of group members. Additionally, JFL was not formed as a substitute for, but as a complement to the dyadic mentoring relationships enjoyed by its members. The model, now in its fifth year, has demonstrated success and sustainability. The authors present the JFL as an innovative, mentoring model that can be reproduced by other junior faculty seeking to foster collegial relationships with peers while simultaneously enhancing their career development. PMID:22030756

The Junior Faculty Laboratory: an innovative model of peer mentoring.

PubMed

Johnson, Kimberly S; Hastings, S Nicole; Purser, Jama L; Whitson, Heather E

2011-12-01

Mentoring in academic medicine has been shown to contribute to the success of junior faculty, resulting in increased productivity, career satisfaction, and opportunities for networking. Although traditional dyadic mentoring, involving one senior faculty member and one junior protégé, is the dominant model for mentoring in the academic environment, there is increasing recognition that the sharing of knowledge, skills, and experiences among peers may also contribute to the career development of junior faculty. The authors describe the structure, activities, and outcomes of the Junior Faculty Laboratory (JFL), a self-organized, flexible, and dynamic peer-mentoring model within the Duke University Center for the Study of Aging and Human Development. As an innovative mentoring model, JFL is entirely peer driven, and its activities are determined by the real-time needs of members. In contrast to some other peer-mentoring models, JFL lacks senior faculty input or a structured curriculum, members are multidisciplinary, meeting times are project driven rather than preset, and participation in collaborative projects is optional based on the interests and needs of group members. Additionally, JFL was not formed as a substitute for, but as a complement to, the dyadic mentoring relationships enjoyed by its members. The model, now in its fifth year, has demonstrated success and sustainability. The authors present the JFL as an innovative, mentoring model that can be reproduced by other junior faculty seeking to foster collegial relationships with peers while simultaneously enhancing their career development.

Expanding capacity and promoting inclusion in introductory computer science: a focus on near-peer mentor preparation and code review

NASA Astrophysics Data System (ADS)

Pon-Barry, Heather; Packard, Becky Wai-Ling; St. John, Audrey

2017-01-01

A dilemma within computer science departments is developing sustainable ways to expand capacity within introductory computer science courses while remaining committed to inclusive practices. Training near-peer mentors for peer code review is one solution. This paper describes the preparation of near-peer mentors for their role, with a focus on regular, consistent feedback via peer code review and inclusive pedagogy. Introductory computer science students provided consistently high ratings of the peer mentors' knowledge, approachability, and flexibility, and credited peer mentor meetings for their strengthened self-efficacy and understanding. Peer mentors noted the value of videotaped simulations with reflection, discussions of inclusion, and the cohort's weekly practicum for improving practice. Adaptations of peer mentoring for different types of institutions are discussed. Computer science educators, with hopes of improving the recruitment and retention of underrepresented groups, can benefit from expanding their peer support infrastructure and improving the quality of peer mentor preparation.

Transformational mentoring: Leadership behaviors of spinal cord injury peer mentors.

PubMed

Shaw, Robert B; McBride, Christopher B; Casemore, Sheila; Martin Ginis, Kathleen A

2018-02-01

The purpose of this study was to investigate the leadership behaviors of spinal cord injury (SCI) peer mentors and examine whether behaviors of peer mentors align with the tenets of transformational leadership theory. A total of 12 SCI peer mentors aged 28-75 (M = 49.4) who had between 3 and 56 years (M = 13.9) of mentoring experience were recruited for the study. Utilizing a qualitative methodology (informed by a social constructionist approach), each mentor engaged in a semistructured interview about their experiences as a peer mentor. Interviews were transcribed verbatim and subjected to a directed content analysis. SCI peer mentors reported using mentorship behaviors and engaging with mentees in a manner that closely aligns with the core components of transformational leadership theory: idealized influence, inspirational motivation, individualized consideration, and intellectual stimulation. A new subcomponent of inspirational motivation described as 'active promotion of achievement' was also identified and may be unique to the context of peer mentorship. SCI peer mentors inherently use behaviors associated with transformational leadership theory when interacting with mentees. The results from this study have the potential to inform SCI peer mentor training programs about specific leadership behaviors that mentors could be taught to use and could lead to more effective mentoring practices for people with SCI. (PsycINFO Database Record (c) 2018 APA, all rights reserved).

Peer mentoring of adults with spinal cord injury: a transformational leadership perspective.

PubMed

Beauchamp, Mark R; Scarlett, Louisa J; Ruissen, Geralyn R; Connelly, Catherine E; McBride, Christopher B; Casemore, Sheila; Martin Ginis, Kathleen A

2016-09-01

Drawing from the tenets of transformational leadership theory, the purpose of this study was to examine the nature of effective peer mentoring of adults with a spinal cord injury (SCI) from the perspective of mentees. The study utilised a qualitative methodology (informed by a social constructionist approach), involving 15 adult mentees with a SCI (mean age = 47.2; mean time since injury = 14.5 years), in which data were obtained via semi-structured interviews. The results revealed that effective mentoring, as used by mentors with SCIs, closely aligns with the core components of transformational leadership. Specifically, all four dimensions of transformational leadership (idealised influence, inspirational motivation, individualised consideration and intellectual stimulation) as displayed by mentors with a SCI were evident in their interactions with mentees. Participants who perceived their mentors to use transformational leadership behaviours reported increases in motivation, self-confidence, hope and overall well-being, relatedness with their mentor, greater comfort/acceptance of their situation, a redefined sense of their limitations, as well as greater engagement in various life pursuits. Displays of transformational leadership by peer mentors (i.e. transformational mentoring) were reported by mentees to be associated with a range of adaptive psychological and behavioural outcomes. The results have the potential to inform the development and dissemination of peer mentor-based interventions and initiatives. Implications for Rehabilitation Within the context of spinal cord injury (SCI) rehabilitation, positive peer mentorship is reflected in mentors' use of transformational leadership behaviours (idealised influence, inspirational motivation, individualised consideration and intellectual stimulation). When SCI peer mentors use transformational leadership behaviours, mentees report a redefined sense of their limitations, and increased self-confidence, hope, motivation, acceptance, participation and overall well-being. The results of this study have the potential to inform future longitudinal and experimental research concerning the (causal) effects of peer mentoring on mentee outcomes. In particular, research should examine the effects of peer-mentorship training, informed by the tenets of transformational leadership theory, in relation to the mentee outcomes assessed in this qualitative study.

Focus groups for developing a peer mentoring program to improve self-management in pediatric inflammatory bowel disease.

PubMed

Mackner, Laura M; Ruff, Jessica M; Vannatta, Kathryn

2014-10-01

Inflammatory bowel disease (IBD) presents challenges for self-management in many areas. A peer mentoring program may offer advantages over other forms of self-management interventions because youth may be more receptive to learning self-management skills from a peer than from a parent or professional. The purpose of the present study was to identify themes from focus groups to inform development of a peer mentoring program for improving self-management in pediatric IBD. Focus groups were conducted for youth ages 12 to 17, stratified by age (3 groups; n = 14), young adults ages 18 to 20 (1 group; n = 5), and parents of the youth (3 groups; n = 17). Broad questions covered program goals, general program characteristics, mentor/mentee characteristics, and family involvement, and transcriptions were analyzed via directed content analysis, with the a priori codes specified as the broad questions above. Participants identified the primary goals of a program as support, role model, information/education, and fun. They described a program that would include a year-long, 1-on-1 mentor relationship with a peer who has had IBD for at least a year, educational group activities, fun activities that are not focused on IBD, expectations for in-person contact 1 to 2 times per month, and mentor-to-mentor and parent support. Many of the suggestions from the focus groups correspond with research findings associated with successful mentoring programs. Using participants' suggestions and empirically based best practices for mentoring may result in an effective peer mentoring program for improving self-management in youth with IBD.

Research Capacity Building: A Historically Black College/University-Based Case Study of a Peer-to-Peer Mentor Research Team Model

ERIC Educational Resources Information Center

Moore, Corey L.; Manyibe, Edward O.; Aref, Fariborz; Washington, Andre L.

2017-01-01

Purpose: To evaluate a peer-to-peer mentor research team model (PPMRTM) in building investigators' research skills (i.e., research methods and grant writing) at a historically Black college/university (HBCU) in the United States. Method: Three different theories (i.e., planned change, critical mass, and self-efficacy), contemporary study findings,…

Peer-to-peer mentoring for individuals with early inflammatory arthritis: feasibility pilot

PubMed Central

Sandhu, Sharron; Veinot, Paula; Embuldeniya, Gayathri; Brooks, Sydney; Sale, Joanna; Huang, Sicong; Zhao, Alex; Richards, Dawn; Bell, Mary J

2013-01-01

Objectives To examine the feasibility and potential benefits of early peer support to improve the health and quality of life of individuals with early inflammatory arthritis (EIA). Design Feasibility study using the 2008 Medical Research Council framework as a theoretical basis. A literature review, environmental scan, and interviews with patients, families and healthcare providers guided the development of peer mentor training sessions and a peer-to-peer mentoring programme. Peer mentors were trained and paired with a mentee to receive (face-to-face or telephone) support over 12 weeks. Setting Two academic teaching hospitals in Toronto, Ontario, Canada. Participants Nine pairs consisting of one peer mentor and one mentee were matched based on factors such as age and work status. Primary outcome measure Mentee outcomes of disease modifying antirheumatic drugs (DMARDs)/biological treatment use, self-efficacy, self-management, health-related quality of life, anxiety, coping efficacy, social support and disease activity were measured using validated tools. Descriptive statistics and effect sizes were calculated to determine clinically important (>0.3) changes. Peer mentor self-efficacy was assessed using a self-efficacy scale. Interviews conducted with participants examined acceptability and feasibility of procedures and outcome measures, as well as perspectives on the value of peer support for individuals with EIA. Themes were identified through constant comparison. Results Mentees experienced improvements in the overall arthritis impact on life, coping efficacy and social support (effect size >0.3). Mentees also perceived emotional, informational, appraisal and instrumental support. Mentors also reported benefits and learnt from mentees’ fortitude and self-management skills. The training was well received by mentors. Their self-efficacy increased significantly after training completion. Participants’ experience of peer support was informed by the unique relationship with their peer. All participants were unequivocal about the need for peer support for individuals with EIA. Conclusions The intervention was well received. Training, peer support programme and outcome measures were demonstrated to be feasible with modifications. Early peer support may augment current rheumatological care. Trial registration number NCT01054963, NCT01054131. PMID:23457326

Peer to peer mentoring: Outcomes of third-year midwifery students mentoring first-year students.

PubMed

Hogan, Rosemarie; Fox, Deborah; Barratt-See, Georgina

2017-06-01

Undergraduate midwifery students commonly experience anxiety in relation to their first clinical placement. A peer mentoring program for midwifery students was implemented in an urban Australian university. The participants were first-year mentee and third-year mentor students studying a three-year Bachelor degree in midwifery. The program offered peer support to first-year midwifery students who had little or no previous exposure to hospital clinical settings. Mentors received the opportunity to develop mentoring and leadership skills. The aim was to explore the benefits, if any, of a peer mentoring program for midwifery students. The peer mentoring program was implemented in 2012. Sixty-three peer mentors and 170 mentees participated over three academic years. Surveys were distributed at the end of each academic year. Quantitative survey data were analysed descriptively and qualitative survey data were analysed thematically using NVivo 10 software. Over 80% of mentors and mentees felt that the program helped mentees adjust to their midwifery clinical placement. At least 75% of mentors benefited, in developing their communication, mentoring and leadership skills. Three themes emerged from the qualitative data, including 'Receiving start-up advice'; 'Knowing she was there' and 'Wanting more face to face time'. There is a paucity of literature on midwifery student peer mentoring. The findings of this program demonstrate the value of peer support for mentees and adds knowledge about the mentor experience for undergraduate midwifery students. The peer mentor program was of benefit to the majority of midwifery students. Copyright © 2017 Australian College of Midwives. Published by Elsevier Ltd. All rights reserved.

"I just had to be flexible and show good patience": management of interactional approaches to enact mentoring roles by peer mentors with developmental disabilities.

PubMed

Schwartz, Ariel E; Kramer, Jessica M

2017-06-08

Peer mentoring may be an effective approach for fostering skill development for mentors and mentees with developmental disabilities. However, little is known about how mentors with developmental disabilities perceive and enact their roles. (1) How do young adults with developmental disabilities describe their role as a peer mentor in the context of instrumental peer mentoring? (2) How do they enact their perceived roles? Thematic analysis of semi-structured reflections completed by six mentors with developmental disabilities (ages 17-35) with multiple mentoring experiences. Mentors perceived themselves as professionals with a primary role of teaching, and for some mentoring relationships, a secondary role of developing an interpersonal relationship. To enact these roles, mentors used a supportive interactional approach characterized by actions such as encouragement and sharing examples and dispositions, such as flexibility and patience. Mentors monitored mentee learning and engagement within the mentoring session and, as needed, adjusted their approach to optimize mentee learning and engagement. To successfully manage their interactional approach, mentors used supports such as peer mentoring scripts, tip sheets, and supervisors. While mentors reported several actions for teaching, they may benefit from training to learn approaches to facilitate more consistent development of interpersonal relationships. Implications for Rehabilitation Peer mentoring may be an effective approach for fostering skill development for young adult mentors and mentees with developmental disabilities. In this study, young adult peer mentors with developmental disabilities perceived themselves as professionals with a primary role of teaching and a secondary role of developing an interpersonal relationship. Peer mentors used actions and dispositions that matched their perceived roles and supported mentees with developmental disabilities to engage in instrumental mentoring. With supports and training, young adults with developmental disabilities can successfully execute the complex relational and teaching tasks required of peer mentoring.

The ABC of Peer Mentoring--What Secondary Students Have to Say about Cross-Age Peer Mentoring in a Regional Australian School

ERIC Educational Resources Information Center

Willis, Paul; Bland, Robert; Manka, Louise; Craft, Cec

2012-01-01

Cross-age peer mentoring is an educational model that builds on peer support and mentoring to assist young people to enhance social relationships, develop cognitive skills, and promote positive identity development. In this article, we outline the evaluation process of a cross-age peer-mentoring program implemented in an Australian secondary…

Peer-to-Peer Mentoring for African American Women With Lupus: A Feasibility Pilot.

PubMed

Williams, Edith M; Hyer, J Madison; Viswanathan, Ramakrishnan; Faith, Trevor D; Voronca, Delia; Gebregzaibher, Mulugeta; Oates, Jim C; Egede, Leonard

2018-06-01

To examine the feasibility and potential benefits of peer mentoring to improve the disease self-management and quality of life of individuals with systemic lupus erythematosus (SLE). Peer mentors were trained and paired with up to 3 mentees to receive self-management education and support by telephone over 12 weeks. This study took place at an academic teaching hospital in Charleston, South Carolina. Seven quads consisting of 1 peer mentor and 3 mentees were matched, based on factors such as age, area of residence, and marital and work status. Mentee outcomes of self-management, health-related quality of life, and disease activity were measured using validated tools at baseline, mid-intervention, and post-intervention. Descriptive statistics and effect sizes were calculated to determine clinically important (>0.3) changes from baseline. Mentees showed trends toward lower disease activity (P = 0.004) and improved health-related quality of life, in the form of decreased anxiety (P = 0.018) and decreased depression (P = 0.057). Other improvements in health-related quality of life were observed with effect sizes >0.3, but did not reach statistical significance. In addition, both mentees and mentors gave very high scores for perceived treatment credibility and service delivery. The intervention was well received. Training, the peer-mentoring program, and outcome measures were demonstrated to be feasible with modifications. This result provides preliminary support for the efficacy, acceptability, and perceived credibility of a peer-mentoring approach to improve disease self-management and health-related quality of life in African American women with SLE. Peer mentoring may augment current rheumatologic care. © 2017, American College of Rheumatology.

Feasibility of electronic peer mentoring for transition-age youth and young adults with intellectual and developmental disabilities: Project Teens making Environment and Activity Modifications.

PubMed

Kramer, Jessica M; Ryan, Cathryn T; Moore, Rachel; Schwartz, Ariel

2018-01-01

There is a need for mentoring interventions in which transition-age youth and young adults with intellectual and/or developmental disabilities (I/DD) participate as both mentors and mentees. Project TEAM (Teens making Environment and Activity Modifications) is a problem-solving intervention that includes an electronic peer-mentoring component. Forty-two mentees and nine mentors with I/DD participated. The present authors analysed recorded peer-mentoring calls and field notes for mentee engagement, mentor achievement of objectives and supports needed to implement peer mentoring. Overall, mentees attended 87% of scheduled calls and actively engaged during 94% of call objectives. Across all mentoring dyads, mentors achieved 87% of objectives and there was a significant relationship between the use of supports (mentoring script, direct supervision) and fidelity. Transition-age mentees with I/DD can engage in electronic peer mentoring to further practice problem-solving skills. Mentors with I/DD can implement electronic peer mentoring when trained personnel provide supports and individualized job accommodations. © 2017 John Wiley & Sons Ltd.

The Impact of Peer Mentoring on Pupils' Emotional Literacy Competencies

ERIC Educational Resources Information Center

O'Hara, Donna

2011-01-01

Research suggests that peer mentoring can positively impact on emotional literacy competencies. This study explored the effects of peer mentoring on the emotional literacy competencies of Year 7 peer mentees using a quasi-experimental pre-test and post-test control group design. Results supported the hypothesis that peer mentoring has a positive…

Development and implementation of a peer mentoring program for early career gerontological faculty.

PubMed

Bryant, Ashley Leak; Aizer Brody, Abraham; Perez, Adriana; Shillam, Casey; Edelman, Linda S; Bond, Stewart M; Foster, Victoria; Siegel, Elena O

2015-05-01

The Hartford Gerontological Nursing Leaders (HGNL) formerly known as the Building Academic Geriatric Nursing Capacity Initiative (BAGNC), in conjunction with the National Hartford Centers of Gerontological Nursing Excellence (NHCGNE), developed and executed a peer mentoring program beginning in 2011 to enhance both (a) the experience of newly selected scholars and fellows to the NHCGNE and (b) the ongoing professional development of HGNL members. The purpose of this article is to describe key strategies used to develop and execute the peer mentoring program and to present formative program evaluation. The program was launched in January 2011 with seven peer mentor and mentee matches. In June 2012, the peer mentoring committee solicited feedback on the development of the peer mentoring program and changes were made for the subsequent cohorts. An additional 12 matches were made in the following 2 years (2012 and 2013), for a total of 31 matches to date. We have learned several key lessons from our three cohorts regarding how to structure, implement, and carefully evaluate a peer mentoring program. Informal evaluation of our peer mentoring program noted several challenges for both peer mentors and mentees. Having knowledge of and addressing those challenges may increase the overall quality and effectiveness of peer mentoring programs and, in turn, benefit academic nursing by strengthening the faculty workforce. Findings from development and implementation of a peer mentoring program for gerontological faculty could lead to new and adaptable programs in a variety of clinical and education settings. © 2015 Sigma Theta Tau International.

Clinical peer mentoring: partnering BSN seniors and sophomores on a dedicated education unit.

PubMed

Harmer, Bonnie McKay; Huffman, Jaime; Johnson, Barbara

2011-01-01

The authors describe a clinical peer mentoring (CPM) program that partnered 16 pairs of senior (mentors) and sophomore (novices) BSN students to provide patient care on a dedicated education unit at a VA Medical Center. Situated learning theory and Tanner's Clinical Judgment Model provided frameworks for CPM implementation. Survey findings suggested novices and mentors perceived improvements in self-confidence, prioritization, time management, clinical judgment, and evidence-based practice use. Many mentors spontaneously expressed an interest in becoming a preceptor or nurse educator. Copyright © 2011 Wolters Kluwer Health | Lippincott Williams & Wilkins

Near-Peer Mentor Model: Synergy within Mentoring

ERIC Educational Resources Information Center

Anderson, Margery K.; Tenenbaum, Laura S.; Ramadorai, Swati B.; Yourick, Debra L.

2015-01-01

The near-peer mentor model provides undergraduates and recent post-baccalaureates in the science, technology, engineering, and mathematics (STEM) fields with an internship in two related disciplines, STEM research and STEM education. The near-peer mentor is both a mentored research intern and a mentor to pre-college students. During the 2013…

Undergraduate Medical Students Using Facebook as a Peer-Mentoring Platform: A Mixed-Methods Study.

PubMed

Pinilla, Severin; Nicolai, Leo; Gradel, Maximilian; Pander, Tanja; Fischer, Martin R; von der Borch, Philip; Dimitriadis, Konstantinos

2015-10-27

Peer mentoring is a powerful pedagogical approach for supporting undergraduate medical students in their learning environment. However, it remains unclear what exactly peer mentoring is and whether and how undergraduate medical students use social media for peer-mentoring activities. We aimed at describing and exploring the Facebook use of undergraduate medical students during their first 2 years at a German medical school. The data should help medical educators to effectively integrate social media in formal mentoring programs for medical students. We developed a coding scheme for peer mentoring and conducted a mixed-methods study in order to explore Facebook groups of undergraduate medical students from a peer-mentoring perspective. All major peer-mentoring categories were identified in Facebook groups of medical students. The relevance of these Facebook groups was confirmed through triangulation with focus groups and descriptive statistics. Medical students made extensive use of Facebook and wrote a total of 11,853 posts and comments in the respective Facebook groups (n=2362 total group members). Posting peaks were identified at the beginning of semesters and before exam periods, reflecting the formal curriculum milestones. Peer mentoring is present in Facebook groups formed by undergraduate medical students who extensively use these groups to seek advice from peers on study-related issues and, in particular, exam preparation. These groups also seem to be effective in supporting responsive and large-scale peer-mentoring structures; formal mentoring programs might benefit from integrating social media into their activity portfolio.

The Experience of Peer Mentors in an Intervention to Promote Smoking Cessation in Persons with Psychiatric Illness.

PubMed

Dickerson, Faith; Savage, Christina L G; Schweinfurth, Lucy A B; Goldberg, Richard W; Bennett, Melanie; Dixon, Lisa; Daumit, Gail; Chinman, Matthew; Lucksted, Alicia

2016-05-01

Peer support is an important component of services for persons with psychiatric illness but the experience of peer mentors is not well understood. This study explored the experiences of peer mentors, all former smokers and persons with psychiatric illness, who provided smoking cessation counseling as part of a 6 month professionally-led intervention. Data was obtained from 383 contact log entries and in-depth interviews with eight peer mentors. Qualitative analysis indicated that mentor roles were unexpectedly varied beyond the focus on smoking cessation. Of the two aspects of "peer-ness," shared smoking history was more prominent, while the shared experience of psychiatric illness was sometimes overlooked. Peer mentors experienced multiple challenges trying to help participants to change their smoking behaviors. Nonetheless, they described their experience as personally rewarding. Future interventions may be improved by anticipating peer mentor role complexity and the inherent tension between providing person-centered support and promoting behavior change.

The Impact of Peer Mentoring on Marketing Content Mastery

ERIC Educational Resources Information Center

Metcalf, Lynn E.; Neill, Stern; Simon, Lisa R.; Dobson, Sharon; Davis, Brennan

2016-01-01

This article describes and assesses a course design that uses peer mentors to facilitate a collaborative, hands-on learning experience in an introductory marketing course. Results demonstrate that peer mentoring increased content mastery and had a positive effect on students' perceptions of the learning experience. Peer marketing mentors, along…

Mentor Service Themes Emergent in a Holistic, Undergraduate Peer-Mentoring Experience

ERIC Educational Resources Information Center

Ward, Elijah G.; Thomas, Earl E.; Disch, William B.

2014-01-01

Little research has focused carefully on the means by which peer mentors foster development in undergraduate protégés. Two faculty members developed a holistic, peer-mentoring project in which 26 upperclassmen mentored 74 underclassmen at a midsize, 4-year institution. Mentor journal notes, open-ended protégé responses, and participant…

Peer Mentoring in Engineering: (Un)Shared Experience of Undergraduate Peer Mentors and Mentees

ERIC Educational Resources Information Center

Lim, Jae Hoon; MacLeod, Bailey P.; Tkacik, Peter T.; Dika, Sandra L.

2017-01-01

In this qualitative study, we explored the experiences of 26 engineering student mentors and mentees in a peer mentoring program. We found that mentors and mentees exploited the mentoring program's fluid structure and situated social relationships to enact a specific type of academic/professional goal and identity conducive to their entry to one…

Stories of Transformation: Using Personal Narrative to Explore Transformative Experience among Undergraduate Peer Mentors

ERIC Educational Resources Information Center

Bunting, Bryce; Williams, David

2017-01-01

While past researchers suggest undergraduate peer mentors (PMs) benefit from mentoring their peers, this experience is rarely associated with transformative learning. Using narrative analysis of authentic mentoring stories, we explored how particular types of mentoring experiences contribute to transformative learning for PMs of first-year…

Peer Mentoring in a University Music Methods Class

ERIC Educational Resources Information Center

Goodrich, Andrew; Bucura, Elizabeth; Stauffer, Sandra

2018-01-01

The purpose of this study was to investigate undergraduates' perceptions of peer mentoring and the impact of peer mentoring in a music teacher preparation course. The following questions were included: What knowledge and abilities do students bring to the peer mentoring process? How do students perceive their roles as teachers and learners in the…

Collaborations That Promote Growth: Music Student Teachers as Peer Mentors

ERIC Educational Resources Information Center

Draves, Tami J.

2017-01-01

The purpose of this research was to explore the experiences of four music student teachers engaged in peer mentoring. This was an intrinsic case study with a focus on the peer-mentoring programme. Data included reflections on peer-mentoring activities and individual and focus group interviews. Five themes resulted from data analysis: expanding…

An Exploration of the Characteristics of Effective Undergraduate Peer-Mentoring Relationships

ERIC Educational Resources Information Center

Douglass, April G.; Smith, Dennie L.; Smith, Lana J.

2013-01-01

In this article, we explored the effectiveness of peer mentoring of undergraduate education students enrolled in core curriculum, writing-intensive courses. The context for our study was the use of peer mentors in undergraduate education writing-intensive courses. Peer mentors who had previously taken the courses were selected and trained as…

Relationship of Peer Mentoring to Academic Success and Social Engagement for First Year College Students

ERIC Educational Resources Information Center

Mitchell, Brenda O.

2013-01-01

A correlational explanatory research design examined the relationship between peer mentoring, academic success and social engagement of first year college students participating in a peer mentoring program at a research one university in the southeastern United States. One hundred thirty-eight participants from the peer mentoring program responded…

Undergraduate Medical Students Using Facebook as a Peer-Mentoring Platform: A Mixed-Methods Study

PubMed Central

Gradel, Maximilian; Pander, Tanja; Fischer, Martin R; von der Borch, Philip; Dimitriadis, Konstantinos

2015-01-01

Background Peer mentoring is a powerful pedagogical approach for supporting undergraduate medical students in their learning environment. However, it remains unclear what exactly peer mentoring is and whether and how undergraduate medical students use social media for peer-mentoring activities. Objective We aimed at describing and exploring the Facebook use of undergraduate medical students during their first 2 years at a German medical school. The data should help medical educators to effectively integrate social media in formal mentoring programs for medical students. Methods We developed a coding scheme for peer mentoring and conducted a mixed-methods study in order to explore Facebook groups of undergraduate medical students from a peer-mentoring perspective. Results All major peer-mentoring categories were identified in Facebook groups of medical students. The relevance of these Facebook groups was confirmed through triangulation with focus groups and descriptive statistics. Medical students made extensive use of Facebook and wrote a total of 11,853 posts and comments in the respective Facebook groups (n=2362 total group members). Posting peaks were identified at the beginning of semesters and before exam periods, reflecting the formal curriculum milestones. Conclusions Peer mentoring is present in Facebook groups formed by undergraduate medical students who extensively use these groups to seek advice from peers on study-related issues and, in particular, exam preparation. These groups also seem to be effective in supporting responsive and large-scale peer-mentoring structures; formal mentoring programs might benefit from integrating social media into their activity portfolio. PMID:27731859

Navigating the Lonely Sea: Peer Mentoring and Collaboration among Aspiring Women Scholars

ERIC Educational Resources Information Center

Driscoll, Lisa G.; Parkes, Kelly A.; Tilley-Lubbs, Gresilda A.; Brill, Jennifer M.; Pitts Bannister, Vanessa R.

2009-01-01

A group of pre-tenured female faculty members is shown to advance from professionally isolated individuals to a collaborative group of writers through the peer mentoring process. The autoethnographically based approach to the analysis of self-narratives exploring this transformation revealed experiential, emotional and developmental commonalities…

An Innovative Model of Depression Care Delivery: Peer Mentors in Collaboration with a Mental Health Professional to Relieve Depression in Older Adults

PubMed Central

Joo, Jin Hui; Hwang, Seungyoung; Abu, Hawa; Gallo, Joseph J.

2016-01-01

Objectives Traditional mental health services are not used by a majority of older adults with depression, suggesting a need for new methods of health service delivery. We conducted a pilot study using peer mentors to deliver depression care to older adults in collaboration with a mental health professional. We evaluated the acceptability of peer mentors to older adults and examined patient experiences of the intervention. Methods Six peer mentors met 30 patients for 1 hour weekly for 8 weeks. A mental health professional provided an initial clinical evaluation as well as supervision and guidance to peer mentors concurrent with patient meetings. We measured depressive symptoms at baseline and after study completion, and depressive symptoms and working alliance at weekly peer-patient meetings. We also interviewed participants and peer mentors to assess their experiences of the intervention. Results Ninety-six percent of patients attended all eight meetings with the peer mentor and PHQ-9 scores decreased for 85% of patients. Patients formed strong, trusting relationships with peer mentors. Patients emphasized the importance of trust, of developing a strong relationship, and of the credibility and communication skills of the peer mentor. Participants described benefits such as feeling hopeful, and reported changes in attitude, behavior, and insight. Conclusions Use of peer mentors working in collaboration with a mental health professional is promising as a model of depression care delivery for older adults. Testing of effectiveness is needed and processes of recruitment, role definition, and supervision should be further developed. PMID:27066731

Peer Group Mentoring Programmes in Finnish Higher Education--Mentors' Perspectives

ERIC Educational Resources Information Center

Skaniakos, Terhi; Penttinen, Leena; Lairio, Marjatta

2014-01-01

Peer mentoring is one of the most important guidance practices for first-year students entering higher education and academic life. We are interested in mentors' roles and apply the ideas of group counseling in order to increase the understanding of peer mentoring. Other aspects of guidance--content, methods, and collaboration--are approached on…

'We have beaten HIV a bit': a qualitative study of experiences of peer support during pregnancy with an HIV Mentor Mother project in England.

PubMed

McLeish, Jenny; Redshaw, Maggie

2016-06-20

To explore the experiences of women living with HIV in England who received or gave Mentor Mother (trained mother-to-mother) volunteer peer support during pregnancy and early motherhood. Qualitative descriptive study, using semistructured, in-depth interviews and inductive thematic analysis, theoretically informed by phenomenological social psychology. A London-based third sector peer support organisation for people living with HIV. 12 women living with HIV who had given or received Mentor Mother volunteer peer support (6 had given support and 6 had received support). 11 were black African. The key themes in participants' descriptions of their lives as pregnant women and mothers living with HIV were 'fear and distress', 'stigma and isolation' and 'the gap in maternity care'. The key themes related to Mentor Mother peer support during and after pregnancy were 'support to avoid mother-to-child transmission' (with subthemes 'reinforcing medical advice', 'reframing faith issues', 'prioritisation and problem-solving' and 'practical strategies for managing HIV and motherhood'), and 'emotional support' (with subthemes 'role modelling and inspiring hope', 'openness and non-judgemental acceptance', 'a caring relationship', 'recreating the lost family network', 'being understood from the inside' and 'self-confidence'). The Mentor Mothers' support appeared to be a successful hybrid between the peer education Mentor Mothers programmes in southern Africa and the more general pregnancy volunteer peer support models operating in England. A Mentor Mother peer support programme is acceptable to, and valued by, black African mothers with HIV in England. Peer support from trained volunteers during and after pregnancy can complement and reinforce medical advice on avoiding mother-to-child transmission of HIV, and can have a multidimensional positive impact on vulnerable mothers' emotional well-being. Mentor Mother peer support should be considered by those designing programmes for the support of pregnant women with HIV and the prevention of mother-to-child transmission of HIV. Published by the BMJ Publishing Group Limited. For permission to use (where not already granted under a licence) please go to http://www.bmj.com/company/products-services/rights-and-licensing/

‘We have beaten HIV a bit’: a qualitative study of experiences of peer support during pregnancy with an HIV Mentor Mother project in England

PubMed Central

McLeish, Jenny; Redshaw, Maggie

2016-01-01

Objectives To explore the experiences of women living with HIV in England who received or gave Mentor Mother (trained mother-to-mother) volunteer peer support during pregnancy and early motherhood. Design Qualitative descriptive study, using semistructured, in-depth interviews and inductive thematic analysis, theoretically informed by phenomenological social psychology. Setting A London-based third sector peer support organisation for people living with HIV. Participants 12 women living with HIV who had given or received Mentor Mother volunteer peer support (6 had given support and 6 had received support). 11 were black African. Results The key themes in participants' descriptions of their lives as pregnant women and mothers living with HIV were ‘fear and distress’, ‘stigma and isolation’ and ‘the gap in maternity care’. The key themes related to Mentor Mother peer support during and after pregnancy were ‘support to avoid mother-to-child transmission’ (with subthemes ‘reinforcing medical advice’, ‘reframing faith issues’, ‘prioritisation and problem-solving’ and ‘practical strategies for managing HIV and motherhood’), and ‘emotional support’ (with subthemes ‘role modelling and inspiring hope’, ‘openness and non-judgemental acceptance’, ‘a caring relationship’, ‘recreating the lost family network’, ‘being understood from the inside’ and ‘self-confidence’). The Mentor Mothers' support appeared to be a successful hybrid between the peer education Mentor Mothers programmes in southern Africa and the more general pregnancy volunteer peer support models operating in England. Conclusions A Mentor Mother peer support programme is acceptable to, and valued by, black African mothers with HIV in England. Peer support from trained volunteers during and after pregnancy can complement and reinforce medical advice on avoiding mother-to-child transmission of HIV, and can have a multidimensional positive impact on vulnerable mothers' emotional well-being. Mentor Mother peer support should be considered by those designing programmes for the support of pregnant women with HIV and the prevention of mother-to-child transmission of HIV. PMID:27324716

Peer Mentors in Undergraduates' Research Proposal Writing in Taiwan

ERIC Educational Resources Information Center

Kuo, Ya-Hui

2010-01-01

To date, there has been little research in the existing literature exploring how peer mentors can assist college students' research proposal. This paper provides the background to the adoption of a peer mentoring program in a research writing class in Taiwan. The purpose of this study is to investigate the value of using peer mentors to assist…

A Study of Student Interaction in an Online Learning Environment Specially Crafted for Cross-Level Peer Mentoring

ERIC Educational Resources Information Center

Ruane, Regina

2012-01-01

This study explored the ways that students in an online teacher education program connected in a specially crafted peer mentoring program developed for cross-level peer mentoring. Program administrators developed the peer mentoring site in response to observations that enrolled students, particularly new students, were often unsure of how to…

A systematic review of the literature describing the outcomes of near-peer mentoring programs for first year medical students.

PubMed

Akinla, Olawunmi; Hagan, Pamela; Atiomo, William

2018-05-08

Transition into higher education has been identified as one of the most stressful periods for learners. Interventions targeting the transition phase such as near- peer mentoring might help address some of these challenges. We were however unable to identify a published systematic review of the literature describing outcomes of near-peer mentoring of medical students during the transition phase into medical school. The aim of this paper is to review the literature and describe the outcomes of near-peer mentoring schemes for first-year medical students in the transition phase. A search of different electronic databases was carried out, using the search terms peer, buddy, mentor*, counsel*, advise*, tutor*, student, medical, school. 1861 articles were identified, however only 5 studies met the inclusion criteria- primary mentees should be first-years, and mentors must be inclusive of second-years but not limited to them. In reporting this paper, the PRISMA guidelines were followed. Published material on near-peer mentoring for medical students is scarce. Three outcomes for peer mentoring were identified- professional and personal development, stress reduction, and ease of transitioning. Incidentally, peer-mentoring was also found to have facilitated the development of personal and professional attitudes in the mentors. The quality of the evaluation methods in the studies was however low to moderate. Near-peer-mentoring is a way of promoting professional and personal development. It is also promising to aid transition and maintain well-being of first-year medical students. However, larger, better quality longitudinal studies, are needed to ascertain its true value for these students.

Undergraduate Student Peer Mentoring in a Multi-Faculty, Multi-Campus University Context

ERIC Educational Resources Information Center

Townsend, Robert A.; Delves, Melinda; Kidd, Tracy; Figg, Bev

2011-01-01

This article explores research that utilised a mapping strategy to investigate the elements of peer mentoring and peer tutoring programs across a multi-campus Australian university. Peer mentoring, peer tutoring and peer learning activities at the multi-campus university are occurring in a manner that may be considered ad-hoc which does not…

Long-term follow-up of a facilitated peer mentoring program.

PubMed

Mayer, Anita P; Blair, Janis E; Ko, Marcia G; Patel, Salma I; Files, Julia A

2014-03-01

Mentoring plays an important role in career success of academic medical faculty. New mentoring models such as peer mentoring have emerged. To evaluate the long-term impact of a facilitated peer mentoring program on academic achievements. Women faculty at the instructor or assistant professor rank were recruited to voluntarily participate in a facilitated peer mentoring program. Recruitment occurred over 3.8 years between 2005 and 2009. A 26-item questionnaire to assess academic skill, career satisfaction, and self-efficacy was administered before program participation and again with seven additional questions in 2011. Curriculum vitae were reviewed retrospectively to tally peer-reviewed publications, other academic activities, and promotions. Participants had long-term improvement in their perceived mastery of academic skills. Peer-reviewed publications, book chapters, abstracts, posters, and other academic activities increased when activities before the program were compared to those in the five years after program enrollment. At follow-up, participants reported positive perceptions of the program and 44% continued to work with their original peer mentor groups. Involvement in the facilitated peer mentoring program was associated with increased skills and academic activities for most participants. Future studies are needed to assess its applicability and success among various demographic groups in academic medicine.

New Program for New Faculty Mentoring at California State University, Chico

NASA Astrophysics Data System (ADS)

Teasdale, R.; McCarthy, K.; Phillips, C.; Silliman, K.; Fosen, C.; Thomas, M.

2015-12-01

CSU, Chico is a comprehensive university with high expectations for both teaching (4 courses per semester) and scholarly work. In an attempt to introduce faculty to their new positions, a two-day New Faculty Orientation has been offered for the last two decades. In AY 2014-15, in an attempt to improve the first year experience for new faculty, the Office of Faculty Affairs established and assessed a New Faculty Mentoring program. Eight college-based mentors were selected based on recommendations by College Deans who suggested successful teachers and scholars who could provide the social and leadership skills to effectively guide others. Based on a needs-assessment survey new faculty completed during orientation, mentors met with their new faculty cohort at least monthly to discuss campus resources, host workshops and provide other support in areas of time management, work-life balance, teaching pedagogies, discipline-specific internal and external funding resources, student support resources, and the preparation of Review/Retention documents. Mentors were paid a small stipend for their work and met twice each semester to discuss readings on mentoring best practices, their mentoring activities with new faculty and to compare the needs of their mentees. Survey results from 28 of 37 new faculty respondents indicate they valued Review/Retention workshops, mentor reviews of teaching and the opportunity to visit mentor classrooms for examples of good teaching practices. Social events helped establish cohorts, although some mentees indicated that some cohorts were too large. An unforeseen outcome was recognition that mid-year hires need to also be included in new faculty cohort groups. Moving forward, mentors will continue to work with their original mentees for a 2nd year. A new group of mentors will be identified for faculty starting in fall 2015 who will work with smaller first-year faculty cohorts and will coordinate with the first generation mentors for peer support.

Increasing self-esteem and school connectedness through a multidimensional mentoring program.

PubMed

King, Keith A; Vidourek, Rebecca A; Davis, Beth; McClellan, Warren

2002-09-01

High levels of self-esteem and positive school, peer, and family connections represent protective factors against youth involvement in risky behavior. This paper reports findings from year one of the Healthy Kids Mentoring Program, a multidisciplinary mentoring program for fourth-grade students in a Midwestern public school. In October 2000, 28 fourth-grade students were admitted into the program, based on findings from a 55-item survey distributed to all fourth-grade students (N = 283) regarding overall self-esteem, school, peer, and family connectedness and involvement in risky behavior. The program, which ran from January 2000 to May 2000, consisted of four components: 1) relationship building, 2) self-esteem enhancement, 3) goal setting, 4) academic assistance. Pretest-Posttest data showed significant improvements at posttest in mentored students' self-esteem levels and positive connections to school, peers, and family. Mentored students also were significantly less likely to be depressed or involved in bullying and fighting at posttest than at pretest. Compared to nonmentored students, mentored students reported significantly higher school and family connectedness scores at posttest. Recommendations for effective mentoring program design are offered.

Changing Needs, Changing Models: Instructional Technology Training at Bronx Community College

ERIC Educational Resources Information Center

Wach, Howard

2007-01-01

In this article Harold Wach describes the gradual evolution of instructional technology faculty development programs at Bronx Community College from "one-shot" two-hour software training sessions toward a comprehensive model that combines intensive summer sessions, academic year implementation, peer mentoring, and accountability. The…

Mentoring Interventions for Underrepresented Scholars in Biomedical and Behavioral Sciences: Effects on Quality of Mentoring Interactions and Discussions

PubMed Central

Lewis, Vivian; Martina, Camille A.; McDermott, Michael P.; Chaudron, Linda; Trief, Paula M.; LaGuardia, Jennifer G.; Sharp, Daryl; Goodman, Steven R.; Morse, Gene D.; Ryan, Richard M.

2017-01-01

Mentors rarely receive education about the unique needs of underrepresented scholars in the biomedical and behavioral sciences. We hypothesized that mentor-training and peer-mentoring interventions for these scholars would enrich the perceived quality and breadth of discussions between mentor–protégé dyads (i.e., mentor–protégé pairs). Our multicenter, randomized study of 150 underrepresented scholar–mentor dyads compared: 1) mentor training, 2) protégé peer mentoring, 3) combined mentor training and peer mentoring, and 4) a control condition (i.e., usual practice of mentoring). In this secondary analysis, the outcome variables were quality of dyad time and breadth of their discussions. Protégé participants were graduate students, fellows, and junior faculty in behavioral and biomedical research and healthcare. Dyads with mentor training were more likely than those without mentor training to have discussed teaching and work–life balance. Dyads with peer mentoring were more likely than those without peer mentoring to have discussed clinical care and career plans. The combined intervention dyads were more likely than controls to perceive that the quality of their time together was good/excellent. Our study supports the value of these mentoring interventions to enhance the breadth of dyad discussions and quality of time together, both important components of a good mentoring relationship. PMID:28747354

Peer Mentoring among Doctoral Students of Science and Engineering in Taiwan

ERIC Educational Resources Information Center

Lin, Yii-nii; Hsu, Angela Yi-ping

2012-01-01

This study describes the peer mentoring experience from doctoral student mentors' point of view. Twelve science and engineering doctoral students participated in this phenomenology study. The findings suggest doctoral peer mentors served instrumental, psychosocial, buffering, and liaison roles; they passed on their social, professional, and…

Rocks, Paper, Scissors: Best Practices in Peer Mentoring

ERIC Educational Resources Information Center

Bowden, Shelly Hudson

2014-01-01

In this article, Shelly Hudson Bowden, a kindergarten teacher for 14 years, offers her observations of peer-to-peer mentoring relationships among her kindergarten students that they formed and maintained. These mentoring relationships supported students' learning as they mentored one another in both "social" and "academic"…

Peer Mentors Can Improve Academic Performance

ERIC Educational Resources Information Center

Asgari, Shaki; Carter, Frederick, Jr.

2016-01-01

The present study examined the relationship between peer mentoring and academic performance. Students from two introductory psychology classes either received (n = 37) or did not receive (n = 36) peer mentoring. The data indicated a consistent improvement in the performance (i.e., grades on scheduled exams) of the mentored group. A similar pattern…

Development and Implementation of a Peer Mentoring Program for Early Career Gerontological Faculty

PubMed Central

Bryant, Ashley Leak; Brody, Ab; Perez, Adriana; Shillam, Casey; Edelman, Linda S.; Bond, Stewart M.; Foster, Victoria; Siegel, Elena

2016-01-01

Purpose In conjunction with the National Hartford Centers of Gerontological Nursing Excellence (NHCGNE), formerly known as the Building Academic Geriatric Nursing Capacity Initiative (BAGNC), the Hartford Gerontological Nursing Leaders (HGNL) developed and executed a program beginning in 2011 to enhance both (a) the experience of newly selected scholars and fellows to the NHCGNE and (b) the ongoing professional development of the HGNL. The purpose of this article is to describe key strategies used to develop and execute the mentoring program and to present the formative and summative program evaluation. Design The program was launched in January 2011 with seven peer mentor and mentee matches. In June 2012, the peer mentoring committee solicited feedback on the development of the peer mentoring program and changes were made for the subsequent cohorts. Findings An additional 12 matches were made in the following 2 years (2012 and 2013), for a total of 31 matches to date. We have learned several key lessons from our three cohorts regarding how to structure, implement, and carefully evaluate a peer mentoring program. Conclusions Informal evaluation of our peer mentoring program noted several challenges for both peer mentors and mentees. Having knowledge of and addressing those challenges may increase the overall quality and effectiveness of peer mentoring programs and, in turn, benefit academic nursing by strengthening the faculty workforce. Clinical Relevance Findings from development and implementation of a peer mentoring program for gerontological faculty could lead to new and adaptable programs in a variety of clinical and education settings. PMID:25808927

Faculty Mentoring Undergraduates: The Nature, Development, and Benefits of Mentoring Relationships

ERIC Educational Resources Information Center

McKinsey, Elizabeth

2016-01-01

Educational research shows that close student-faculty interaction is a key factor in college student learning and success. Most literature on undergraduate mentoring, however, focuses on planned programs of mentoring for targeted groups of students by non-faculty professionals or student peers. Based on the research literature and student and…

Outcomes of a Peer Mentor Implemented Fitness Program in Older Adults: A Quasi-Randomized Controlled Trial

PubMed Central

Dorgo, Sandor; King, George A.; Bader, Julia O.; Limon, John S.

2013-01-01

Objectives To investigate the effectiveness of different applications of mentoring in an older adult exercise program, this study compared the physical fitness scores, the retention and participation rates of older adults trained by student mentors, peer mentors, peer mentors working independently of the researchers, and a non-exercising control group. Methods 106 older adults were recruited and assigned to one of the groups using quasi-randomization. All three experimental groups completed a 14-week intervention. Pre- and post-training assessments of fitness were completed, and retention and participation rates were compared. Results High retention and participation rates, as well as significant improvements in fitness scores from baseline to post-test were observed in all three mentored groups. While the control group showed improvement only in one fitness test, subjects in the mentored groups improved similarly in all measures, regardless of the type of mentoring received. Discussion These findings indicated effectiveness of the peer mentor model and suggested that with adequate preparation peer mentors may be capable of guiding older adult participants effectively without assistance from professional staff. PMID:23279966

"Why Single Me Out?" Peer Mentoring, Autism and Inclusion in Mainstream Secondary Schools

ERIC Educational Resources Information Center

Bradley, Ryan

2016-01-01

The past decade has seen an increase in the number of students with autism attending mainstream educational provision. Improving outcomes for this group is a complex issue given the deficit of evidence-based practice. A new peer mentoring programme developed for students with autism in mainstream secondary schools was evaluated using a combination…

Peer mentoring program in an interprofessional and interdisciplinary curriculum in Brazil.

PubMed

de Oliveira, Camila Aparecida Machado; de França Carvalho, Carolina Prado; Céspedes, Isabel Cristina; de Oliveira, Flávia; Le Sueur-Maluf, Luciana

2015-01-01

The Federal University of São Paulo, Baixada Santista Campus was founded in 2006 with five degree-granting programs in physical education, physiotherapy, nutrition, psychology, and occupational therapy. The guiding principle behind the programs' educational mission was centered on the development of health care professionals capable of working in interdisciplinary teams with an emphasis on holistic patient care. This pedagogical structure required peer-mentoring programs in order to integrate different areas of knowledge and to improve learning strategies among new generations of students. The authors' objective in the present report is to discuss the strategies and activities of the peer-mentoring program in histophysiology and gross anatomy in an interdisciplinary and interprofessional curriculum. Evaluations by students, mentors and professors are presented, along with a statistical analysis of variance comparing student performance in the module assessments according to their participation in the peer-mentoring activities. The results demonstrated that students who participated in peer-mentoring activities enjoyed a higher rate of academic success than those who did not participate. In addition, student and mentor evaluations of the peer mentoring program were highly positive. The program enabled mentors to gain a deeper knowledge of the subjects addressed in the learning modules, as well as to develop intrinsic teaching skills during their time as mentors. In short, the authors believe that the peer-mentoring program has been validated for its effectiveness in raising student academic performance. © 2015 American Association of Anatomists.

Can Peer Mentors Improve First-Year Experiences of University Students?

ERIC Educational Resources Information Center

Yomtov, Dani; Plunkett, Scott W.; Efrat, Rafi; Marin, Adriana Garcia

2017-01-01

The effectiveness of a peer-mentoring program was examined at a university in California. Previous studies suggest university peer mentoring might increase students' feelings of engagement, which can contribute to their retention. Pretest and posttest data were collected from 304 freshmen (mentored and nonmentored) during the fall of 2012 in a…

The Jury Is Still Out: Psychoemotional Support in Peer E-Mentoring for Transition to University

ERIC Educational Resources Information Center

Risquez, Angelica; Sanchez-Garcia, Marife

2012-01-01

This study investigates how computer mediated communication (CMC) can sustain nourishing and emotionally enriching peer mentoring relations. A peer electronic mentoring program was implemented in an Irish university to facilitate freshmen's transition to college. A sample of 123 participants (42 mentors and 81 mentees) was evaluated with a…

Peer Mentoring for Health Behavior Change: A Systematic Review

ERIC Educational Resources Information Center

Petosa, R. L.; Smith, Laureen H.

2014-01-01

Background: Peer mentoring can be a powerful complement to health instruction. Mentoring has been used to change health behaviors and promote sustainable lifestyle patterns in adults and, more recently, among adolescents. Purpose: This article reviews the use of peer mentoring to promote health practices and describes how this approach can be used…

Near-peer mentoring to complement faculty mentoring of first-year medical students in India.

PubMed

Singh, Satendra; Singh, Navjeevan; Dhaliwal, Upreet

2014-01-01

The first year is stressful for new medical students who have to cope with curricular challenges, relocation issues, and separation from family. Mentoring reduces stress and facilitates adaptation. A program for faculty mentoring of first-semester students was initiated by the Medical Education Unit in 2009 at University College of Medical Sciences, Delhi. Feedback after the first year revealed that mentees were reluctant to meet their mentors, some of whom were senior faculty. In the following year, student mentors (near-peers) were recruited to see if that would improve the rate and quality of contact between mentees and mentors. Volunteer faculty (n=52), near-peers (n=57), and new entrants (n=148) admitted in 2010 participated in the ratio of 1:1:3. The program aims were explained through an open house meeting, for reinforcement, and another meeting was conducted 5 months later. At year-end, a feedback questionnaire was administered (response rate: faculty, 28 [54%]; mentees, 74 [50%]). Many respondent faculty (27, 96%) and mentees (65, 88%) believed that near-peer mentoring was useful. Compared to the preceding year, the proportion of meetings between faculty mentors and mentees increased from 4.0±5.2 to 7.4±8.8; mentees who reported benefit increased from 23/78 (33%) to 34/74 (46%). Benefits resulted from mentors' and near-peers' demonstration of concern/support/interaction/counseling (35, 47.3% mentees); 23 mentees (82%) wanted to become near-peers themselves. Near-peer mentoring supplements faculty mentoring of first-year medical students by increasing system effectiveness.

Exploring the Self-Disclosure Process in Peer Mentoring Relationships for Transition-Age Youth With Developmental Disabilities.

PubMed

Ryan, Cathryn T; Kramer, Jessica M; Cohn, Ellen S

2016-08-01

The purpose of this study was to examine the role of the self-disclosure process in regard to connection development and relationship quality in peer mentoring relationships between transition-age youth (ages 15-20) and young adults (ages 18-36) with intellectual and/or developmental disabilities. Self-disclosure is defined as "the disclosure of inner feelings and experiences to another person" that "fosters liking, caring, and trust, thereby facilitating the deepening of close relationships" ( Reis & Shaver, 1988 , p. 372). Nine peer mentoring dyads with varied interpersonal connections were purposefully selected from a larger intervention study. Recorded mentoring conversations were analyzed for self-disclosure content and peer mentor response. The findings demonstrated trends related to connection development and differences across degree of connection. In relationships with stronger connections, there was a higher quantity of self-disclosure and more frequent disclosure of emotions, and peer mentors responded more frequently with advice and reciprocated self-disclosure. Implications of findings for promoting higher-quality peer mentoring relationships are discussed.

Peer-assisted learning: time for nomenclature clarification.

PubMed

Olaussen, Alexander; Reddy, Priya; Irvine, Susan; Williams, Brett

2016-01-01

Peer-assisted learning (PAL) is used throughout all levels of healthcare education. Lack of formalised agreement on different PAL programmes may confuse the literature. Given the increasing interest in PAL as an education philosophy, the terms need clarification. The aim of this review is to 1) describe different PAL programmes, 2) clarify the terminology surrounding PAL, and 3) propose a simple pragmatic way of defining PAL programmes based on their design. A review of current PAL programmes within the healthcare setting was conducted. Each programme was scrutinised based on two aspects: the relationship between student and teacher, and the student to teacher ratio. The studies were then shown to fit exclusively into the novel proposed classification. The 34 programmes found, demonstrate a wide variety in terms used. We established six terms, which exclusively applied to the programmes. The relationship between student and teacher was categorised as peer-to-peer or near-peer. The student to teacher ratio suited three groupings, named intuitively 'Mentoring' (1:1 or 1:2), 'Tutoring' (1:3-10), and 'Didactic' (1:>10). From this, six novel terms - all under the heading of PAL - are suggested: 'Peer Mentoring', 'Peer Tutoring', 'Peer Didactic', 'Near-Peer Mentoring', 'Near-Peer Tutoring', and 'Near-Peer Didactic'. We suggest herein a simple pragmatic terminology to overcome ambiguous terminology. Academically, clear terms will allow effective and efficient research, ensuring furthering of the educational philosophy.

Peer-assisted learning: time for nomenclature clarification.

PubMed

Olaussen, Alexander; Reddy, Priya; Irvine, Susan; Williams, Brett

2016-01-01

Background Peer-assisted learning (PAL) is used throughout all levels of healthcare education. Lack of formalised agreement on different PAL programmes may confuse the literature. Given the increasing interest in PAL as an education philosophy, the terms need clarification. The aim of this review is to 1) describe different PAL programmes, 2) clarify the terminology surrounding PAL, and 3) propose a simple pragmatic way of defining PAL programmes based on their design. Methods A review of current PAL programmes within the healthcare setting was conducted. Each programme was scrutinised based on two aspects: the relationship between student and teacher, and the student to teacher ratio. The studies were then shown to fit exclusively into the novel proposed classification. Results The 34 programmes found, demonstrate a wide variety in terms used. We established six terms, which exclusively applied to the programmes. The relationship between student and teacher was categorised as peer-to-peer or near-peer. The student to teacher ratio suited three groupings, named intuitively 'Mentoring' (1:1 or 1:2), 'Tutoring' (1:3-10), and 'Didactic' (1:>10). From this, six novel terms - all under the heading of PAL - are suggested: 'Peer Mentoring', 'Peer Tutoring', 'Peer Didactic', 'Near-Peer Mentoring', 'Near-Peer Tutoring', and 'Near-Peer Didactic'. Conclusions We suggest herein a simple pragmatic terminology to overcome ambiguous terminology. Academically, clear terms will allow effective and efficient research, ensuring furthering of the educational philosophy.

Utilizing Peer Mentor Roles in Learning Communities

ERIC Educational Resources Information Center

Rieske, Laura Jo; Benjamin, Mimi

2015-01-01

For a number of learning community programs, peer mentors provide an additional layer of staffing support. This chapter highlights peer mentor roles from a sample of programs and suggests important components for the construction of these roles.

Enhancing leadership and relationships by implementing a peer mentoring program.

PubMed

Gafni Lachter, Liat R; Ruland, Judith P

2018-03-30

Peer-mentoring is often described as effective means to promote professional and leadership skills, yet evidence on practical models of such programs for occupational therapy students are sparse. The purpose of this study was to evaluate the outcomes of a peer-mentoring program designed for graduate occupational therapy students. Forty-seven second-year student volunteers were randomly assigned to individually mentor first-year students in a year-long program. Students met biweekly virtually or in person to provide mentorship on everyday student issues, according to mentees' needs. Faculty-led group activities prior and during the peer-mentoring program took place to facilitate the mentorship relationships. Program effectiveness was measured using the Multi-factor Leadership Questionnaire (Avolio & Bass, MLQ: Multifactor Leadership Questionnaire, 2004) and an open-ended feedback survey. Results of multi-variate MANOVA for repeated measures indicating significant enhancement in several leadership skills (F(12,46) = 4.0, P = 0.001, η 2  = 0.579). Qualitative data from feedback surveys indicated that an opportunity to help; forming relationships; and structure as enabler were perceived as important participation outcomes. Students expressed high satisfaction and perceived value from their peer-mentoring experience. As we seek ways to promote our profession and the leadership of its members, it is recommended to consider student peer-mentoring to empower them to practice and advance essential career skills from the initial stages of professional development. Evidence found in this study demonstrates that peer-mentoring programs can promote leadership development and establishment of networks in an occupational therapy emerging professional community, at a low cost. The peer-mentoring blueprint and lessons learned are presented with hopes to inspire others to implement peer-mentoring programs in their settings. © 2018 Occupational Therapy Australia.

Evaluation of a peer mentoring program for early career gerontological nursing faculty and its potential for application to other fields in nursing and health sciences.

PubMed

Brody, Abraham A; Edelman, Linda; Siegel, Elena O; Foster, Victoria; Bailey, Donald E; Bryant, Ashley Leak; Bond, Stewart M

2016-01-01

As the retirement rate of senior nursing faculty increases, the need to implement new models for providing mentorship to early career academics will become key to developing and maintaining an experienced faculty. This evaluation of a peer mentorship program for predoctoral and postdoctoral gerontological nurses examined its efficacy, utility, and potential for improvement. A web-based survey was developed, implemented, and completed by 22 mentees and 17 mentors (71% and 61% response rates, respectively) as part of the evaluation. The peer mentorship program was found to be valuable by both mentors (64.7%) and mentees (72.7%) in helping mentees further develop their careers and networks and providing mentors with supported mentorship experience. The peer mentorship program could serve as a model for other professional organizations, academic institutions, and consortiums to enhance and extend the formal vertical mentorship provided to early academic career individuals. Published by Elsevier Inc.

Evaluation of a peer mentoring program for early career gerontological nursing faculty and its potential for application to other fields in nursing and health sciences

PubMed Central

Brody, Abraham A.; Edelman, Linda; Siegel, Elena O.; Foster, Victoria; Bailey, Donald E.; Bryant, Ashley Leak; Bond, Stewart M.

2018-01-01

Background As the retirement rate of senior nursing faculty increases, the need to implement new models for providing mentorship to early career academics will become key to developing and maintaining an experienced faculty. Purpose This evaluation of a peer mentorship program for predoctoral and postdoctoral gerontological nurses examined its efficacy, utility, and potential for improvement. Methods A web-based survey was developed, implemented, and completed by 22 mentees and 17 mentors (71% and 61% response rates, respectively) as part of the evaluation. Discussion The peer mentorship program was found to be valuable by both mentors (64.7%) and mentees (72.7%) in helping mentees further develop their careers and networks and providing mentors with supported mentorship experience. Conclusion The peer mentorship program could serve as a model for other professional organizations, academic institutions, and consortiums to enhance and extend the formal vertical mentorship provided to early academic career individuals. PMID:27156778

Evaluating a culturally tailored peer-mentoring and education pilot intervention among Chinese breast cancer survivors using a mixed-methods approach.

PubMed

Lu, Qian; You, Jin; Man, Jenny; Loh, Alice; Young, Lucy

2014-11-01

To evaluate a social support intervention that was culturally tailored for Chinese Americans who face many challenges because of cultural and linguistic barriers. Intervention with a one-group pre- or post-test design, mixed methods, and a community-based participatory research (CBPR) approach. Southern California. 14 Chinese American breast cancer survivors post-treatment and eight breast cancer peer mentors. The intervention was a 10-week program to provide emotional and informational support through peer mentoring and education. Health outcomes were assessed before and after the intervention. Eight weekly process evaluations and two focus group interviews also were conducted. Depressive and anxiety symptoms. The program was associated with a decrease in depressive symptoms. Participants valued the program highly. Inductive analysis suggested possible mechanisms for effectiveness, such as reducing stigma, empowerment, and increased sense of belonging. The peer-mentoring and education program has the potential to serve as a model intervention for ethnic minorities. Mixed methods and CBPR are valuable in evaluating pilot interventions with minorities. Focusing on relationships may be fruitful for designing novel interventions for cancer survivors from collectivistic cultures. Peer-mentoring and education programs can be integrated into communities and clinics to improve care for underserved minority cancer survivors and to reduce health disparities.

Analysis of Discussion Board Interaction in an Online Peer Mentoring Site

ERIC Educational Resources Information Center

Ruane, Regina; Lee, Vera J.

2016-01-01

This study uses Critical Discourse Analysis and Social Network Analysis to examine an online peer mentoring site created to unite first-year and third-year preservice teachers enrolled in an undergraduate teacher education program. The peer mentoring site was developed to provide both first-year preservice teachers and more experienced peers the…

Peer mentoring for undergraduates in a research-focused diversity initiative

PubMed Central

Keller, Thomas E.; Logan, Kay; Lindwall, Jennifer; Beals, Caitlyn

2017-01-01

To provide multi-dimensional support for undergraduates from traditionally underrepresented backgrounds who aspire to careers in research, the BUILD EXITO project, part of a major NIH-funded diversity initiative, matches each scholar with three mentors: peer mentor (advanced student), career mentor (faculty adviser), and research mentor (research project supervisor). After describing the aims of the diversity initiative, the institutional context of the BUILD EXITO project, and the training program model, this article devotes special attention to the rationale for and implementation of the peer mentoring component within the context of the multi-faceted mentoring model. PMID:29398880

Peer mentoring for undergraduates in a research-focused diversity initiative.

PubMed

Keller, Thomas E; Logan, Kay; Lindwall, Jennifer; Beals, Caitlyn

2017-01-01

To provide multi-dimensional support for undergraduates from traditionally underrepresented backgrounds who aspire to careers in research, the BUILD EXITO project, part of a major NIH-funded diversity initiative, matches each scholar with three mentors: peer mentor (advanced student), career mentor (faculty adviser), and research mentor (research project supervisor). After describing the aims of the diversity initiative, the institutional context of the BUILD EXITO project, and the training program model, this article devotes special attention to the rationale for and implementation of the peer mentoring component within the context of the multi-faceted mentoring model.

Clustered randomised controlled trial of two education interventions designed to increase physical activity and well-being of secondary school students: the MOVE Project

PubMed Central

Tymms, Peter B; Curtis, Sarah E; Routen, Ash C; Thomson, Katie H; Bolden, David S; Bock, Susan; Dunn, Christine E; Cooper, Ashley R; Elliott, Julian G; Moore, Helen J; Summerbell, Carolyn D; Tiffin, Paul A; Kasim, Adetayo S

2016-01-01

Objective To assess the effectiveness of 2 interventions in improving the physical activity and well-being of secondary school children. Design A clustered randomised controlled trial; classes, 1 per school, were assigned to 1 of 3 intervention arms or a control group based on a 2×2 factorial design. The interventions were peer-mentoring and participative learning. Year 7 children (aged 11–12) in the peer-mentoring intervention were paired with year 9 children for 6 weekly mentoring meetings. Year 7 children in the participative learning arm took part in 6 weekly geography lessons using personalised physical activity and Global Positioning System (GPS) data. Year 7 children in the combined intervention received both interventions, with the year 9 children only participating in the mentoring sessions. Participants 1494 year 7 students from 60 schools in the North of England took part in the trial. Of these, 43 students opted out of taking part in the evaluation measurements, 2 moved teaching group and 58 changed school. Valid accelerometry outcome data were collected for 892 students from 53 schools; and well-being outcome data were available for 927 students from 52 schools. Main outcome measures The primary outcomes were mean minutes of accelerometer-measured moderate-to-vigorous intensity physical activity per day, and well-being as evaluated by the KIDSCREEN-27 questionnaire. These data were collected 6 weeks after the intervention; a 12-month follow-up is planned. Results No significant effects (main or interaction) were observed for the outcomes. However, small positive differences were found for both outcomes for the participative learning intervention. Conclusions These findings suggest that the 2 school-based interventions did not modify levels of physical activity or well-being within the period monitored. Change in physical activity may require more comprehensive individual behavioural intervention, and/or more system-based efforts to address wider environmental influences such as family, peers, physical environment, transport and educational policy. Trial registration number ISRCTN82956355. PMID:26739729

Clustered randomised controlled trial of two education interventions designed to increase physical activity and well-being of secondary school students: the MOVE Project.

PubMed

Tymms, Peter B; Curtis, Sarah E; Routen, Ash C; Thomson, Katie H; Bolden, David S; Bock, Susan; Dunn, Christine E; Cooper, Ashley R; Elliott, Julian G; Moore, Helen J; Summerbell, Carolyn D; Tiffin, Paul A; Kasim, Adetayo S

2016-01-06

To assess the effectiveness of 2 interventions in improving the physical activity and well-being of secondary school children. A clustered randomised controlled trial; classes, 1 per school, were assigned to 1 of 3 intervention arms or a control group based on a 2×2 factorial design. The interventions were peer-mentoring and participative learning. Year 7 children (aged 11-12) in the peer-mentoring intervention were paired with year 9 children for 6 weekly mentoring meetings. Year 7 children in the participative learning arm took part in 6 weekly geography lessons using personalised physical activity and Global Positioning System (GPS) data. Year 7 children in the combined intervention received both interventions, with the year 9 children only participating in the mentoring sessions. 1494 year 7 students from 60 schools in the North of England took part in the trial. Of these, 43 students opted out of taking part in the evaluation measurements, 2 moved teaching group and 58 changed school. Valid accelerometry outcome data were collected for 892 students from 53 schools; and well-being outcome data were available for 927 students from 52 schools. The primary outcomes were mean minutes of accelerometer-measured moderate-to-vigorous intensity physical activity per day, and well-being as evaluated by the KIDSCREEN-27 questionnaire. These data were collected 6 weeks after the intervention; a 12-month follow-up is planned. No significant effects (main or interaction) were observed for the outcomes. However, small positive differences were found for both outcomes for the participative learning intervention. These findings suggest that the 2 school-based interventions did not modify levels of physical activity or well-being within the period monitored. Change in physical activity may require more comprehensive individual behavioural intervention, and/or more system-based efforts to address wider environmental influences such as family, peers, physical environment, transport and educational policy. ISRCTN82956355. Published by the BMJ Publishing Group Limited. For permission to use (where not already granted under a licence) please go to http://www.bmj.com/company/products-services/rights-and-licensing/

College Women Mentoring Adolescent Girls: The Relationship between Mentor Peer Support and Mentee Outcomes

ERIC Educational Resources Information Center

Marshall, Jenna H.; Lawrence, Edith C.; Peugh, James

2013-01-01

In this study, we examined the effectiveness of peer support for college women mentors who engaged in one-to-one and group mentoring with at-risk adolescent girls. Using data from 162 mentoring pairs, results suggested that mentor support positively predicted mentees' self-reported improvement after a year of mentoring. An examination of mentees'…

The Development of a Scale on Assessing Peer Mentoring at the College Level

ERIC Educational Resources Information Center

Kocadere, Selay Arkün

2015-01-01

The purpose of my study was to develop and validate a scale to assess peer mentoring practices that aim to enhance learning. In the development process, 4 focus group interviews were conducted with 10 mentors and 12 mentees who participated in 8 weeks of peer mentoring. In addition to the literature, the findings from interviews were used to…

Mentoring Interventions for Underrepresented Scholars in Biomedical and Behavioral Sciences: Effects on Quality of Mentoring Interactions and Discussions.

PubMed

Lewis, Vivian; Martina, Camille A; McDermott, Michael P; Chaudron, Linda; Trief, Paula M; LaGuardia, Jennifer G; Sharp, Daryl; Goodman, Steven R; Morse, Gene D; Ryan, Richard M

2017-01-01

Mentors rarely receive education about the unique needs of underrepresented scholars in the biomedical and behavioral sciences. We hypothesized that mentor-training and peer-mentoring interventions for these scholars would enrich the perceived quality and breadth of discussions between mentor-protégé dyads (i.e., mentor-protégé pairs). Our multicenter, randomized study of 150 underrepresented scholar-mentor dyads compared: 1) mentor training, 2) protégé peer mentoring, 3) combined mentor training and peer mentoring, and 4) a control condition (i.e., usual practice of mentoring). In this secondary analysis, the outcome variables were quality of dyad time and breadth of their discussions. Protégé participants were graduate students, fellows, and junior faculty in behavioral and biomedical research and healthcare. Dyads with mentor training were more likely than those without mentor training to have discussed teaching and work-life balance. Dyads with peer mentoring were more likely than those without peer mentoring to have discussed clinical care and career plans. The combined intervention dyads were more likely than controls to perceive that the quality of their time together was good/excellent. Our study supports the value of these mentoring interventions to enhance the breadth of dyad discussions and quality of time together, both important components of a good mentoring relationship. © 2017 V. Lewis et al. CBE—Life Sciences Education © 2017 The American Society for Cell Biology. This article is distributed by The American Society for Cell Biology under license from the author(s). It is available to the public under an Attribution–Noncommercial–Share Alike 3.0 Unported Creative Commons License (http://creativecommons.org/licenses/by-nc-sa/3.0).

Peer Mentoring and Peer Tutoring among K-12 Students: A Literature Review

ERIC Educational Resources Information Center

Goodrich, Andrew

2018-01-01

The purpose of this literature review is to examine research on peer mentoring among K-12 students to assist practitioners with how to incorporate these instructional techniques into their own music programs. Primary themes across the music education literature of peer mentoring include the role of music teachers, the role of students as they…

Job Characteristics and Mentoring in Pre-Schools: Mentoring Relationships among the Educational Staff When Challenged by Problem-Solving Tasks

ERIC Educational Resources Information Center

Waaland, Torbjorn

2013-01-01

Purpose: The purpose of this paper is to study the influence of problem-solving tasks on mentoring received, peer mentoring and mentoring provided. Design/methodology/approach: This cross-sectional survey was based on a questionnaire that was sent to a total of 435 employees from 29 pre-schools in Norway. A total of 284 responses were returned, a…

Cross-Cultural Peer Mentoring: One Approach to Enhancing White Faculty Adjustment at Black Colleges

ERIC Educational Resources Information Center

Louis, Dave A.

2015-01-01

White faculty members at Black colleges in the United States face numerous social obstacles. Exploring the experiences of White faculty members at four historically Black colleges and universities (HBCUs) and their adjustment to a minority status assists the comprehension of issues surrounding this subgroup. Utilizing a phenomenological approach,…

Dual peer mentoring program for undergraduate medical students: exploring the perceptions of mentors and mentees

PubMed Central

Abdolalizadeh, Parya; Pourhassan, Saeed; Gandomkar, Roghayeh; Heidari, Farrokh; Sohrabpour, Amir Ali

2017-01-01

Background: Despite the advantages of dual peer mentoring, there are a few reports of implementing and evaluating such programs for medical students. This study aimed at exploring the perceptions of mentors and mentees about the dual peer mentoring program for the first year undergraduate medical students of Tehran University of Medical Sciences. Methods: This qualitative study was conducted at the end of the first year of implementing the mentoring program. All mentees and mentors were invited to participate in focus group discussions. Data were analyzed using a qualitative content analysis. Results: All mentors (n= 12) and a group of mentees (n= 21) participated in focus group discussion sessions. We provided a variety of supports for the mentees including academic and psychosocial support and positive relationship; as a result, some developments occurred to the mentors We also explored participants’ views on some unique aspects of the program such as student-authorized, dual mentoring, and role model sessions. Conclusion: Our participants found the mentoring program beneficial in various academic achievements and psychosocial supports for both the mentors and the mentees. Dual peer mentoring program can be an alternative to school administered programs. PMID:28638809

Dual peer mentoring program for undergraduate medical students: exploring the perceptions of mentors and mentees.

PubMed

Abdolalizadeh, Parya; Pourhassan, Saeed; Gandomkar, Roghayeh; Heidari, Farrokh; Sohrabpour, Amir Ali

2017-01-01

Background: Despite the advantages of dual peer mentoring, there are a few reports of implementing and evaluating such programs for medical students. This study aimed at exploring the perceptions of mentors and mentees about the dual peer mentoring program for the first year undergraduate medical students of Tehran University of Medical Sciences. Methods: This qualitative study was conducted at the end of the first year of implementing the mentoring program. All mentees and mentors were invited to participate in focus group discussions. Data were analyzed using a qualitative content analysis. Results: All mentors ( n= 12 ) and a group of mentees ( n= 21 ) participated in focus group discussion sessions. We provided a variety of supports for the mentees including academic and psychosocial support and positive relationship; as a result, some developments occurred to the mentors We also explored participants' views on some unique aspects of the program such as student-authorized, dual mentoring, and role model sessions. Conclusion: Our participants found the mentoring program beneficial in various academic achievements and psychosocial supports for both the mentors and the mentees. Dual peer mentoring program can be an alternative to school administered programs.

The use of peer mentors to enhance a smoking cessation intervention for persons with serious mental illnesses.

PubMed

Dickerson, Faith B; Savage, Christina L G; Schweinfurth, Lucy A B; Medoff, Deborah R; Goldberg, Richard W; Bennett, Melanie; Lucksted, Alicia; Chinman, Matthew; Daumit, Gail; Dixon, Lisa; DiClemente, Carlo

2016-03-01

We evaluated a well-specified peer mentor program that enhanced a professionally led smoking cessation group for persons with serious mental illnesses. Participants were 8 peer mentors, persons with serious mental illnesses who had successfully quit smoking, and 30 program participants, persons with serious mental illnesses enrolled in a 6-month intervention. Peer mentors were trained and then helped to deliver a smoking cessation group and met with program participants individually. We assessed the mentors' skills after training, their fidelity to the model, and the program's feasibility and acceptability. We also measured the smoking outcomes of the program participants including change in exhaled carbon monoxide, a measure of recent smoking, and aspects of the peer mentor-program participant relationship. Peer mentors attained a mean score of 13.6/14 on role play assessments after training and delivered the intervention with fidelity as assessed by adherence and competence ratings (mean scores of 97% and 93%, respectively). The feasibility and acceptability of the intervention was demonstrated in that 28/30 participants met with their peer mentors regularly and only 1 participant and no peer mentor discontinued in the study. Both parties rated the interpersonal alliance highly, mean of 5.9/7. The program participants had a decline in carbon monoxide levels and number of cigarettes smoked per day (repeated measures ANOVA F = 6.04, p = .008; F = 15.87, p < .001, respectively). A total of 22/30 (73%) made a quit attempt but only 3 (10%) achieved sustained abstinence. Our study adds to the growing literature about peer-delivered interventions. (c) 2016 APA, all rights reserved).

Peer Mentoring for Undergraduates in a Research-Focused Diversity Initiative

ERIC Educational Resources Information Center

Keller, Thomas E.; Logan, Kay; Lindwall, Jennifer; Beals, Caitlyn

2017-01-01

To provide multi-dimensional support for undergraduates from traditionally underrepresented backgrounds who aspire to careers in research, the BUILD EXITO project, part of a major NIH-funded diversity initiative, matches each scholar with three mentors: peer mentor (advanced student), career mentor (faculty adviser), and research mentor (research…

Evaluating a Psychology Graduate Student Peer Mentoring Program

ERIC Educational Resources Information Center

Fleck, Christina; Mullins, Morell E.

2012-01-01

Research on mentoring outcomes and characteristics of various types of mentoring programs in different settings is limited. The present study sampled 39 graduate students at a small Midwestern university to evaluate peer mentoring in a graduate school setting. Mentoring function and outcome relationships as well as program characteristics were…

Distributed Mentoring: Preparing Preservice Resident Teachers for High Needs Urban High Schools

ERIC Educational Resources Information Center

Leon, Marjorie Roth

2014-01-01

A distributed mentoring model was implemented to scaffold preservice teachers completing a residency in high needs urban turnaround high schools. In this situated learning context, expert faculty and peer mentors contributed confirmatory insights for promoting engaged evidence-based pedagogy, instructional differentiation, homework completion,…

Feeding - Not weeding: A Strategy to Grow More Women Scientists

NASA Astrophysics Data System (ADS)

Pavone, Mary

2004-03-01

In 1990, Dartmouth College, a small, elite liberal arts college in New England, developed a co-curricular initiative to increase the numbers of undergraduate women graduating in SMET (science, math, engineering, and technology). Female attrition from the sciences was several times greater than that of male peers. Women's under-representation has been connected with early socialization, lower self-confidence, lower expectations from parents, teachers, and others; less "tinkering" experience, teaching practices in introductory college SMET courses, and a lack of critical mass. Recognizing that women leave science for varied reasons, a comprehensive and complementary set of programs evolved around the themes of early hands-on research experience, mentoring and networking, role models, access to information, and a sense of community. The cornerstone program of WISP pairs a young woman interested in science with a research faculty member for two terms of a paid, hands-on mentored introduction to research during her first or second year of college. Inquiry-based, active learning in a mentored context results in strengthened science interests, increased confidence, and expanded student vision on the possibilities of a scientific career. Developing early mentoring relationships with faculty and peers, and creating connections with a science community, are important elements for persistence in science. Now a mature and respected program, WISP supports and enhances the overall educational mission of the College by developing and nurturing a pipeline of successful female students interested in pursuing science as a career. WISP has created a positive student culture for research and scholarship that benefits all students and the institution as well.

Expanding Capacity and Promoting Inclusion in Introductory Computer Science: A Focus on Near-Peer Mentor Preparation and Code Review

ERIC Educational Resources Information Center

Pon-Barry, Heather; Packard, Becky Wai-Ling; St. John, Audrey

2017-01-01

A dilemma within computer science departments is developing sustainable ways to expand capacity within introductory computer science courses while remaining committed to inclusive practices. Training near-peer mentors for peer code review is one solution. This paper describes the preparation of near-peer mentors for their role, with a focus on…

Peer Mentoring for Male Parolees: A CBPR Pilot Study.

PubMed

Marlow, Elizabeth; Grajeda, William; Lee, Yema; Young, Earthy; Williams, Malcolm; Hill, Karen

2015-01-01

Formerly incarcerated adults are impoverished, have high rates of substance use disorders, and have long histories of imprisonment. This article describes the development of a peer mentoring program for formerly incarcerated adults and the pilot study designed to evaluate it. The research team, which included formerly incarcerated adults and academic researchers, developed the peer mentoring program to support formerly incarcerated adults' transition to the community after prison. The purposes of the pilot evaluation study were to (1) assess the feasibility of implementing a peer-based intervention for recently released men developed using a community-based participatory research (CBPR) approach; (2) establish preliminary data on the program's impact on coping, self-esteem, abstinence self-efficacy, social support, and participation in 12-step meetings; and (3) establish a CBPR team of formerly incarcerated adults and academic researchers to develop, implement, and test interventions for this population. This pilot evaluation study employed a mixed-methods approach with a single group pretest/posttest design with 20 men on parole released from prison within the last 30 days. Quantitative findings showed significant improvement on two abstinence self-efficacy subscales, negative affect and habitual craving. Qualitative findings revealed the relevance and acceptance of peer mentoring for this population. This study demonstrated the feasibility and import of involving formerly incarcerated adults in the design, implementation, and testing of interventions intended to support their reintegration efforts.

Impacts of a Peer Mentoring Program on Preservice Physical Educators' Development

ERIC Educational Resources Information Center

Faucette, Nell; Nugent, Peg

2017-01-01

Today, new and redesigned mentoring roles are being explored in teacher education programs. According to literature, having peers mentor less experienced colleagues can benefit both groups. In this study, 11 senior physical education majors served as mentors to 15 juniors. Mentoring sessions occurred during regularly scheduled classes for all.…

Peer Mentoring Communities of Practice for Early and Mid-Career Faculty: Broad Benefits from a Research-Oriented Female Peer Mentoring Group

ERIC Educational Resources Information Center

Rees, Amanda; Shaw, Kimberly

2014-01-01

In light of recent interest in the limitations of early and mid-career mentoring (Driscoll et al 2009; Trowers 2011), this case study of a women's scholarly activity and goal setting Community of Practice (CoP) indicates that such groups can offer extensive peer mentoring at one teaching-oriented state university in the United States. Using a…

Supporting College Students through Peer Mentoring: Serving Immigrant Students

ERIC Educational Resources Information Center

Kring, Matthew

2017-01-01

Metropolitan State University of Denver (MSU Denver) Immigrant Services program enlists the support of peer mentors to provide holistic support to the institution's immigrant, refugee, and English Language Learner (ELL) populations. These peer mentors are highly specialized in their student employee role and are trained to provide academic and…

Undergraduate Peer Mentors as Teacher Leaders: Successful Starts

ERIC Educational Resources Information Center

Wallin, Dawn; DeLathouwer, Erin; Adilman, Jordan; Hoffart, Jessie; Prior-Hildebrandt, Kathy

2017-01-01

This paper discusses the results of a qualitative study that examined the professional growth of undergraduate peer mentors as teacher leaders during an innovative Learning Community initiative designed for a teacher education program at the University of Saskatchewan. The paper describes the extent to which peer mentors exhibited characteristics…

Peers for Promotion: Achieving Academic Advancement through Facilitated Peer Mentoring

ERIC Educational Resources Information Center

Ockene, Judith K.; Milner, Robert J.; Thorndyke, Luanne E.; Congdon, John; Cain, Joanna M.

2017-01-01

The promotion process is challenging, particularly for non-tenure track faculty in academic medicine. To address this challenge, we implemented a facilitated peer mentoring program that included a structured curriculum with regular meetings, guided by two senior faculty mentors. Participants expressed satisfaction with the program, showed…

Effect of Peer Mentors on Academic Performance

ERIC Educational Resources Information Center

Bonin, Elizabeth

2016-01-01

Undergraduate peer mentoring programs strive to retain students who solve their own problems, develop options, unravel obstacles, and establish a process of figuring out solutions. A crucial component of obtaining that goal is to effectively train peer mentors to serve as advocates to freshman undergraduate students. Terrion and Philion (2008)…

Peer mentoring of telescope operations and data reduction at Western Kentucky University

NASA Astrophysics Data System (ADS)

Williams, Joshua; Carini, M. T.

2014-01-01

Peer mentoring plays an important role in the astronomy program at Western Kentucky University. I will describe how undergraduates teach and mentor other undergraduates the basics of operating our 0.6m telescope and data reduction (IRAF) techniques. This peer to peer mentoring creates a community of undergraduate astronomy scholars at WKU. These scholars bond and help each other with research, coursework, social, and personal issues. This community atmosphere helps to draw in and retain other students interested in astronomy and other STEM careers.

Near-peer mentoring to complement faculty mentoring of first-year medical students in India

PubMed Central

2014-01-01

Purpose: The first year is stressful for new medical students who have to cope with curricular challenges, relocation issues, and separation from family. Mentoring reduces stress and facilitates adaptation. A program for faculty mentoring of first-semester students was initiated by the Medical Education Unit in 2009 at University College of Medical Sciences, Delhi. Feedback after the first year revealed that mentees were reluctant to meet their mentors, some of whom were senior faculty. In the following year, student mentors (near-peers) were recruited to see if that would improve the rate and quality of contact between mentees and mentors. Methods: Volunteer faculty (n=52), near-peers (n=57), and new entrants (n=148) admitted in 2010 participated in the ratio of 1:1:3. The program aims were explained through an open house meeting, for reinforcement, and another meeting was conducted 5 months later. At year-end, a feedback questionnaire was administered (response rate: faculty, 28 [54%]; mentees, 74 [50%]). Results: Many respondent faculty (27, 96%) and mentees (65, 88%) believed that near-peer mentoring was useful. Compared to the preceding year, the proportion of meetings between faculty mentors and mentees increased from 4.0±5.2 to 7.4±8.8; mentees who reported benefit increased from 23/78 (33%) to 34/74 (46%). Benefits resulted from mentors’ and near-peers’ demonstration of concern/support/interaction/counseling (35, 47.3% mentees); 23 mentees (82%) wanted to become near-peers themselves. Conclusion: Near-peer mentoring supplements faculty mentoring of first-year medical students by increasing system effectiveness. PMID:24980428

What Teaching Teaches: Mentoring and the Performance Gains of Mentors

NASA Astrophysics Data System (ADS)

Amaral, Katie E.; Vala, Martin

2009-05-01

A peer mentoring program was added to an introductory chemistry course at a large university. The introductory chemistry course prepares students with little or no previous chemistry background to enter the mainstream general chemistry sequence and is part lecture and part small-group problem-solving. Faculty instructors are responsible for the lecture while peer mentors handle the group problem-solving portion. Peer mentors, recruited from previous introductory chemistry course, are chosen for their knowledge of the material and their helpfulness in group activities. While a number of studies on peer mentoring have reported the benefits to the mentored students, the present study looks at the benefits to the mentors. Grade enhancement in the main-stream general chemistry sequence, withdrawal rates, and number of additional chemistry courses taken by the mentors have been compared to under-prepared students who took the introductory chemistry course but did not serve as mentors and well-prepared students who did not need the introductory chemistry course. Our results show that mentors earned higher grades, withdrew from chemistry courses at a lower rate, and took more courses in chemistry than their counterparts. The enhanced achievement and retention of the mentors in chemistry suggests that programs that encourage under-prepared students to mentor are worthwhile endeavors.

Running Bamboo: A Mentoring Network of Women Intending to Thrive in Academia

ERIC Educational Resources Information Center

Agosto, Vonzell; Karanxha, Zorka; Unterreiner, Ann; Cobb-Roberts, Deirdre; Esnard, Talia; Wu, Ke; Beck, Makini

2016-01-01

This article is based on the authors' experiences as women academics who engage in informal peer mentoring to persist in the cultural milieus of their respective institutions. The authors draw on poststructural perspectives and the metaphor of the rhizome "running bamboo" to illustrate the connections they forged in a mentoring network…

The Use of Peer Mentors to Enhance a Smoking Cessation Intervention for Persons with Serious Mental Illnesses

PubMed Central

Dickerson, Faith B.; Savage, Christina L.G.; Schweinfurth, Lucy A.B.; Medoff, Deborah R.; Goldberg, Richard W.; Bennett, Melanie; Lucksted, Alicia; Chinman, Matthew; Daumit, Gail; Dixon, Lisa; DiClemente, Carlo

2015-01-01

Objective We evaluated a well-specified peer mentor program that enhanced a professionally-led smoking cessation group for persons with serious mental illnesses. Methods Participants were 8 peer mentors, persons with serious mental illnesses who had successfully quit smoking, and 30 program participants, persons with serious mental illnesses enrolled in a 6 month intervention. Peer mentors were trained and then helped to deliver a smoking cessation group and met with program participants individually. We assessed the mentors’ skills after training, their fidelity to the model, and the program’s feasibility and acceptability. We also measured the smoking outcomes of the program participants including change in exhaled carbon monoxide, a measure of recent smoking, and aspects of the peer mentor-program participant relationship. Results Peer mentors attained a mean score of 13.6/14 on role play assessments after training and delivered the intervention with fidelity as assessed by adherence and competence ratings (mean scores of 97% and 93%, respectively). The feasibility and acceptability of the intervention was demonstrated in that 28/30 participants met with their peer mentors regularly and only 1 participant and no peer mentor discontinued in the study. Both parties rated the interpersonal alliance highly, mean of 5.9/7. The program participants had a decline in carbon monoxide levels and number of cigarettes smoked per day (repeated measures ANOVA F=6.04, p=.008; F=15.87, p<.001, respectively). A total of 22/30 (73%) made a quit attempt but only 3 (10%) achieved sustained abstinence. Conclusions and Implications for Practice Our study adds to the growing literature about peer-delivered interventions. PMID:26461436

Newly Paralyzed

MedlinePlus

... to help by phone or email. Request a peer mentor Talk with a mentor Talk to someone who ... partners Get support Ask us anything Get a peer mentor Resources in your area Funding for nonprofits Forum ...

Peer Mentoring in Long-Term Care: Rational, Design, and Retention

ERIC Educational Resources Information Center

Hegeman, Carol; Hoskinson, Debi; Munro, Heather; Maiden, Patricia; Pillemer, Karl

2007-01-01

This article describes two successful peer-mentoring programs designed to improve the quality of care in nursing homes and retention rates among direct care staff. The first program, "Growing Strong Roots," examined CNA retention rates and the second program, "Peer Mentoring for Long Term Charge Nurses," examined RN and LPN retention rates. These…

Developing Peer Mentoring through Evaluation

ERIC Educational Resources Information Center

Hall, Ralph; Jaugietis, Zarni

2011-01-01

Peer mentoring programs are an important component in the strategy to enhance the first year undergraduate experience. The operation of these programs needs to be informed by evidence as to their effectiveness. In this article we report on a six-year study of the development of a peer mentoring program in which feedback is used to improve program…

Perspectives on Peer-Mentoring from Taiwanese Science and Engineering Master's Students

ERIC Educational Resources Information Center

Lin, Yii-nii

2014-01-01

The purpose of this study is to describe the peer-mentoring experience from the perspective of 16 master's students majoring in science or engineering at a research-oriented university in Taiwan. Utilizing a qualitative method of phenomenology, these mentees shared their views about their peer-mentors through in-depth interviews. Participants…

Intentional Peer-Mentoring Programs in Christian Schools: An Exploratory Study

ERIC Educational Resources Information Center

Campolongo, Edward D.

2009-01-01

This study investigated what Christian schools were doing with peer-mentoring programs. A total of 344 secondary schools accredited by the Association of Christian Schools International (ACSI) received a 19-question electronic survey that focused on the specifics of their peer-mentoring programs. A total of 80 schools responded, with 55% reporting…

Living with Paralysis

MedlinePlus

... to help by phone or email. Request a peer mentor Talk with a mentor Talk to someone who ... partners Get support Ask us anything Get a peer mentor Resources in your area Funding for nonprofits Forum ...

A specialist peer mentoring program for university students on the autism spectrum: A pilot study.

PubMed

Siew, Choo Ting; Mazzucchelli, Trevor G; Rooney, Rosanna; Girdler, Sonya

2017-01-01

The provision of peer mentoring may improve tertiary education outcomes of students with autism spectrum disorder (ASD). This study evaluated the pilot year of the Curtin Specialist Mentoring Program (CSMP), a specialised peer mentoring program for university students with ASD aimed at improving self-reported well-being, academic success and retention in university studies. A single group pre-test, post-test design was employed. Quantitative and qualitative evaluations were undertaken with 10 young adults with ASD to explore the effectiveness and acceptability of the CSMP program. Students completed a battery of questionnaires focused on general anxiety, state communication apprehension, perceived communication competence, and communication apprehension both prior to, and five months after commencing enrolment in the CSMP. Information regarding academic success and retention was also obtained. Interviews with participants provided further insight into their experience of the program. Students enrolled in the CSMP showed significant improvement in social support and general communication apprehension assessment scores. Interviews revealed key features of the CSMP that may have contributed to these positive outcomes. The current study provides preliminary evidence that a specialised peer mentoring program can improve the well-being of students with ASD, and highlights the importance of interventions which are individualised, flexible, based on a social model, and target environmental factors such as social support.

A qualitative content analysis of peer mentoring video calls in adolescents with chronic illness.

PubMed

Ahola Kohut, Sara; Stinson, Jennifer; Forgeron, Paula; van Wyk, Margaret; Harris, Lauren; Luca, Stephanie

2018-05-01

This article endeavored to determine the topics of discussion during open-ended peer mentoring between adolescents and young adults living with chronic illness. This study occurred alongside a study of the iPeer2Peer Program. Fifty-two calls (7 mentor-mentee pairings) were audio recorded, transcribed verbatim, and analyzed using inductive coding with an additional 30 calls (21 mentor-mentee pairings) coded to ensure representativeness of the data. Three categories emerged: (1) illness impact (e.g., relationships, school/work, self-identity, personal stories), (2) self-management (e.g., treatment adherence, transition to adult care, coping strategies), and (3) non-illness-related adolescent issues (e.g., post-secondary goals, hobbies, social environments). Differences in discussed topics were noted between sexes and by diagnosis. Peer mentors provided informational, appraisal, and emotional support to adolescents.

The effectiveness of peer mentoring in promoting a positive transition to higher education for first-year undergraduate students: a mixed methods systematic review protocol.

PubMed

Carragher, Jean; McGaughey, Jennifer

2016-04-22

The global transfer of nursing and midwifery education to higher education institutes has led to student nurses and midwives experiencing challenges previously faced by traditional third-level students, including isolation, loneliness, financial difficulties and academic pressure. These challenges can contribute to increased stress and anxiety levels which may be detrimental to the successful transition to higher education, thus leading to an increase in attrition rates. Peer mentoring as an intervention has been suggested to be effective in supporting students in the transition to third-level education through enhancing a sense of belongingness and improving student satisfaction, engagement and retention rates. This proposed systematic review aims to determine the effectiveness of peer mentoring in enhancing levels of student engagement, sense of belonging and overall satisfaction of first-year undergraduate students following transition into higher education. MEDLINE, Web of Knowledge, ProQuest, Embase, CINAHL, ERIC, PsycINFO and CENTRAL databases will be searched for qualitative, quantitative and mixed methods studies on the implementation of peer assessment strategies in higher education institutes (HEIs) or universities for full-time, first-year adult students (>17 years). Included studies will be limited to the English language. The quality of included studies will be assessed using a validated Mixed Methods Appraisal Tool (MMAT). The findings will be presented as a narrative synthesis or meta-analysis as appropriate following sequential explanatory synthesis. The review will provide clear, non-biased evidence-based guidance to all third-level educators on the effectiveness of peer-mentoring programmes for first-year undergraduates. The review is necessary to help establish which type of peer mentoring is most effective. The evidence from qualitative and quantitative studies drawn from the international literature will be utilised to illustrate the best way to implement and evaluate peer mentoring as an effective intervention and will be useful in guiding future research and practice in this area. These findings may be applied internationally across all disciplines.

An Innovative Near-Peer Mentoring Model for Undergraduate and Secondary Students: STEM Focus

ERIC Educational Resources Information Center

Tenenbaum, Laura S.; Anderson, Margery K.; Jett, Marti; Yourick, Debra L.

2014-01-01

This study examined a novel mentoring model, "near-peer mentorship," that supports the development of mentee and mentor, incorporates established principles of mentoring, and offers unique opportunities to integrate research and teaching in a science, technology, engineering, and mathematics (STEM) internship. Using qualitative methods,…

Youth with chronic health problems: how do they fare in main-stream mentoring programs?

PubMed

Lipman, Ellen L; DeWit, David; DuBois, David L; Larose, Simon; Erdem, Gizem

2018-01-05

Youth with chronic physical health problems often experience social and emotional problems. We investigate the relationship between participation in the Big Brothers Big Sisters of Canada community-based mentoring programs (BBBS) and youth social and mood outcomes by youth health status. Youth newly enrolled in BBBS were classified by health status (one or more chronic physical health problems without activity limitation, n = 191; one or more chronic physical health problems with activity limitation, n = 94; no chronic health problem or activity limitation, n = 536) and mentoring status (yes/no) at 18 month follow-up. Youth outcomes measured at follow-up were social anxiety, depressed mood, and peer self-esteem. Youth with chronic health problems and activity limitation were more likely to live with two biological parents, use mental health or social services, and have parents who reported difficulties with depressed mood, social anxiety, family functioning and neighbourhood problems. At 18 month follow-up, mentored youth in this health status group experienced fewer symptoms of social anxiety and higher peer self-esteem compared to non-mentored youth. Mentored youth with chronic health problems without activity limitation and mentored youth with no health problems or limitations did not show significant improvements in social anxiety and peer self-esteem. Regardless of their health status, mentored youth reported fewer symptoms of depressed mood than non-mentored youth. Youth with chronic health problems, particularly those with activity limitation as well, demonstrate a capacity to experience social and mood benefits associated with mentoring.

An Investigation of Peer Mentoring in Medical Schools of North America

ERIC Educational Resources Information Center

Steinberg, Sarah E.

2012-01-01

This two-phase study determined the landscape and intent of medical school peer mentoring programs in the U.S., U.S. Territories and Canada and, as far as can be determined, is the first of its kind. Insights from established peer mentoring programs, discovered by exploring their purpose, design, evaluations and outcomes, formed the evidence-based…

Professional Development for Secondary School Mathematics Teachers: A Peer Mentoring Model

ERIC Educational Resources Information Center

Kensington-Miller, Barbara

2012-01-01

Professional development is important for all teachers, and in low socio-economic schools where the challenges of teaching are greater this need is crucial. A model involving a combination of one-on-one peer mentoring integrated with group peer mentoring was piloted with experienced mathematics teachers of senior students in low socio-economic…

The Power of Peer Mentoring in Enabling a Diverse and Inclusive Environment in a Chemical Engineering Graduate Program

ERIC Educational Resources Information Center

Bôas Fávero, Cláudio Vilas; Moran, Shannon; Eniola-Adefeso, Omolola

2018-01-01

The Chemical Engineering graduate program at the University of Michigan implemented a peer mentoring program for PhD students, with the goal of fostering department inclusivity and improved academic outcomes through facilitated social and academic activities in diverse, small groups. In this article, we detail the peer mentoring program…

Structured Opportunities: Exploring the Social and Academic Benefits for Peer Mentors in Retention Programs

ERIC Educational Resources Information Center

Kiyama, Judy Marquez; Luca, Sandra Guillen

2014-01-01

Informed by the experiences of former peer mentors, this qualitative study examines the structure of opportunity of a university retention program. Extending the concept of social capital, the study investigates the experiences of students who served as peer mentors, and how their involvement in the retention program has influenced their social…

Evaluating the Outcomes of a Peer-Mentoring Program for Students Transitioning to Postsecondary Education

ERIC Educational Resources Information Center

Goff, Lori

2011-01-01

A peer-mentoring program was developed for students in an introductory biology course at a university in Ontario, Canada. Students could attend up to five peer-mentoring sessions during their first semester. Quantitative-survey, participation, and academic data spanning from 2003 through 2007 were reviewed for the purpose of evaluating the…

For Parents: Children and Teens with Paralysis

MedlinePlus

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Staff views on supporting evidence based practice for children with ASD.

PubMed

Trembath, David; Sulek, Rhylee; Paynter, Jessica; Simpson, Kate; Keen, Deb

2017-11-22

A variety of empirically supported interventions are available for children with autism spectrum disorder (ASD), but previous research suggests that their selection and use within an evidence-based practice (EBP) framework in clinical settings is challenging. To date, research has primarily focused on identifying individual, organisational, and contextual barriers to EBP rather than identifying collaborative solutions to these barriers through consultation with staff. The aim of our study was to explore staff views on supporting EBP in their work with children with ASD. We conducted five focus groups involving 29 professional (e.g., speech pathologists, teachers), paraprofessional (e.g., childcare workers), and managerial staff to explore their views. Audio recordings were transcribed verbatim and analysed using thematic analysis. Two central themes, comprising six categories, emerged to account for the participants' views. Initiative and Effort accounted for the range of creative strategies staff had developed to support their engagement in EBP. They also expressed the need for A Better Way involving organisational-wide support such as this engagement, including peer-to-peer mentoring. The findings suggest that an organisational-wide model to support engagement in EBP, with peer-to-peer mentoring at its foundation, may provide a desirable, ecologically valid, and acceptable model. Implications for Rehabilitation Clinicians and educators recognise the importance of evidence-based practice. Efforts to support evidence-based practice have focused mostly on access to research evidence. Clinicians and educators in this study were developing their own strategies based on intuition. They identified a need for organisation-wide approaches to supporting evidence-based practice. Peer-to-peer mentoring appears to be an acceptable and viable strategy.

Becoming a Mentor: The Impact of Training and the Experience of Mentoring University Students on the Autism Spectrum.

PubMed

Hamilton, Josette; Stevens, Gillian; Girdler, Sonya

2016-01-01

While it is widely recognised that the number of young adults diagnosed with Autism Spectrum Disoders (ASD) is increasing, there is currently limited understanding of effective support for the transition to adulthood. One approach gaining increasing attention in the university sector is specialised peer mentoring. The aim of this inductive study was to understand the impact of peer mentor training on seven student mentors working with university students with an ASD. Kirkpatrick's model framed a mixed methods evaluation of the mentors' training and description of their experience. Overall, the training was well received by the mentors, who reported on average a 29% increase in their ASD knowledge following the training. Results from the semi-structured interviews conducted three months after the training, found that mentors felt that the general ASD knowledge they gained as part of their training had been essential to their role. The mentors described how their overall experience had been positive and reported that the training and support provided to them was pivotal to their ability to succeed in as peer mentors to students with ASD. This study provides feedback in support of specialist peer-mentoring programs for university students and can inform recommendations for future programs and research.

A Novel Large-scale Mentoring Program for Medical Students based on a Quantitative and Qualitative Needs Analysis

PubMed Central

von der Borch, Philip; Dimitriadis, Konstantinos; Störmann, Sylvère; Meinel, Felix G.; Moder, Stefan; Reincke, Martin; Tekian, Ara; Fischer, Martin R.

2011-01-01

Purpose: Mentoring plays an important role in students' performance and career. The authors of this study assessed the need for mentoring among medical students and established a novel large-scale mentoring program at Ludwig-Maximilians-University (LMU) Munich School of Medicine. Methods: Needs assessment was conducted using a survey distributed to all students at the medical school (n=578 of 4,109 students, return rate 14.1%). In addition, the authors held focus groups with selected medical students (n=24) and faculty physicians (n=22). All students signing up for the individual mentoring completed a survey addressing their expectations (n=534). Results: Needs assessment revealed that 83% of medical students expressed overall satisfaction with the teaching at LMU. In contrast, only 36.5% were satisfied with how the faculty supports their individual professional development and 86% of students voiced a desire for more personal and professional support. When asked to define the role of a mentor, 55.6% "very much" wanted their mentors to act as counselors, arrange contacts for them (36.4%), and provide ideas for professional development (28.1%). Topics that future mentees "very much" wished to discuss included research (56.6%), final year electives (55.8%) and experiences abroad (45.5%). Conclusions: Based on the strong desire for mentoring among medical students, the authors developed a novel two-tiered system that introduces one-to-one mentoring for students in their clinical years and offers society-based peer mentoring for pre-clinical students. One year after launching the program, more than 300 clinical students had experienced one-to-one mentoring and 1,503 students and physicians were involved in peer mentoring societies. PMID:21818236

Peer mentors, mobile phone and pills: collective monitoring and adherence in Kenyatta National Hospital's HIV treatment programme

PubMed Central

Moyer, Eileen

2014-01-01

In 2006, the Kenyan state joined the international commitment to make antiretroviral treatment free in public health institutions to people infected with HIV. Less than a decade later, treatment has reached over 60% of those who need it in Kenya. This paper, which is based on an in-depth ethnographic case study of the HIV treatment programme at Kenyatta National Hospital, conducted intermittently between 2008 and 2014, examines how HIV-positive peer mentors encourage and track adherence to treatment regimens within and beyond the clinic walls using mobile phones and computer technology. This research into the everyday practices of patient monitoring demonstrates that both surveillance and adherence are collective activities. Peer mentors provide counselling services, follow up people who stray from treatment regimens, and perform a range of other tasks related to patient management and treatment adherence. Despite peer mentors’ involvement in many tasks key to encouraging optimal adherence, their role is rarely acknowledged by co-workers, hospital administrators, or public health officials. Following a biomedical paradigm, adherence at Kenyatta and in Kenya is framed by programme administrators as something individual clients must do and for which they must be held accountable. This framing simultaneously conceals the sociality of adherence and undervalues the work of peer mentors in treatment programmes. PMID:25175291

A Structured Peer-Mentoring Method for Physical Activity Behavior Change Among Adolescents.

PubMed

Smith, Laureen H; Petosa, Rick L

2016-10-01

Despite national guidelines for regular physical activity, most adolescents are not physically active. Schools serve an estimated 60 million youth and provide an educational environment to meet the current physical activity guidelines. The obesity epidemic and chronic disease comorbidities associated with physical inactivity are not likely to be reversed without a strong contribution from local schools. This article describes how a structured peer-mentoring method provides a feasible, flexible, and tailored means to meet the current guidelines for best practice in a school setting. Structured peer mentoring using trained high school mentors to support behavior change in younger peers is an innovative method to meeting the School Health Guidelines to Promote Healthy Eating and Physical Activity Through structured peer mentoring, adolescents are provided consistent social support in a caring and personalized manner. This support builds skills and competencies enhancing self-efficacy to sustain a lifetime of physical activity behavior. © The Author(s) 2016.

A Structured Peer-Mentoring Method for Physical Activity Behavior Change Among Adolescents

PubMed Central

Smith, Laureen H.; Petosa, Rick L.

2016-01-01

Despite national guidelines for regular physical activity, most adolescents are not physically active. Schools serve an estimated 60 million youth and provide an educational environment to meet the current physical activity guidelines. The obesity epidemic and chronic disease comorbidities associated with physical inactivity are not likely to be reversed without a strong contribution from local schools. This article describes how a structured peer-mentoring method provides a feasible, flexible, and tailored means to meet the current guidelines for best practice in a school setting. Structured peer mentoring using trained high school mentors to support behavior change in younger peers is an innovative method to meeting the School Health Guidelines to Promote Healthy Eating and Physical Activity. Through structured peer mentoring, adolescents are provided consistent social support in a caring and personalized manner. This support builds skills and competencies enhancing self-efficacy to sustain a lifetime of physical activity behavior. PMID:27257081

Perceptions of Mentoring from Fourth Year Medical Students

ERIC Educational Resources Information Center

Charles, Stephen C.

2014-01-01

This mixed-methods research study investigated medical students' perspectives of professional mentoring through a web-based survey/needs assessment. The participants are fourth year medical students from three large urban research institutions and two regional branch campuses. The web-based survey/needs assessment was created, peer reviewed, and…

Protege Growth Themes Emergent in a Holistic, Undergraduate Peer-Mentoring Experience

ERIC Educational Resources Information Center

Ward, Elijah G.; Thomas, Earl E.; Disch, William B.

2012-01-01

Two faculty members developed and implemented a successful, holistic, goal-oriented peer-mentoring project for two years at a midsize, urban university to enhance student success and retention. In year one, 12 juniors and seniors mentored 34 freshmen and sophomores; in year two, 14 upperclassmen mentored 40 underclassmen. A grounded theory…

Mentor and Protege Goal Orientations as Predictors of Newcomer Stress

ERIC Educational Resources Information Center

Fullick, Julia M.; Smith-Jentsch, Kimberly A.; Yarbrough, Charyl Staci; Scielzo, Shannon A.

2012-01-01

Although many academic organizations offer formal mentoring programs, little is known about how individual characteristics of peer mentors and their proteges interact to reduce new-student stress. First-year college students participated in a peer-mentoring program designed to reduce stress. The results of this study demonstrated that proteges who…

Changing Institutional Culture through Peer Mentoring of Women STEM Faculty

ERIC Educational Resources Information Center

Thomas, Nicole; Bystydzienski, Jill; Desai, Anand

2015-01-01

Higher education institutions often use mentoring to socialize faculty members into their academic disciplines and to retain them. Mentoring can also be used to change organizational culture to meet the needs of historically marginalized faculty members. In this article we focus on peer mentoring circles for women STEM faculty at a large,…

Mutual Mentoring Makes Better Mentors

NASA Astrophysics Data System (ADS)

Blaha, Cindy; Bug, Amy; Cox, Anne; Fritz, Linda; Whitten, Barbara

2011-03-01

In this talk we discuss one of the impacts of an NSF ADVANCE sponsored horizontal, mutual mentoring alliance. Our cohort of five women physicists at liberal arts colleges has found that mutual mentoring has had a profound impact on many aspects of our professional lives. In this talk we will describe how our peer-to-peer mentoring has enabled us to become better mentors for our undergraduate students, for recent graduates beginning their careers and for colleagues at local and neighboring institutions.

Advice for a career in academic gastroenterology: from fellowship application through job selection and contract negotiations to research and promotion.

PubMed

Cappell, M S

2009-03-01

This study aims to describe a comprehensive strategy for success in academic gastroenterology by reporting common sense, but mostly previously unpublished, recommendations. The recommendation are based on expert opinion from personal experience mentoring 125 gastroenterology fellows and residents as a program director for nine years and from mentoring research while publishing more than 160 articles in peer-reviewed journals and editing 11 books during a 23-year academic career. Primary criteria for fellowship applicant selection include board scores, clinical performance, interview performance, clinical training, and research productivity. For optimal chances, select the subspecialty of gastroenterology early during residency, consult a mentor, and develop a well-planned strategy. Faculty advancement depends upon publications, grants, national recognition, interpersonal skills, and recommendations. Article categories from highest-to-lowest in prestige are original investigations, review articles, book chapters, case reports, and letters/abstracts. Articles are judged by the prestige of the journal of publication. Resubmit rejected articles to successively less prestigious journals until accepted for publication. Articles in journals without peer-review have negligible career impact. Grant support creates protected time. Institutional reputation is important in academics. Do not accept a job without a written contract. Have a lawyer review your contract. An outside offer strengthens a negotiating position. Be sociable and nonconfrontational at work. Network with colleagues. Seek a mentor. Meet your supervisor regularly for feedback. Never express anger at your boss or patients. Avoid litigation with employers. Sub-subspecialize to develop expertise in one area. Focus on this area in your research and clinical practice. In conclusion, a well-planned strategy can help you achieve a senior academic position early and efficiently.

We're all in this together: Midwifery student peer mentoring.

PubMed

McKellar, Lois; Kempster, Cathy

2017-05-01

Many higher education institutions have adopted mentoring programs for students as a means of providing support, improve learning and enhance the student experience. The aim of this project was to improve midwifery students experience by offering a peer mentoring program to commencing students to assist with the transition to university life and the rigours of the midwifery program. This paper reports the evaluation of this specific mentoring program and the ongoing development and implementation of a sustainable program within an Australian University. A survey design was adopted to gather feedback from both mentees to evaluate if the peer mentoring program enhanced the first year midwifery student experience and ascertain how the program could be further developed. Fifty-five students engaged with the peer mentors and completed the questionnaire regarding the mentoring program. Specifically valuable was the positive impact that mentoring had on midwifery student confidence, managing the demands of the program and being motivated to keep going when the program requirements were challenging. The success of this program rested largely with mentoring students sharing their own experiences and providing reassurance that other students could also succeed. Copyright © 2015 Elsevier Ltd. All rights reserved.

Experience of Dormitory Peer Mentors: A Journey of Self Learning and Development

ERIC Educational Resources Information Center

Lin, Yii-nii; Lai, Pi-hui; Chiu, Yi-Hsing Claire; Hsieh, Hui-Hsing; Chen, Yien-Hua

2016-01-01

The study looked back on the one-year experience of the first group of peer mentors of a university at northern Taiwan. Twelve peer mentors (six males and six females; with an average age of 21.45) took part in the study. A qualitative phenomenological approach and in-depth interviews were adopted. The results showed that participants deemed the…

Year-Long Peer Mentoring Activity to Enhance the Retention of Freshmen STEM Students in a NSF Scholarship Program

ERIC Educational Resources Information Center

Cutright, Teresa J.; Evans, Edward

2016-01-01

The last year of a National Science Foundation (NSF) funded scholarship program was used to provide pseudo-formal peer mentoring activities to engineering, mathematics, and science undergraduates. A one-credit class was used to afford time for peer mentors and mentees to interact. During the fall semester, seniors augmented each week's topics with…

To Teach Is to Learn Twice: The Power of a Blended Peer Mentoring Approach

ERIC Educational Resources Information Center

Vaughan, Norman; Clampitt, Kayla; Park, Naomi

2016-01-01

Two students at a Canadian university perceived there was a lack of opportunities for peer mentoring support in their teacher education program. They approached a faculty member to co-create and research a blended peer mentoring support program embedded in a first-year education course. This study documents the journey of these two students as…

Retaining and Reclaiming Ourselves: Reflections on a Peer Mentoring Group Experience for New African American Women Professors

ERIC Educational Resources Information Center

Packer-Williams, Catherine L.; Evans, Kathy M.

2011-01-01

This article reports on the results of a qualitative study of new African American female professors' participation in a peer mentoring group. Three key themes that emerged from the data included peer mentoring as a vehicle to process and cope effectively with microaggressions, increase positive self-identity and self-efficacy as a scholar, and…

Residents' Interaction with Their College Living-Learning Peer Mentor: A Grounded Theory

ERIC Educational Resources Information Center

Wylie, Jonathan Patrick

2012-01-01

This study used Strauss and Corbin's (1998) grounded theory model to describe and explain the stories of residents' interactions with their peer mentor, in a health, education, and human development living-learning community (LLC). The question answered in this study was: What is the impact of the interaction between a peer mentor and…

5 years of experience with a large-scale mentoring program for medical students.

PubMed

Pinilla, Severin; Pander, Tanja; von der Borch, Philip; Fischer, Martin R; Dimitriadis, Konstantinos

2015-01-01

In this paper we present our 5-year-experience with a large-scale mentoring program for undergraduate medical students at the Ludwig Maximilians-Universität Munich (LMU). We implemented a two-tiered program with a peer-mentoring concept for preclinical students and a 1:1-mentoring concept for clinical students aided by a fully automated online-based matching algorithm. Approximately 20-30% of each student cohort participates in our voluntary mentoring program. Defining ideal program evaluation strategies, recruiting mentors from beyond the academic environment and accounting for the mentoring network reality remain challenging. We conclude that a two-tiered program is well accepted by students and faculty. In addition the online-based matching seems to be effective for large-scale mentoring programs.

Becoming a Mentor: The Impact of Training and the Experience of Mentoring University Students on the Autism Spectrum

PubMed Central

Hamilton, Josette; Stevens, Gillian; Girdler, Sonya

2016-01-01

While it is widely recognised that the number of young adults diagnosed with Autism Spectrum Disoders (ASD) is increasing, there is currently limited understanding of effective support for the transition to adulthood. One approach gaining increasing attention in the university sector is specialised peer mentoring. The aim of this inductive study was to understand the impact of peer mentor training on seven student mentors working with university students with an ASD. Kirkpatrick’s model framed a mixed methods evaluation of the mentors’ training and description of their experience. Overall, the training was well received by the mentors, who reported on average a 29% increase in their ASD knowledge following the training. Results from the semi-structured interviews conducted three months after the training, found that mentors felt that the general ASD knowledge they gained as part of their training had been essential to their role. The mentors described how their overall experience had been positive and reported that the training and support provided to them was pivotal to their ability to succeed in as peer mentors to students with ASD. This study provides feedback in support of specialist peer-mentoring programs for university students and can inform recommendations for future programs and research. PMID:27070418

Exploring experiences in peer mentoring as a strategy for capacity building in sexual reproductive health and HIV service integration in Kenya

PubMed Central

2014-01-01

Background The Integra Initiative designed, tested, and adapted protocols for peer mentorship in order to improve service providers’ skills, knowledge, and capacity to provide quality integrated HIV and sexual and reproductive health (SRH) services. This paper describes providers’ experiences in mentoring as a method of capacity building. Service providers who were skilled in the provision of FP or PNC services were selected to undergo a mentorship training program and to subsequently build the capacity of their peers in SRH-HIV integration. Methods A qualitative assessment was conducted to assess provider experiences and perceptions about peer mentoring. In-depth interviews were conducted with twelve mentors and twenty-three mentees who were trained in SRH and HIV integration. Interviews were recorded, transcribed, and imported to NVivo 9 for analysis. Thematic analysis methods were used to develop a coding framework from the research questions and other emerging themes. Results Mentorship was perceived as a feasible and acceptable method of training among mentors and mentees. Both mentors and mentees agreed that the success of peer mentoring largely depended on cordial relationship and consensus to work together to achieve a specific set of skills. Mentees reported improved knowledge, skills, self-confidence, and team work in delivering integrated SRH and HIV services as benefits associated with mentoring. They also associated mentoring with an increase in the range of services available and the number of clients seeking those services. Successful mentorship was conditional upon facility management support, sufficient supplies and commodities, a positive work environment, and mentors selection. Conclusion Mentoring was perceived by both mentors and mentees as a sustainable method for capacity building, which increased providers’ ability to offer a wide range of and improved access to integrated SRH and HIV services. PMID:24581143

Exploring experiences in peer mentoring as a strategy for capacity building in sexual reproductive health and HIV service integration in Kenya.

PubMed

Ndwiga, Charity; Abuya, Timothy; Mutemwa, Richard; Kimani, James Kelly; Colombini, Manuela; Mayhew, Susannah; Baird, Averie; Muia, Ruth Wayua; Kivunaga, Jackline; Warren, Charlotte E

2014-03-01

The Integra Initiative designed, tested, and adapted protocols for peer mentorship in order to improve service providers' skills, knowledge, and capacity to provide quality integrated HIV and sexual and reproductive health (SRH) services. This paper describes providers' experiences in mentoring as a method of capacity building. Service providers who were skilled in the provision of FP or PNC services were selected to undergo a mentorship training program and to subsequently build the capacity of their peers in SRH-HIV integration. A qualitative assessment was conducted to assess provider experiences and perceptions about peer mentoring. In-depth interviews were conducted with twelve mentors and twenty-three mentees who were trained in SRH and HIV integration. Interviews were recorded, transcribed, and imported to NVivo 9 for analysis. Thematic analysis methods were used to develop a coding framework from the research questions and other emerging themes. Mentorship was perceived as a feasible and acceptable method of training among mentors and mentees. Both mentors and mentees agreed that the success of peer mentoring largely depended on cordial relationship and consensus to work together to achieve a specific set of skills. Mentees reported improved knowledge, skills, self-confidence, and team work in delivering integrated SRH and HIV services as benefits associated with mentoring. They also associated mentoring with an increase in the range of services available and the number of clients seeking those services. Successful mentorship was conditional upon facility management support, sufficient supplies and commodities, a positive work environment, and mentors selection. Mentoring was perceived by both mentors and mentees as a sustainable method for capacity building, which increased providers' ability to offer a wide range of and improved access to integrated SRH and HIV services.

A specialist peer mentoring program for university students on the autism spectrum: A pilot study

PubMed Central

2017-01-01

Introduction The provision of peer mentoring may improve tertiary education outcomes of students with autism spectrum disorder (ASD). This study evaluated the pilot year of the Curtin Specialist Mentoring Program (CSMP), a specialised peer mentoring program for university students with ASD aimed at improving self-reported well-being, academic success and retention in university studies. Methods A single group pre-test, post-test design was employed. Quantitative and qualitative evaluations were undertaken with 10 young adults with ASD to explore the effectiveness and acceptability of the CSMP program. Students completed a battery of questionnaires focused on general anxiety, state communication apprehension, perceived communication competence, and communication apprehension both prior to, and five months after commencing enrolment in the CSMP. Information regarding academic success and retention was also obtained. Interviews with participants provided further insight into their experience of the program. Results Students enrolled in the CSMP showed significant improvement in social support and general communication apprehension assessment scores. Interviews revealed key features of the CSMP that may have contributed to these positive outcomes. Conclusions The current study provides preliminary evidence that a specialised peer mentoring program can improve the well-being of students with ASD, and highlights the importance of interventions which are individualised, flexible, based on a social model, and target environmental factors such as social support. PMID:28704446

The Impact of Peer Mentoring on Levels of Student Wellbeing, Integration and Retention: A Controlled Comparative Evaluation of Residential Students in UK Higher Education

ERIC Educational Resources Information Center

Collings, R.; Swanson, V.; Watkins, R.

2014-01-01

Peer mentoring is becoming increasingly popular in UK higher education, however, there remains little good quality, theoretically driven and evaluative research. The current study aims to bridge the gap between theory, practice and evaluation by providing a controlled evaluation of a peer mentoring scheme within UK universities. 109 first year…

The Design and Implementation of a Peer Mentoring Program for International Students at Morehead State University

ERIC Educational Resources Information Center

Murray, Donell Cochran

2017-01-01

Peer mentoring is a way to help guide and form valuable relationships between two or more students and plays an important role in the success, both academically and socially, of students. At Morehead State University (MSU), the International Peer Mentoring Program (IPMP) was designed and implemented in the Fall of 2016 to assist in the academic…

Peer-Mentored Preparedness (PM-Prep): A New Disaster Preparedness Program for Adults Living Independently in the Community

ERIC Educational Resources Information Center

Eisenman, David Paul; Bazzano, Alicia; Koniak-Griffin, Deborah; Tseng, Chi-hong; Lewis, Mary-Ann; Lamb, Kerry; Lehrer, Danise

2014-01-01

The authors studied a health promotion program called PM-Prep (Peer-Mentored Prep), which was designed to improve disaster preparedness among adults living independently in the community. PM-Prep consists of four 2-hour classes co-taught by a health educator and peer-mentors. Adults were randomly assigned to an experimental arm or a wait-list…

Mentoring Undergraduate Students in Estuarine Research Experiences: Different Strokes for Different Folks

NASA Astrophysics Data System (ADS)

Moser, F. C.; Allen, M. R.; Montoya-Ospina, R. A.; Maldonado, P.; Barberena-Arias, M.; Olivo-Delgado, C.; Harris, L.; Pierson, J. J.; Alvarez, J. P.

2015-12-01

Here we consider how mentoring, both traditional and peer based, contributes to successful student outcomes in undergraduate research programs and we present several approaches to encourage positive mentor-mentee relationships. From several different research mentoring programs with undergraduates in Maryland and in Puerto Rico, we find that some mentoring techniques are universally useful, while others need to be tailored to a specific program and mentee population. Our programs differ in length, student composition, and student expectations, we find that success occurs across-the-board when mentors quickly establish rapport with their students and reach an early joint understanding of the program's requirements and the students' capabilities and needs through immersive orientations early in the program. Alternatively, mentors have to customize their approaches (e.g. simplify presentations of concepts, increase time for questions) when they encounter differences in student knowledge levels and cultural disconnects (e.g. language barriers, unfamiliarity with research labs and academia). Our current approach to improving and evaluating mentoring includes using a system of multiple mentor tiers (peer, near-peer, faculty, and program leaders), multiple qualitative and quantitative evaluations during the program, and post-research experience student outreach, all of which we believe improve student outcomes. Although we have measures of mentee success (e.g., presenting at national meetings, pursuing additional research experiences, applying to graduate school in marine science-related fields, etc.), we continue to look for additional short and long-term evaluation techniques that may help us to distinguish between the influence of mentoring and that of other program attributes (e.g. lab and field experiences, professional development seminars, ethics training, etc.) on student achievement.

Demystifying Gender Differences in Mentoring: Theoretical Perspectives and Challenges for Future Research on Gender and Mentoring

ERIC Educational Resources Information Center

Young, Angela M.; Cady, Steven; Foxon, Marguerite J.

2006-01-01

Issues of gender and mentoring are explored through several theoretical lenses--similarity-attraction paradigm, power dependence, social exchange, biological, and psychological theories--to provide a more comprehensive view of mentoring from a gender-based perspective. Issues related to gender and mentoring presented in past mentoring research and…

Students helping students: vertical peer mentoring to enhance the medical school experience.

PubMed

Andre, Christine; Deerin, Jessica; Leykum, Luci

2017-05-02

Effective mentoring is an important component of medical student professional development. We provide a description of the mentoring program at our institution. Our institution UTHSCSA implemented a student-advising program (Veritas) with clinical faculty mentors and senior students (MiMs). The MiMs provided vertical peer mentoring to more junior students as an adjunct to faculty advising. The MiMs lead small group discussions that foster camaraderie, share academic and career information and promote professional identity. An optional MiM elective more intensively develops mentorship and leadership skills through a formal curriculum. The authors used annual survey data of all students as well as student mentors to evaluate program effectiveness. Overall, student perception of the program improved each year across multiple domains, including feeling more prepared, supported and satisfied with their overall experience in medical school. Student mentors also found the process rewarding and helpful to their future careers as physicians. The authors suggest implementing a vertical peer-mentoring program can be an effective adjunct to faculty mentoring.

Female peer mentors early in college increase women’s positive academic experiences and retention in engineering

PubMed Central

Dasgupta, Nilanjana

2017-01-01

Scientific and engineering innovation is vital for American competitiveness, quality of life, and national security. However, too few American students, especially women, pursue these fields. Although this problem has attracted enormous attention, rigorously tested interventions outside artificial laboratory settings are quite rare. To address this gap, we conducted a longitudinal field experiment investigating the effect of peer mentoring on women’s experiences and retention in engineering during college transition, assessing its impact for 1 y while mentoring was active, and an additional 1 y after mentoring had ended. Incoming women engineering students (n = 150) were randomly assigned to female or male peer mentors or no mentors for 1 y. Their experiences were assessed multiple times during the intervention year and 1-y postintervention. Female (but not male) mentors protected women’s belonging in engineering, self-efficacy, motivation, retention in engineering majors, and postcollege engineering aspirations. Counter to common assumptions, better engineering grades were not associated with more retention or career aspirations in engineering in the first year of college. Notably, increased belonging and self-efficacy were significantly associated with more retention and career aspirations. The benefits of peer mentoring endured long after the intervention had ended, inoculating women for the first 2 y of college—the window of greatest attrition from science, technology, engineering, and mathematics (STEM) majors. Thus, same-gender peer mentoring for a short period during developmental transition points promotes women’s success and retention in engineering, yielding dividends over time. PMID:28533360

Female peer mentors early in college increase women's positive academic experiences and retention in engineering.

PubMed

Dennehy, Tara C; Dasgupta, Nilanjana

2017-06-06

Scientific and engineering innovation is vital for American competitiveness, quality of life, and national security. However, too few American students, especially women, pursue these fields. Although this problem has attracted enormous attention, rigorously tested interventions outside artificial laboratory settings are quite rare. To address this gap, we conducted a longitudinal field experiment investigating the effect of peer mentoring on women's experiences and retention in engineering during college transition, assessing its impact for 1 y while mentoring was active, and an additional 1 y after mentoring had ended. Incoming women engineering students ( n = 150) were randomly assigned to female or male peer mentors or no mentors for 1 y. Their experiences were assessed multiple times during the intervention year and 1-y postintervention. Female (but not male) mentors protected women's belonging in engineering, self-efficacy, motivation, retention in engineering majors, and postcollege engineering aspirations. Counter to common assumptions, better engineering grades were not associated with more retention or career aspirations in engineering in the first year of college. Notably, increased belonging and self-efficacy were significantly associated with more retention and career aspirations. The benefits of peer mentoring endured long after the intervention had ended, inoculating women for the first 2 y of college-the window of greatest attrition from science, technology, engineering, and mathematics (STEM) majors. Thus, same-gender peer mentoring for a short period during developmental transition points promotes women's success and retention in engineering, yielding dividends over time.

Peer mentoring and financial incentives to improve glucose control in African American veterans: a randomized trial.

PubMed

Long, Judith A; Jahnle, Erica C; Richardson, Diane M; Loewenstein, George; Volpp, Kevin G

2012-03-20

Compared with white persons, African Americans have a greater incidence of diabetes, decreased control, and higher rates of microvascular complications. A peer mentorship model could be a scalable approach to improving control in this population and reducing disparities in diabetic outcomes. To determine whether peer mentors or financial incentives are superior to usual care in helping African American veterans decrease their hemoglobin A(1c) (HbA(1c)) levels. A 6-month randomized, controlled trial. (ClinicalTrials.gov registration number: NCT01125956) Philadelphia Veterans Affairs Medical Center. African American veterans aged 50 to 70 years with persistently poor diabetes control. 118 patients were randomly assigned to 1 of 3 groups: usual care, a peer mentoring group, and a financial incentives group. Usual care patients were notified of their starting HbA(1c) level and recommended goals for HbA(1c). Those in the peer mentoring group were assigned a mentor who formerly had poor glycemic control but now had good control (HbA(1c) level ≤7.5%). The mentor was asked to talk with the patient at least once per week. Peer mentors were matched by race, sex, and age. Patients in the financial incentive group could earn $100 by decreasing their HbA(1c) level by 1% and $200 by decreasing it by 2% or to an HbA(1c) level of 6.5%. Change in HbA(1c) level at 6 months. Mentors and mentees talked the most in the first month (mean calls, 4; range, 0 to 30), but calls decreased to a mean of 2 calls (range, 0 to 10) by the sixth month. Levels of HbA(1c) decreased from 9.9% to 9.8% in the control group, from 9.8% to 8.7% in the peer mentor group, and from 9.5% to 9.1% in the financial incentive group. Mean change in HbA(1c) level from baseline to 6 months relative to control was -1.07% (95% CI, -1.84% to -0.31%) in the peer mentor group and -0.45% (CI, -1.23% to 0.32%) in the financial incentive group. The study included only veterans and lasted only 6 months. Peer mentorship improved glucose control in a cohort of African American veterans with diabetes. National Institute on Aging Roybal Center.

Peer-Mentoring Undergraduate Accounting Students: The Influence on Approaches to Learning and Academic Performance

ERIC Educational Resources Information Center

Fox, Alison; Stevenson, Lorna; Connelly, Patricia; Duff, Angus; Dunlop, Angela

2010-01-01

This article considers the impact of a student peer-mentoring programme (the Mentor Accountant Project, MAP) on first-year undergraduates' academic performance. The development of MAP was informed by reference to extant literature; it relies on the voluntary services of third-year students who then act as mentors to first-year student mentees in…

Hidden benefits of a peer-mentored 'Hospital Orientation Day': first-year medical students' perspectives.

PubMed

Barker, Thomas A; Ngwenya, Nothando; Morley, David; Jones, Ellen; Thomas, Cathryn P; Coleman, Jamie J

2012-01-01

Entering the clinical environment is potentially stressful for junior medical students. We evaluated first-year medical student feedback on a peer-mentored 'Hospital Orientation Day' designed to provide insight into future clinical training. Using a mixed methodology approach data were collected from first-year medical students. Responses to a questionnaire were used to develop a topic guide for focus groups held the next academic year. The questionnaire was completed by 230 first-year students and 32 second years participated in the interviews. Thematic analysis was used to draw conclusions. Analysis of questionnaire responses indicated that students gained insight into future learning. Focus groups then generated five themes: (1) entering the hospital without fear, (2) linking the present with the future, (3) understanding the culture of learning in the clinical years, (4) a 'Backstage Pass' to the clinical world and (5) peer mentors make or break the day. Using peer mentors during the Hospital Orientation Day allowed insight into future learning. We highlight the importance of student Mentors in the success of hospital orientation. To maximise the benefits for first years, we recommend a mentor selection procedure, mentor training opportunities and incentives to optimise mentor performance.

Family bedside orientations: An innovative peer support model to enhance a culture of family-centred care at the Stollery Children's Hospital.

PubMed

Wodinski, Lindsay M; Mattson McCrady, Heather M; Oswald, Christie M; Lyste, Nicole J M; Forbes, Karen L L

2017-10-01

This paper presents family bedside orientations, an innovative bedside peer support model for families of paediatric patients piloted in one unit at the Stollery Children's Hospital in Edmonton, Alberta. The model invites family members of former patients back to the hospital as volunteer peer mentors responsible for meeting one-on-one with current inpatient families to provide a listening presence, discuss patient safety practices and encourage families to participate in their child's care. Using qualitative and quantitative data collection methods, the model was evaluated over 1 year (December 2014 to December 2015). Data sources included peer mentor field notes (from 163 visits) detailing the number of family bedside orientations completed by peer mentors and how they interacted with families, as well as post-visit family (n=35) surveys, Hospital-Child Inpatient Experience Survey data, peer mentor (n=6) questionnaires, focus groups with unit staff (n=10) and interviews with members of the project leadership team (n=5). Our findings indicated that family bedside orientations became an established practice in the pilot unit and positively impacted family care experiences. We attribute these successes to championing and support from unit staff and our multidisciplinary project leadership team. We discuss how our team addressed family privacy and confidentiality while introducing peer mentors in the unit. We also highlight strategies used to integrate peer mentors as part of the staff team and enhance peer support culture in the pilot unit. Practical considerations for implementing this model in other paediatric environments are provided.

Requisite Participant Characteristics for Effective Peer Group Mentoring

ERIC Educational Resources Information Center

Kroll, Jonathan

2017-01-01

Effective mentorship, due to the developmental nature of the experience, hinges upon the people involved--specifically, the personal characteristics of the mentoring collaborators. In this paper, the author explored requisite participant characteristics for peer group mentoring. One dozen executive-level professional women shared their…

Promoting Physical Understanding through Peer Mentoring

NASA Astrophysics Data System (ADS)

Nossal, S. M.; Huesmann, A.; Hooper, E.; Moore, C.; Watson, L.; Trestrail, A.; Weber, J.; Timbie, P.; Jacob, A.

2015-12-01

The Physics Learning Center at the University of Wisconsin-Madison provides a supportive learning community for students studying introductory physics, as well as teaching and leadership experience for undergraduate Peer Mentor Tutors who receive extensive training and supervision. Many of our Peer Tutors were former Physics Learning Center participants. A central goal of the Physics Learning Center is to address achievement/equity gaps (e.g. race, gender, socio-economic status, disability, age, transfer status, etc.) for undergraduate students pursuing majors and coursework in STEM fields. Students meet twice a week in small learning teams of 3-8 students, facilitated by a trained Peer Mentor Tutor or staff member. These active learning teams focus on discussing core physical concepts and practicing problem-solving. The weekly training of the tutors addresses both teaching and mentoring issues in science education such as helping students to build confidence, strategies for assessing student understanding, and fostering a growth mindset. A second weekly training meeting addresses common misconceptions and strategies for teaching specific physics topics. For non-science majors we have a small Peer Mentor Tutor program for Physics in the Arts. We will discuss the Physics Learning Center's approaches to promoting inclusion, understanding, and confidence for both our participants and Peer Mentor Tutors, as well as examples from the geosciences that can be used to illustrate introductory physics concepts.

Development of Nurse Self-Concept in Nursing Students: The Effects of a Peer-Mentoring Experience.

PubMed

Ford, Yvonne

2015-09-01

Positive nurse self-concept has been shown to increase job productivity, retention, and job satisfaction. Student participation in peer-mentoring experiences has been shown to increase self-confidence and understanding of the role of the nurse leader. The Nurse Self-Concept Questionnaire (NSCQ) was used to measure the nurse self-concept of senior baccalaureate nursing students before and after completion of a peer-mentoring experience. Female students scored significantly higher on two subscales of the NSCQ than male students prior to the peer-mentoring experience. This difference was not seen after the experience. Mean changes in scores on all six dimensions of self-concept measured by the NSCQ were significantly higher after the mentoring experience. Further investigation of male students' experiences in clinical settings may be warranted. The experience of mentoring lower-level students offers practice for upper-level nursing students in providing direction, exercising leadership and management skills, and working as a member of the health care team. Copyright 2015, SLACK Incorporated.

Using peer mentoring for people with spinal cord injury to enhance self-efficacy beliefs and prevent medical complications.

PubMed

Ljungberg, Inger; Kroll, Thilo; Libin, Alexander; Gordon, Samuel

2011-02-01

Individuals with spinal cord injury/disease are faced with a myriad of psychosocial adjustment challenges. This article describes the implementation of a peer-mentoring programme designed to support this adjustment process for people with SCI/disease and the programme's believed impact on self-efficacy and prevention of medical complications. With shorter length of stay in acute inpatient rehabilitation after spinal cord injury/disease, peer mentor programmes are becoming an important component to assist with education and community re-integration. Quasi-experimental non-controlled pretest/post-test. Patients with newly acquired spinal cord injury/disease participated in a one-year spinal cord injury peer-mentoring programme. Peer mentors met with their assigned participants regularly during inpatient care and on discharge to track medical complications and assist with adjusting to life after spinal cord injury/disease. In all, of 37 mentees enrolled, 24 successfully completed the programme. Sixty-seven per cent showed improved self-efficacy score between the two time points. Medical complications and doctor visits all decreased significantly between 0-6 months and 7-12 months. Our findings indicate that the older an individual is, the lower the likelihood of having a urinary tract infection (p = 0.006). The programme was well received by all mentees who felt they could connect well with their peer mentor. Peer mentoring in a rehabilitation setting enhances the understanding of challenges that patients and medical staff deal with on a day-to-day basis. Our findings suggest it is important to monitor and educate individuals with spinal cord injury/disease at the acute stage to improve medical outcomes. Caution is advised in the interpretation of these results as they were obtained in a small non-random sample using self-report data. Peer mentors play an increasingly important role in nurse-delivered education in the spinal cord injury/disease population. © 2011 Blackwell Publishing Ltd.

Student-peer mentoring on a drug information response.

PubMed

Rodis, Jennifer Lin; Backo, Jennifer; Schmidt, Brittany M; Pruchnicki, Maria C

2014-03-12

To implement a student peer-mentoring program with a drug information response assignment in an introductory pharmacy practice course. Second-year student pharmacists (P2 mentors) enrolled in an independent study course were randomly assigned first-year student pharmacists (P1 mentees) to mentor on a drug information assignment. The P2 mentors provided feedback to P1 mentees' assignment drafts. The P1 mentees had the opportunity to revise the draft prior to turning in the completed assignment to course faculty members for grading. Both P1 mentees and P2 mentors agreed the mentorship improved their ability to prepare a drug information response (76% and 100%, respectively). A majority of the student pharmacists would choose to be involved in the program again. The student peer-mentoring program was successful in improving student pharmacists' perceptions of ability to compose a drug information response.

Successful Faculty Peer Relationships at Evangelical Christian Colleges

ERIC Educational Resources Information Center

Lund, Joe W.

2010-01-01

While the concept of mentoring is used frequently in discussions about and within educational settings of all levels (primary, secondary, higher education), little is known based on empirical study about the nature of faculty members' peer relationships. This qualitative study examined the characteristics of successful peer relationships among…

Integration of deliberate practice and peer mentoring to enhance students' mastery and retention of essential skills.

PubMed

Ross, Jennifer Gunberg; Bruderle, Elizabeth; Meakim, Colleen

2015-03-01

Faculty in a 4-year baccalaureate nursing program were concerned with students' failure to retain the patient care skills of vital signs, breath sounds, and heart sounds learned in freshman and sophomore courses and consequent inability to transfer these high-frequency skills into the clinical setting. Because nursing is a practice profession, new graduates must be prepared to demonstrate specific competencies that are designed to improve practice. To address faculty concerns, support more positive learning outcomes, and engage in evidence-based nursing education, faculty developed and implemented an assignment that incorporated deliberate practice and peer mentoring into a sophomore course on the essentials of nursing practice. The purpose of this article is to describe the rationale, development and implementation, and feedback for a deliberate practice and peer mentoring assignment designed to enhance skill mastery and retention. Copyright 2015, SLACK Incorporated.

Peer Mentoring in a High School Jazz Ensemble

ERIC Educational Resources Information Center

Goodrich, Andrew

2007-01-01

The use of peer mentoring in a successful high school jazz band was explored during one academic year of instruction using ethnographic techniques. Participants included primary informants (student jazz band members, director, assistant director, adult mentors) and secondary informants (guidance counselor, principal, parents, non-jazz band member…

Mentored peer review of standardized manuscripts as a teaching tool for residents: a pilot randomized controlled multi-center study.

PubMed

Wong, Victoria S S; Strowd, Roy E; Aragón-García, Rebeca; Moon, Yeseon Park; Ford, Blair; Haut, Sheryl R; Kass, Joseph S; London, Zachary N; Mays, MaryAnn; Milligan, Tracey A; Price, Raymond S; Reynolds, Patrick S; Selwa, Linda M; Spencer, David C; Elkind, Mitchell S V

2017-01-01

There is increasing need for peer reviewers as the scientific literature grows. Formal education in biostatistics and research methodology during residency training is lacking. In this pilot study, we addressed these issues by evaluating a novel method of teaching residents about biostatistics and research methodology using peer review of standardized manuscripts. We hypothesized that mentored peer review would improve resident knowledge and perception of these concepts more than non-mentored peer review, while improving review quality. A partially blinded, randomized, controlled multi-center study was performed. Seventy-eight neurology residents from nine US neurology programs were randomized to receive mentoring from a local faculty member or not. Within a year, residents reviewed a baseline manuscript and four subsequent manuscripts, all with introduced errors designed to teach fundamental review concepts. In the mentored group, mentors discussed completed reviews with residents. Primary outcome measure was change in knowledge score between pre- and post-tests, measuring epidemiology and biostatistics knowledge. Secondary outcome measures included level of confidence in the use and interpretation of statistical concepts before and after intervention, and RQI score for baseline and final manuscripts. Sixty-four residents (82%) completed initial review with gradual decline in completion on subsequent reviews. Change in primary outcome, the difference between pre- and post-test knowledge scores, did not differ between mentored (-8.5%) and non-mentored (-13.9%) residents ( p  = 0.48). Significant differences in secondary outcomes (using 5-point Likert scale, 5 = strongly agree) included mentored residents reporting enhanced understanding of research methodology (3.69 vs 2.61; p  = 0.001), understanding of manuscripts (3.73 vs 2.87; p  = 0.006), and application of study results to clinical practice (3.65 vs 2.78; p  = 0.005) compared to non-mentored residents. There was no difference between groups in level of interest in peer review (3.00 vs 3.09; p  = 0.72) or the quality of manuscript review assessed by the Review Quality Instrument (RQI) (3.25 vs 3.06; p  = 0.50). We used mentored peer review of standardized manuscripts to teach biostatistics and research methodology and introduce the peer review process to residents. Though knowledge level did not change, mentored residents had enhanced perception in their abilities to understand research methodology and manuscripts and apply study results to clinical practice.

Increases in Academic Connectedness and Self-Esteem among High School Students Who Serve as Cross-Age Peer Mentors

ERIC Educational Resources Information Center

Karcher, Michael

2009-01-01

Cross-age mentoring programs are peer helping programs in which high school students serve as mentors to younger children. The study in this article compared fall-to-spring changes on connectedness, attachment, and self-esteem between 46 teen mentors and 45 comparison classmates. Results revealed an association between serving as a cross-age peer…

Peer-based behavioural strategies to improve chronic disease self-management and clinical outcomes: evidence, logistics, evaluation considerations and needs for future research

PubMed Central

2010-01-01

The diagnosis of a chronic disease such as diabetes generally evokes strong emotions and often brings with it the need to make changes in lifestyle behaviours, such as diet, exercise, medication management and monitoring clinical and metabolic parameters. The diagnosis thus affects not only the person diagnosed but also the family members. Chronic illnesses are largely self-managed with ∼99% of the care becoming the responsibility of patients and their families or others involved in the daily management of their illnesses. While the responsibility for outcomes, such as metabolic control and chronic complications, are shared with the health care team, the daily decisions and behaviours adopted by patients clearly have a strong influence on their future health and well-being. While diabetes self-management education is essential, it is generally not sufficient for patients to sustain behaviours and cope with a lifetime of diabetes. Peers have been proposed as one method for assisting patients to deal with the behavioural and affective components of diabetes and to provide ongoing self-management support. This paper first describes effective behavioural strategies in diabetes, based on multiple studies and/or meta-analyses, and then provides examples of their use by peers or in peer-based programmes in diabetes. A comprehensive search using the MEDLINE® and Cinahl databases was conducted. Key search terms included peer mentors, peer leaders, peer educators, lay health workers and community health workers. Studies that clearly identified behavioural strategies used by peers were included. PMID:19509083

Peer-based behavioural strategies to improve chronic disease self-management and clinical outcomes: evidence, logistics, evaluation considerations and needs for future research.

PubMed

Funnell, Martha Mitchell

2010-06-01

The diagnosis of a chronic disease such as diabetes generally evokes strong emotions and often brings with it the need to make changes in lifestyle behaviours, such as diet, exercise, medication management and monitoring clinical and metabolic parameters. The diagnosis thus affects not only the person diagnosed but also the family members. Chronic illnesses are largely self-managed with approximately 99% of the care becoming the responsibility of patients and their families or others involved in the daily management of their illnesses. While the responsibility for outcomes, such as metabolic control and chronic complications, are shared with the health care team, the daily decisions and behaviours adopted by patients clearly have a strong influence on their future health and well-being. While diabetes self-management education is essential, it is generally not sufficient for patients to sustain behaviours and cope with a lifetime of diabetes. Peers have been proposed as one method for assisting patients to deal with the behavioural and affective components of diabetes and to provide ongoing self-management support. This paper first describes effective behavioural strategies in diabetes, based on multiple studies and/or meta-analyses, and then provides examples of their use by peers or in peer-based programmes in diabetes. A comprehensive search using the MEDLINE and Cinahl databases was conducted. Key search terms included peer mentors, peer leaders, peer educators, lay health workers and community health workers. Studies that clearly identified behavioural strategies used by peers were included.

Transforming Beginner Teacher Mentoring Interventions for Social Reform

ERIC Educational Resources Information Center

Smit, Tanya; du Toit, Pieter H.

2016-01-01

This article reports on an investigation into the use of action research for beginner teachers' professional development through the use of peer mentoring. Action research principles were applied by the mentor and the participating mentees/peers, forming a scholarly community of practice. The mentees were empowered to transform their teaching…

Peer Mentoring: Stories of Three Mathematics Teachers

ERIC Educational Resources Information Center

Kensington-Miller, Barbara

2011-01-01

Mentoring is a professional development strategy well documented. Peer mentoring however, is relatively new and was provided as a professional development strategy for a group of secondary school mathematics teachers working in low socio-economic schools. Through the stories of three teachers, the year-long study identifies the features critical…

Negotiating Peer Mentoring Roles in Undergraduate Research Lab Settings

ERIC Educational Resources Information Center

Packard, Becky W.; Marciano, Vincenza N.; Payne, Jessica M.; Bledzki, Leszek A.; Woodard, Craig T.

2014-01-01

Undergraduate research is viewed as an important catalyst for educational engagement and persistence, with an emphasis on the faculty mentoring relationship. Despite the common practice of having multi-tiered lab teams composed of newer undergraduates and more seasoned undergraduates serving as peer mentors, less is understood about the experience…

Understanding How Peer Mentoring and Capitalization Link Stem Students to Their Majors

ERIC Educational Resources Information Center

Holland, Jonathan M.; Major, Debra A.; Orvis, Karin A.

2012-01-01

This study investigated the role of peer mentoring and voluntary self-development activities (i.e., capitalization) in anchoring science, technology, engineering, and mathematics students to their college majors. Online data were collected from 214 undergraduate students. As hypothesized, mentoring was positively related to capitalization, and…

Wheelchairs

MedlinePlus

... partners Get support Ask us anything Get a peer mentor Resources in your area Funding for nonprofits Forum Get involved Become a peer mentor Advocate for change Fundraise with Team Reeve Champions ...

Paralysis: Rehabilitation

MedlinePlus

... partners Get support Ask us anything Get a peer mentor Resources in your area Funding for nonprofits Forum Get involved Become a peer mentor Advocate for change Fundraise with Team Reeve Champions ...

Improving the peer review skills of young rheumatologists and researchers in rheumatology: the EMEUNET Peer Review Mentoring Program.

PubMed

Rodríguez-Carrio, Javier; Putrik, Polina; Sepriano, Alexandre; Moltó, Anna; Nikiphorou, Elena; Gossec, Laure; Kvien, Tore K; Ramiro, Sofia

2018-01-01

Although peer review plays a central role in the maintenance of high standards in scientific research, training of reviewing skills is not included in the common education programmes. The Emerging EULAR (European League Against Rheumatism) Network (EMEUNET) developed a programme to address this unmet need. The EMEUNET Peer Review Mentoring Program for Rheumatology Journals promotes a systematic training of reviewing skills by engaging mentees in a 'real world' peer review experience supervised by experienced mentors with support from rheumatology journals. This viewpoint provides an overview of this initiative and its outcomes, and discusses its potential limitations. Over 4 years, 18 mentors and 86 mentees have participated. Among the 33 participants who have completed the programme, 13 (39.3%) have become independent reviewers for Annals of the Rheumatic Diseases after the training. This programme has been recently evaluated by a survey and qualitative interviews, revealing a high interest in this initiative. The main strengths (involvement of a top journal and learning opportunities) and weaknesses of the programme (limited number of places and insufficient dissemination) were identified. Overall, this programme represents an innovative and successful approach to peer review training. Continuous evaluation and improvement are key to its functioning. The EMEUNET Peer Review Mentoring Program may be used as a reference for peer review training in areas outside rheumatology.

Peer Mentoring Exchange Program: Opportunities for Professional Improvement.

ERIC Educational Resources Information Center

Decker, Robert H.; Dedrick, Charles V. L.

"Peer mentoring,""peer coaching," and "colleagueship supervision" describe a process of professional improvement in which teachers assist other teachers in becoming more competent and innovative in the use of pedagogical skills. Recent evidence suggests that teachers feel the individuals most qualified to assist them…

Paralysis: Secondary Conditions

MedlinePlus

... partners Get support Ask us anything Get a peer mentor Resources in your area Funding for nonprofits Forum Get involved Become a peer mentor Advocate for change Fundraise with Team Reeve Champions ...

Causes of Paralysis

MedlinePlus

... partners Get support Ask us anything Get a peer mentor Resources in your area Funding for nonprofits Forum Get involved Become a peer mentor Advocate for change Fundraise with Team Reeve Champions ...

Peer and Faculty Mentoring for Students Pursuing a PhD in Gerontology

ERIC Educational Resources Information Center

Webb, Alicia K.; Wangmo, Tenzin; Ewen, Heidi H.; Teaster, Pamela B.; Hatch, Laurie R.

2009-01-01

The Graduate Center for Gerontology at the University of Kentucky incorporates three levels of mentoring in its PhD program. This project assessed satisfaction with peer and faculty mentoring and explored their perceived benefits and purposes. Core and affiliate faculty and current and graduated students were surveyed. Participants seemed…

Peer Mentoring to Support First-Generation Low-Income College Students

ERIC Educational Resources Information Center

Plaskett, Sean; Bali, Diksha; Nakkula, Michael J.; Harris, John

2018-01-01

Transitioning from high school to college can be a formidable challenge, especially for students who are the first in their family to attend college (first-generation) and/or are from low-income backgrounds. The authors' qualitative investigation of a college mentoring program illuminates the potential value of relatable peer mentors in helping…

Why Peer Mentoring is an Effective Approach for Promoting College Student Success

ERIC Educational Resources Information Center

Collier, Peter J.

2017-01-01

Both hierarchical (e.g. student-faculty member or student-adviser) and peer (e.g. student-student) mentoring are recognized as best-practice strategies for promoting college student success. Formal mentoring programs utilizing both approaches can be found on many campuses. In the current institutional context of scarce or stagnant resources,…

Development of a Mentoring Program for Chinese Immigrant Adolescents' Cultural Adjustment

ERIC Educational Resources Information Center

Yeh, Christine J.; Ching, Alison M.; Okubo, Yuki; Luthar, Suniya S.

2007-01-01

The development and evaluation of a peer mentoring program for Chinese immigrant adolescents' cultural adjustment is described. Twenty-three high school students who recently immigrated from Mainland China participated in the year-long program and 4 high school students served as their peer mentors. Data analyses revealed that the students who…

Peer mentoring for eating disorders: evaluation of a pilot program.

PubMed

Beveridge, Jennifer; Phillipou, Andrea; Edwards, Kelly; Hobday, Alice; Hilton, Krissy; Wyett, Cathy; Saw, Anna; Graham, Georgia; Castle, David; Brennan, Leah; Harrison, Philippa; de Gier, Rebecca; Warren, Narelle; Hanly, Freya; Torrens-Witherow, Benjamin; Newton, J Richard

2018-01-01

Eating disorders are serious psychiatric illnesses that are often associated with poor quality of life and low long-term recovery rates. Peer mentor programs have been found to improve psychiatric symptoms and quality of life in other mental illnesses, and a small number of studies have suggested that eating disorder patients may benefit from such programs. The aim of this study is to assess the efficacy of a peer mentor program for individuals with eating disorders in terms of improving symptomatology and quality of life. Up to 30 individuals with a past history of an eating disorder will be recruited to mentor 30 individuals with a current eating disorder. Mentoring will involve 13 sessions (held approximately every 2 weeks), of up to 3 h each, over 6 months. This pilot proof-of-concept feasibility study will inform the efficacy of a peer mentoring program on improving eating disorder symptomatology and quality of life, and will inform future randomised controlled trials. Australian and New Zealand Clinical Trials Registration Number: ACTRN12617001412325. The date of registration (retrospective): 05/10/2017.

Peer Mentoring During Practicum to Reduce Anxiety in First-Semester Nursing Students.

PubMed

Walker, Danielle; Verklan, Terese

2016-11-01

The clinical setting creates significant anxiety for students that can decrease their ability to learn. This quasi-experimental study examined whether nursing students who participate in peer mentoring during their first clinical experience (n = 18) experienced less anxiety than those in traditional clinical experiences (n = 19). Anxiety was measured using the standardized State Trait Anxiety Index and the Clinical Experiences Anxiety Form (CEAF). Data were analyzed using descriptive and nonparametric statistics. A significant decrease was demonstrated in clinical situation-specific anxiety, as measured by the CEAF, among students who were peer mentored as compared with students who were not. Peer mentoring shows promise as an effective strategy to reduce anxiety among novice nursing students. [J Nurs Educ. 2016;55(11):651-654.]. Copyright 2016, SLACK Incorporated.

Professionalizing the Role of Peer Leaders in STEM

ERIC Educational Resources Information Center

Bowling, Bethany; Doyle, Maureen; Taylor, Jennifer; Antes, Alison

2015-01-01

Efforts to improve retention in science, technology, engineering, and mathematics (STEM) majors frequently utilize peer mentors and/or leaders. At Northern Kentucky University, the STEM Ambassador (SA) program involves students in the creation of a STEM community through multifaceted roles as mentors, peer-learning facilitators, and social…

The impact of peer mentor communication with older adults on depressive symptoms and working alliance: A pilot study.

PubMed

Joo, Jin Hui; Hwang, Seungyoung; Gallo, Joseph J; Roter, Debra L

2018-04-01

The objective of this pilot study was to describe peer communication in meetings with depressed elders, associate their relationship with working alliance and depression and assess congruence of communication with training. Three peers with a history of depression, in recovery, received 20h of training in peer mentoring for depression as part of an 8-week pilot program for 23 depressed older adults. Each peer-client meeting was recorded; a sample of 69 recorded meetings were chosen across the program period and coded with the Roter Interaction Analysis System, a validated medical interaction analysis system. Generalized linear mixed models were used to examine peer talk during meetings in relation to working alliance and client depression. Peers used a variety of skills congruent with their training including client-centered talk, positive rapport building and emotional responsiveness that remained consistent or increased over time. Client-centered communication and positive rapport were associated with increased working alliance and decreased depressive symptoms (all p<0.001). Trained peer mentors can use communication behaviors useful to older adults with depression. Specifically, client-centered talk may be important to include in peer training. Peer mentors can be a valuable resource in providing depression counseling to older adults. Copyright © 2017 Elsevier B.V. All rights reserved.

Patient perspectives on peer mentoring: type 1 diabetes management in adolescents and young adults.

PubMed

Lu, Yang; Pyatak, Elizabeth A; Peters, Anne L; Wood, Jamie R; Kipke, Michele; Cohen, Marisa; Sequeira, Paola A

2015-02-01

The purpose of the study was to identify attitudes and topics relevant to peer mentoring as an adherence-promoting intervention for adolescents and young adults (YAs) with type 1 diabetes (T1D). Self-administered survey data were collected in 2 diabetes clinics from a convenience sample of adolescents as prospective mentees (ages 13-18) and YAs as prospective mentors (ages 19-25) with T1D. Survey topics included demographics, disease history, glycemic control, adherence, depression, barriers to disease management, social support, and interest in peer mentoring. Descriptive statistical analyses, thematic coding, and stepwise multivariate logistic regression were performed. A majority of the 54 adolescents and 46 YAs expressed interest in a peer mentoring program. Having supportive friends and living in a large household positively predicted adolescent interest in having a peer mentor. Approximately one-third of all participants experienced social barriers to diabetes management. For adolescents, barriers included inflexible schedules, unfamiliar foods, and the embarrassment of checking blood glucose in front of others. Young adults reported barriers in tracking food consumption and remembering to check blood glucose. Various diabetes management skills were in high demand by adolescents, who especially desired to learn about managing T1D on their own and in college. Participants were open to multiple communication modes, including in-person meetings, phone, text messaging, and social media. Many adolescents and young adults with T1D are interested in peer mentoring as a way to facilitate learning and sharing essential diabetes management skills and experiences. © 2014 The Author(s).

Patient Perspectives on Peer Mentoring: Type 1 Diabetes Management in Adolescents and Young Adults

PubMed Central

Lu, Yang; Pyatak, Elizabeth A.; Peters, Anne L.; Wood, Jamie R.; Kipke, Michele; Cohen, Marisa; Sequeira, Paola A.

2014-01-01

Purpose The purpose of the study was to identify attitudes and topics relevant to peer mentoring as an adherence-promoting intervention for adolescents and young adults (YAs) with type 1 diabetes (T1D). Methods Self-administered survey data were collected in two diabetes clinics from a convenience sample of adolescents as prospective mentees (ages 13–18) and YAs as prospective mentors (ages 19–25) with T1D. Survey topics included demographics, disease history, glycemic control, adherence, depression, barriers to disease management, social support, and interest in peer mentoring. Descriptive statistical analyses, thematic coding, and stepwise multivariate logistic regression were performed. Results A majority of the 54 adolescents and 46 YAs expressed interest in a peer mentoring program. Having supportive friends and living in a large household positively predicted adolescent interest in having a peer mentor. Approximately one third of all participants experienced social barriers to diabetes management. For adolescents, barriers included inflexible schedules, unfamiliar foods, and the embarrassment of checking blood glucose in front of others. Young adults reported barriers in tracking food consumption and remembering to check blood glucose. Various diabetes management skills were in high demand by adolescents, who especially desired to learn about managing T1D on their own and in college. Participants were open to multiple communication modes, including in-person meetings, phone, text messaging, and social media. Conclusions Many adolescents and young adults with T1D are interested in peer mentoring as a way to facilitate learning and sharing essential diabetes management skills and experiences. PMID:25394732

Building a novel inpatient diabetes management mentor program: a blueprint for success.

PubMed

Modic, Mary Beth; Sauvey, Rebecca; Canfield, Christina; Kukla, Aniko; Kaser, Nancy; Modic, Joselyn; Yager, Christina

2013-01-01

The intent of this project was to create a formalized educational program for bedside nurses responsible for inpatient diabetes management. Bedside nurses are recruited to serve as diabetes management mentors. The mentors receive advanced education concerning teaching and learning principles, the AADE7™ Self-Care Behaviors, and diabetes management strategies. They teach their peers, advocate for patients, and facilitate referrals for outpatient Diabetes Self-Management Education (DSME) programs. The focus of these ongoing educational activities is to foster the development of diabetes management mentors and to create teaching tools that mentors can use with peers to address practice gaps or skill deficiencies. The diabetes management mentor is integral in enhancing the care of patients with diabetes in the hospital. The empowerment of bedside nurses as mentors for their peers and their patients is an invaluable asset that helps nurses take ownership of their practice. This role could be applied to other complex disease entities, helping nurses to develop specific management skills to improve patient outcomes and enhance patient satisfaction.

Psychosocial and career outcomes of peer mentorship in medical resident education: a systematic review protocol.

PubMed

Pethrick, Helen; Nowell, Lorelli; Oddone Paolucci, Elizabeth; Lorenzetti, Liza; Jacobsen, Michele; Clancy, Tracey; Lorenzetti, Diane L

2017-08-31

Many medical residents lack ready access to social and emotional supports that enable them to successfully cope with the challenges associated with medical residency. This absence of support has been shown to lead to high levels of burnout, decreased mental wellbeing, and difficulty mastering professional competencies in this population. While there is emerging evidence that peer mentoring can be an important source of psychosocial and career-related support for many individuals, the extent of the evidence regarding the benefits of peer mentorship in medical residency education has not yet been established. We describe a protocol for a systematic review to assess the effects of peer mentoring on medical residents' mental wellbeing, social connectedness, and professional competencies. Studies included in this review will be those that report on peer-mentoring relationships among medical residents. Quantitative, qualitative, and mixed-methods studies will be eligible for inclusion. No date or language limits will be applied. We will search EMBASE, MEDLINE, PsychINFO, Web of Science, Scopus, ERIC, Education Research Complete, and Academic Research Complete databases to identify relevant studies. Two authors will independently assess all abstracts and full-text studies for inclusion and study quality and extract study data in duplicate. This is the first systematic review to explicitly explore the role of peer mentoring in the context of medical residency education. We anticipate that the findings from this review will raise awareness of the benefits and challenges associated with peer-mentoring relationships, further the development and implementation of formal peer-mentoring programs for medical residents, and, through identifying gaps in the existing literature, inform future research efforts. This protocol has not been registered in PROSPERO or any other publicly accessible registry.

Mentored peer reviewing for PhD faculty and students.

PubMed

Xu, Jiayun; Kim, Kyounghae; Kurtz, Melissa; Nolan, Marie T

2016-02-01

There is a need for scholars to be prepared as peer reviewers in order to ensure the continual publication of quality science. However, developing the skills to craft a constructive critique can be difficult. In this commentary, we discuss the use of a group peer review mentoring model for PhD students to gain experience in peer review from a faculty member who is experienced in peer review. Central to this model, was the opportunity for each student and faculty mentor to openly discuss their critique of the manuscript. Through this enriching experience, novice researchers were able to learn the elements of a good peer review, better determine a manuscript's substantive contribution to science, and advance the quality of their own manuscript writing. Copyright © 2015 Elsevier Ltd. All rights reserved.

Peer mentoring: Enhancing the transition from student to professional.

PubMed

Fisher, Margaret; Stanyer, Rachel

2018-05-01

to share the experience of a model of peer mentoring in a pre-qualification midwifery programme DESIGN: description of the framework and benefits of the model SETTING: University and practice PARTICIPANTS: third year midwifery students INTERVENTIONS: practical activities meeting regulatory body requirements in a pre-qualification mentorship module MEASUREMENTS AND FINDINGS: informal evaluations by students of key activities undertaken during peer mentoring demonstrated a range of positive outcomes. These included enhanced confidence, self-awareness, interpersonal and teaching skills, team-working and leadership - factors also associated with emotional intelligence. Students developed an appreciation of the accountability of the mentor including making practice assessment decisions. They stated that the learning achieved had aided their professional development and enhanced employability. this module equips students with skills for their future role in facilitating learners and contributes to development of a 'professional persona', enhancing their transition to qualified midwives. The Peer Mentoring Model would be easily adapted to other programmes and professional contexts. Copyright © 2018 Elsevier Ltd. All rights reserved.

Peer Mentoring as an Academic Resource: Or "My Friend Says..."

ERIC Educational Resources Information Center

Maher, JaneMaree; Lindsay, Jo; Peel, Vicki; Twomey, Christina

2006-01-01

On current projections in could take thirty years for women to be equally represented in the academic workplace. Traditional methods of mentoring by senior staff often seem relics of an earlier era, but here a group of more junior academics reflect on the success of a peer-mentoring exercise which helped transform their first experience of…

Striving for Contribution: The Five Cs and Positive Effects of Cross-Age Peer Mentoring

ERIC Educational Resources Information Center

Sinclair, Eric; Larson, Heidi A.

2018-01-01

This article explores the relationship between cross-age peer mentoring and positive life outcomes as defined by the Five Cs: competence, character, confidence, connection, and compassion. Qualified high school juniors and seniors were randomly assigned groups of 4-5 freshmen to mentor through the challenges of transitioning to secondary school.…

Transitional Experiences of International Postgraduate Students Utilising a Peer Mentor Programme

ERIC Educational Resources Information Center

Menzies, Jane L.; Baron, Rachael; Zutshi, Ambika

2015-01-01

Background: Mentoring provides a range of benefits and one of them is social support. The number of students in transnational education has been increasing, and their transition into university is often fraught with difficulties. Universities can support transition through the use of a peer mentor programme (PMP). Purpose: The purpose of the study…

Stats About Paralysis

MedlinePlus

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Teaching the basics of echocardiography in the undergraduate: Students as mentors.

PubMed

Arias Felipe, A; Doménech García, J; Sánchez Los Arcos, I; Luordo, D; García Sánchez, F J; Villanueva Martínez, J; Forero de la Sotilla, A; Villena Garrido, V; Torres Macho, J; García de Casasola Sánchez, G

To analyse the ability of medical students to incorporate the practical teaching of basic echocardiography planes using a peer mentoring design. Thirty-six medical students previously trained in obtaining echocardiography planes (mentors) taught the other 5th-year students (n=126). The teaching methodology included three stages: theory (online course), basic training (three 15h sessions of practical experience in ultrasound and at least 20 echocardiographic studies per mentor) and objective structured clinical assessment (OSCA), which scored the appropriateness of the basic ultrasound planes and the correct identification of 16 cardiac structures. The students' weighted mean score in the OSCA was 8.66±1.98 points (out of 10). Only 10 students (8.4%) scored less than 5, and 15 (12.6%) scored less than 7. Fifty students (42%) scored 10 points. The most easily identified structure was the left ventricle in the short-axis parasternal plane, with 89.9% of correct answers. The most poorly identified structure was the mitral valve in the subxiphoid plane, with 69.7% of correct answers. Peer mentoring-based teaching achieves an appropriate level of training in obtaining basic echocardiography planes. The training period is relatively short. The peer mentoring system can facilitate the implementation of teaching on basic aspects of ultrasound to a large number of undergraduate students. Copyright © 2017 Elsevier España, S.L.U. and Sociedad Española de Medicina Interna (SEMI). All rights reserved.

Partnership for development: A peer mentorship model for PhD students.

PubMed

Lewinski, Allison A; Mann, Tara; Flores, Dalmacio; Vance, Ashlee; Bettger, Janet Prvu; Hirschey, Rachel

Formal mentoring relationships socialize Doctor of Philosophy (PhD) students to their current and future roles as nursing scholars. Despite formal mentoring, some students may desire or benefit from additional mentoring in an informal setting. Informal mentoring complements the one-to-one relationship students develop with a primary faculty mentor or dissertation chair. This manuscript describes the development, implementation, and evaluation of a student-driven, peer mentorship model, titled Partnership for Development. This small group, peer mentorship model was implemented in a PhD program at a School of Nursing during an academic year. Five student peer facilitators organized a total of 32 PhD students, 2 post-doctoral associates, and invited 5 faculty to participate. Data includes pre- and post-implementation surveys completed by the students and peer facilitator field notes. Student reported post-participation benefits included: getting to know faculty in an informal setting (n=6), socializing with students from other cohorts (n=6), and obtaining a sense of camaraderie with other PhD students (n=5). We recommend peer mentorship for other PhD programs as a way to socialize PhD students into the role of nurse scientist and assist students during their tenure as a PhD student. Copyright © 2017 Elsevier Inc. All rights reserved.

Stay Healthy on the Road

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Scholarly Mentor Program: Supporting Faculty in the Writing and Publication Process

ERIC Educational Resources Information Center

Smith, Diane K.; Martinez, AnaMaria Diaz; Lanigan, Jane; Wells-Moses, Kayla; Koehler, Christian

2018-01-01

The WSU Extension Scholarly Writing Group (ESWG) is a one-year faculty development mentoring program designed to support faculty on tenure or promotion track. The ESWG was created in response to increased expectations for Extension county-based faculty to contribute to the scientific literature within their fields through peer-reviewed…

Using Mobile Peer Mentors for Student Engagement: Student Rovers in the Learning Commons

ERIC Educational Resources Information Center

Tout, Dan; Pancini, Geri; McCormack, Rob

2014-01-01

This paper presents findings from a 2010 evaluation of Victoria University's Student Rover program, an on-campus work-based learning program in which mobile student mentors are employed and deployed within the university's Learning Commons to provide "just-in-time" and "just-in-place" learning support to other students. Student…

Moderating Factors of Natural Mentoring Relationships, Problem Behaviors, and Emotional Well-Being

ERIC Educational Resources Information Center

Whitney, Stephen D.; Hendricker, Elise N.; Offutt, Cheryl A.

2011-01-01

This study examines naturally occurring mentors by the quality and presence of a mentor (no mentor, low quality, high quality), type of mentors (adult mentors vs. peer mentors), and mentor quality within mentor type. A sub-sample of adolescents from the National Longitudinal Study of Adolescent-Health is used. Results indicate the effect of…

The Perspectives of Health Care Professionals on the Value of Peer Mentoring during Rehabilitation

ERIC Educational Resources Information Center

Townsend, Rob

2013-01-01

There is growing acknowledgement that individuals who experience peer support following a major health event adapt more effectively to physical and psycho-social challenges. Research indicates that patients who experience peer mentoring support during the immediate rehabilitation period appear to adapt better and perceive themselves as better…

Peer Mentoring during the Transition to University: Assessing the Usage of a Formal Scheme within the UK

ERIC Educational Resources Information Center

Collings, Rosalyn; Swanson, Vivien; Watkins, Ruth

2016-01-01

Although mentoring has become increasingly popular within UK higher education, there is little evaluative research. The current longitudinal study aimed to evaluate the usage of a peer mentoring scheme during a first semester at university amongst 124 students. Results indicate that during the first week at university the majority accessed the…

Mentoring. Beginnings Workshop.

ERIC Educational Resources Information Center

Scallan-Berl, Patricia; Moguil, Leslie; Nyman, Sessy I.; Mercado, Miriam Mercado

2003-01-01

This workshop presents information on mentoring relationships within child care settings. Articles are: (1) "Mentoring Teachers...A Partnership in Learning" (Patricia Scallan-Berl); (2) "The Potential Gains of Peer Mentoring among Children" (Leslie Moguil); (3) "Mentoring Advocates in the Context of Early Childhood…

A Peer-to-Peer Mentoring Program for In-Center Hemodialysis: A Patient-Centered Quality Improvement Program.

PubMed

St Clair Russell, Jennifer; Southerland, Shiree; Huff, Edwin D; Thomson, Maria; Meyer, Klemens B; Lynch, Janet R

2017-01-01

A patient-centered quality improvement program implemented in one Virginia hemodialysis facility sought to determine if peer-to-peer (P2P) programs can assist patients on in-center hemodialysis with self-management and improve outcomes. Using a single-arm, repeatedmeasurement, quasi-experimental design, 46 patients participated in a four-month P2P intervention. Outcomes include knowledge, self-management behaviors, and psychosocial health indicators: self-efficacy, perceived social support, hemodialysis social support, and healthrelated quality of life (HRQoL). Physiological health indicators included missed and shortened treatments, arteriovenous fistula placement, interdialytic weight gain, serum phosphorus, and hospitalizations. Mentees demonstrated increased knowledge, self-efficacy, perceived social support, hemodialysis social support, and HRQoL. Missed treatments decreased. Mentors experienced increases in knowledge, self-management, and social support. A P2P mentoring program for in-center hemodialysis can benefit both mentees and mentors. Copyright© by the American Nephrology Nurses Association.

The Feasibility of a Novel School Peer-Led Mentoring Model to Improve the Physical Activity Levels and Sedentary Time of Adolescent Girls: The Girls Peer Activity (G-PACT) Project.

PubMed

Owen, Michael B; Kerner, Charlotte; Taylor, Sarah L; Noonan, Robert J; Newson, Lisa; Kosteli, Maria-Christina; Curry, Whitney B; Fairclough, Stuart J

2018-05-31

Regular physical activity (PA) is associated with numerous physical and psychological health benefits. Adolescents, specifically girls, are at risk of physical inactivity. To date, there is limited research on PA interventions involving peers, which could encourage more adolescent girls to engage in PA. The investigation aimed to evaluate the feasibility of a novel school three-tier peer-led mentoring model designed to improve PA levels and reduce sedentary time (ST) of adolescent girls. Two-hundred and forty-nine Year 9 adolescent girls (13⁻15 years old) from three UK secondary schools were invited to participate in a peer-led mentoring intervention (Girls Peer Activity (G-PACT) project). The peer-led mentoring model was delivered in all three schools. Two of the schools received an additional after-school PA component. PA and ST were assessed through wrist-worn accelerometry. Girls who received an exercise class after-school component significantly increased their whole day moderate-to-vigorous PA (MVPA) (3.2 min, p = 0.009, d = 0.33). Girls who received no after-school component significantly decreased their MVPA (3.5 min, p = 0.016, d = 0.36) and increased their ST (17.2 min, p = 0.006, d = 0.43). The G-PACT intervention demonstrated feasibility of recruitment and data collection procedures for adolescent girls. The peer-led mentoring model shows promise for impacting girls' MVPA levels when combined with an after-school club PA opportunity.

Reflecting, Coaching and Mentoring to Enhance Teacher-Child Interactions in Head Start Classrooms

ERIC Educational Resources Information Center

Zan, Betty; Donegan-Ritter, Mary

2014-01-01

In this study we examined the impact of a year long model of professional development comprised of a monthly cycle of video-based self-reflection, peer coaching, and mentoring and bimonthly workshops focused on selected Classroom Assessment Scoring System (CLASS) dimensions. Education supervisors were trained and supported by project staff to lead…

The Implementation of Inmate Mentor Programs in the Correctional Treatment System as an Innovative Approach

ERIC Educational Resources Information Center

Cook, Jana; McClure, Scott; Koutsenok, Igor; Lord, Scot

2008-01-01

In October 2006, the California Men's Colony (CMC) in San Luis Obispo, faced with staff recruitment and retention difficulties, took an innovative step to utilize long-term sentenced inmates as peer mentors and primary counselors to lead their prison-based therapeutic community (TC) program. The program was designed, developed, and implemented…

Theory-Informed Research Training and Mentoring of Underrepresented Early-Career Faculty at Teaching-Intensive Institutions: The Obesity Health Disparities PRIDE Program.

PubMed

Beech, Bettina M; Bruce, Marino A; Thorpe, Roland J; Heitman, Elizabeth; Griffith, Derek M; Norris, Keith C

2018-01-01

Mentoring has been consistently identified as an important element for career advancement in many biomedical and health professional disciplines and has been found to be critical for success and promotion in academic settings. Early-career faculty from groups underrepresented in biomedical research, however, are less likely to have mentors, and in general, receive less mentoring than their majority-group peers, particularly among those employed in teaching-intensive institutions. This article describes Obesity Health Disparities (OHD) PRIDE, a theoretically and conceptually based research training and mentoring program designed for early-career faculty who trained or are employed at Historically Black Colleges and Universities (HBCUs).

Exploration of Peer-Facilitator Dynamics in Two Contrasting Groups

ERIC Educational Resources Information Center

Chen, Fei-ching; Jiang, Huo-ming

2004-01-01

Utilizing an integration of social-cognitivist and socio-cultural approaches, this study--comparing the interactive processes among peers and their mentor in two contrasting groups--was designed to explore the reasons why two learning groups, engaged in an inquiry-based learning project with comparatively sustained discussion, produced vastly…

Peer Mentor Program for the General Chemistry Laboratory Designed to Improve Undergraduate STEM Retention

ERIC Educational Resources Information Center

Damkaci, Fehmi; Braun, Timothy F.; Gublo, Kristin

2017-01-01

We describe the design and implementation of an undergraduate peer mentor program that can overlay an existing general chemistry laboratory and is designed to improve STEM student retention. For the first four freshman cohorts going through the program, year-to-year retention improved by a four-year average of 20% for students in peer-mentored…

A Mixed-Methods Approach to Understanding the Impact of a First-Year Peer Mentor Program

ERIC Educational Resources Information Center

DeMarinis, Mary; Beaulieu, Jacqueline; Cull, Ian; Abd-El-Aziz, Alaa

2017-01-01

This study is a mixed-methods research project designed to measure the effectiveness of a peer mentor program in meeting institutional goals such as increased academic performance and retention. The results suggest that peers are useful in helping students manage the demands of the first year by normalizing the experience and linking the students…

A Helping Hand? A Study into an England-Wide Peer Mentoring Program to Address Bullying Behavior

ERIC Educational Resources Information Center

Roach, Gareth

2014-01-01

The purpose of this paper is to provide findings from a study into a school peer mentoring program which matched children aged between 9 and 12?years of age who were bullied or at-risk of being bullied with older student mentors. In total, 372 mentees as well as a comparison group of 1,249 young people from 22 English schools completed a…

Peer mentor versus teacher delivery of a physical activity program on the effects of BMI and daily activity: protocol of a school-based group randomized controlled trial in Appalachia.

PubMed

Smith, Laureen H; Petosa, Rick L; Shoben, Abigail

2018-05-16

Rural Appalachian populations have poorer health and fewer positive health-related behaviors compared to other United States populations. Appalachians are the most sedentary U.S. population and teens are particularly sedentary. Obesity prevention through improving physical activity is a top priority in Rural Healthy People 2020. Obesity prevalence among Appalachian teens exceeds the national rates of 13.9% and has consistently been greater than 26%. Organized sports has not been effective at improving daily physical activity or health outcomes for Appalachian teens. The purpose of this study is to test the efficacy of a 10-week school-based intervention in promoting self-regulation of physical activity among adolescents not participating in organized sports. By using accelerometers, our study will measure both sedentary time and planned exercise during waking hours. The design for this four-year study is a group-randomized controlled trial (G-RCT). We will recruit high schools in 3 waves, with 4 in Wave 1, 8 in Wave 2, and 8 in Wave 3, for a total of 20 schools. For each wave of schools, we will randomly assign half of the schools to each condition--intervention (peer-to-peer mentoring [MBA]) and comparison (teacher-led [PBA])--for a total of 10 schools in each of the two conditions by study's end. We will collect data at baseline (T 1 ), 3 months post intervention (T 2 ), and 6 months post intervention (T 3 ). Linear Mixed Models (LMMs) and Generalized Linear Mixed Models (GLMMs) will be used to test the main hypotheses. Power for this study was based the primary analysis comparing BMI outcomes at T 2 between the groups, adjusting for baseline BMI values. This study provides age-appropriate lifestyle education and skill building. Peer-to-peer mentoring by local high school students and school-based tailored support strengthens sustainable behavioral change. Focusing on unique healthy-lifestyle challenges prevalent in low-resource areas such as Appalachia such as overcoming environmental, social, and psychological barriers may improve adherence to physical activity. Serving as role models, peer mentors may improve their own lifestyle behaviors, providing a dual intervention. NCT02329262 .

Developing and piloting a peer mentoring intervention to reduce teenage pregnancy in looked-after children and care leavers: an exploratory randomised controlled trial.

PubMed

Mezey, Gillian; Meyer, Deborah; Robinson, Fiona; Bonell, Chris; Campbell, Rona; Gillard, Steve; Jordan, Peter; Mantovani, Nadia; Wellings, Kaye; White, Sarah

2015-10-01

Looked-after children (LAC) are at greater risk of teenage pregnancy than non-LAC, which is associated with adverse health and social consequences. Existing interventions have failed to reduce rates of teenage pregnancy in LAC. Peer mentoring is proposed as a means of addressing many of the factors associated with the increased risk of teenage pregnancy in this group. To develop a peer mentoring intervention to reduce teenage pregnancy in LAC. Phase I and II randomised controlled trial of a peer mentoring intervention for LAC; scoping exercise and literature search; national surveys of social care professionals and LAC; and focus groups and interviews with social care professionals, mentors and mentees. Three local authorities (LAs) in England. LAC aged 14-18 years (mentees/care as usual) and 19-25 years (mentors). Recruitment and training of mentors; randomisation and matching of mentors to mentees; and 1-year individual peer mentoring. pregnancy in LAC aged 14-18 years. sexual attitudes, behaviour and knowledge; psychological health; help-seeking behaviour; locus of control; and attachment style. A health economic evaluation was also carried out. In total, 54% of target recruitment was reached for the exploratory trial and 13 out of 20 mentors (65%) and 19 out of 30 LAC aged 14-18 years (63%) (recruited during Phases I and II) were retained in the research. The training programme was acceptable and could be manualised and replicated. Recruitment and retention difficulties were attributed to systemic problems and LA lack of research infrastructure and lack of additional funding to support and sustain such an intervention. Mentees appeared to value the intervention but had difficulty in meeting weekly as required. Only one in four of the relationships continued for the full year. A future Phase III trial would require the intervention to be modified to include provision of group and individual peer mentoring; internal management of the project, with support from an external agency such as a charity or the voluntary sector; funds to cover LA research costs, including the appointment of a dedicated project co-ordinator; a reduction in the lower age for mentee recruitment and an increase in the mentor recruitment age to 21 years; and the introduction of a more formal recruitment and support structure for mentors. Given the problems identified and described in mounting this intervention, a new development phase followed by a small-scale exploratory trial incorporating these changes would be necessary before proceeding to a Phase III trial. This project was funded by the NIHR Health Technology Assessment programme and will be published in full in Health Technology Assessment; Vol. 19, No. 85. See the NIHR Journals Library website for further project information.

Mentoring Programs for Underrepresented Minority Faculty in Academic Medical Centers: A Systematic Review of the Literature

PubMed Central

Beech, Bettina M.; Calles-Escandon, Jorge; Hairston, Kristen G.; Langdon, Sarah E.; Latham-Sadler, Brenda A.; Bell, Ronny A.

2013-01-01

Purpose Mentoring is critical for career advancement in academic medicine. However, underrepresented minority (URM) faculty often receive less mentoring than their nonminority peers. The authors conducted a comprehensive review of published mentoring programs designed for URM faculty to identify “promising practices.” Method Databases (PubMed, PsycINFO, ERIC, PsychLit, Google Scholar, Dissertations Abstracts International, CINHAL, Sociological Abstracts) were searched for articles describing URM faculty mentoring programs. The RE-AIM framework (Reach, Effectiveness, Adoption, Implementation, and Maintenance) formed the model for analyzing programs. Results The search identified 73 citations. Abstract reviews led to retrieval of 38 full-text articles for assessment; 18 articles describing 13 programs were selected for review. The reach of these programs ranged from 7 to 128 participants. Most evaluated programs on the basis of the number of grant applications and manuscripts produced or satisfaction with program content. Programs offered a variety of training experiences, and adoption was relatively high, with minor changes made for implementing the intended content. Barriers included time-restricted funding, inadequate evaluation due to few participants, significant time commitments required from mentors, and difficulty in addressing institutional challenges faced by URM faculty. Program sustainability was a concern because programs were supported through external funds, with minimal institutional support. Conclusions Mentoring is an important part of academic medicine, particularly for URM faculty who often experience unique career challenges. Despite this need, relatively few publications exist to document mentoring programs for this population. Institutionally supported mentoring programs for URM faculty are needed, along with detailed plans for program sustainability. PMID:23425989

E-Sponsor Mentoring: Support for Students in Developmental Education

ERIC Educational Resources Information Center

Hodges, Russ; Payne, Emily Miller; Dietz, Albert; Hajovsky, Michelle

2014-01-01

Researchers investigated the use of two mentoring programs for students who were part of a support component of Fundamentals of Conceptual Understanding and Success (FOCUS), a comprehensive intervention grant for students enrolled in developmental mathematics coursework at a large public Texas university. The technology-based mentoring program,…

Peer Mentoring Roles

ERIC Educational Resources Information Center

Ashman, Marinda; Colvin, Janet

2011-01-01

Because students starting college are not always prepared to succeed, colleges and universities frequently offer courses designed to help students who need remediation in mathematics, reading, and writing. At Utah Valley University (UVU), peer mentors are integrated into the University Student Success course to help first-year students learn the…

Peer Mentoring: A Way forward for Supporting Preservice EFL Teachers Psychosocially during the Practicum

ERIC Educational Resources Information Center

Nguyen, Hoa Thi Mai

2013-01-01

During the past several years, the importance of practicum as a vital proportion of the preservice teacher education program has been increasingly emphasized. There have been a number of initiatives for supporting preservice teachers. Among these, peer based relationship is increasingly emerged as an innovative strategy to provide additional…

Mentoring Interventions for Underrepresented Scholars in Biomedical and Behavioral Sciences: Effects on Quality of Mentoring Interactions and Discussions

ERIC Educational Resources Information Center

Lewis, Vivian; Martina, Camille A.; McDermott, Michael P.; Chaudron, Linda; Trief, Paula M.; LaGuardia, Jennifer G.; Sharp, Daryl; Goodman, Steven R.; Morse, Gene D.; Ryan, Richard M.

2017-01-01

Mentors rarely receive education about the unique needs of underrepresented scholars in the biomedical and behavioral sciences. We hypothesized that mentor-training and peer-mentoring interventions for these scholars would enrich the perceived quality and breadth of discussions between mentor-protégé dyads (i.e., mentor-protégé pairs). Our…

Leadership Development and the African American Male College Student Experience

ERIC Educational Resources Information Center

Oaks, D'Arcy John; Duckett, Kirstan; Suddeth, Todd; Kennedy-Phillips, Lance

2013-01-01

Qualitative interviews were employed to assess the effectiveness of a leadership program geared toward African American male personal and professional development, and to examine the relationship between program participation and connectedness. Elements of both social engagement (mentoring and being mentored, peer-to-peer relationships, and…

Responsibilities of nursing schools with regard to peer mentoring.

PubMed

Botma, Yvonne; Hurter, Sarene; Kotze, Reneé

2013-08-01

This article reports on the postgraduate critical care students' mentoring of the third-year undergraduate nursing students during integrated work-based learning in the critical care units. The purpose of the research was to describe what the nursing school could do to improve this mentoring programme. A qualitative descriptive design was used. The nominal group technique was used to gather data from the mentors and mentees. Data from the groups were combined and qualitatively analysed into themes. Thereafter the themes were quantitatively ranked. The themes, ranking from the highest to the lowest, were orientation, organisation, mentoring process, characteristics of the mentor, and feedback to the mentor. Findings suggest that the nursing school does not always optimally support the mentoring programme. It is recommended that more than one communication medium be used to disperse information among role-players. Nursing schools should develop mentors, monitor their interactions with mentees and give them feedback on their mentoring skills. It is also the responsibility of the nursing school to select mentors that match the desired profile of mentors. Copyright © 2012 Elsevier Ltd. All rights reserved.

Group Peer Mentoring: An Answer to the Faculty Mentoring Problem? A Successful Program at a Large Academic Department of Medicine.

PubMed

Pololi, Linda H; Evans, Arthur T

2015-01-01

To address a dearth of mentoring and to avoid the pitfalls of dyadic mentoring, the authors implemented and evaluated a novel collaborative group peer mentoring program in a large academic department of medicine. The mentoring program aimed to facilitate faculty in their career planning, and targeted either early-career or midcareer faculty in 5 cohorts over 4 years, from 2010 to 2014. Each cohort of 9-12 faculty participated in a yearlong program with foundations in adult learning, relationship formation, mindfulness, and culture change. Participants convened for an entire day, once a month. Sessions incorporated facilitated stepwise and values-based career planning, skill development, and reflective practice. Early-career faculty participated in an integrated writing program and midcareer faculty in leadership development. Overall attendance of the 51 participants was 96%, and only 3 of 51 faculty who completed the program left the medical school during the 4 years. All faculty completed a written detailed structured academic development plan. Participants experienced an enhanced, inclusive, and appreciative culture; clarified their own career goals, values, strengths and priorities; enhanced their enthusiasm for collaboration; and developed skills. The program results highlight the need for faculty to personally experience the power of forming deep relationships with their peers for fostering successful career development and vitality. The outcomes of faculty humanity, vitality, professionalism, relationships, appreciation of diversity, and creativity are essential to the multiple missions of academic medicine. © 2015 The Alliance for Continuing Education in the Health Professions, the Society for Academic Continuing Medical Education, and the Council on Continuing Medical Education, Association for Hospital Medical Education.

Stories from the Front Lines of Student Success: The Implementation and Progress of Near Peer Mentoring Programs in Alaska and Idaho. Western Policy Exchanges

ERIC Educational Resources Information Center

Krueger, Carl

2016-01-01

This brief provides an overview of the implementation and impact of near peer mentoring programs in Alaska and Idaho from the standpoint of both existing research and the near peers themselves. While progress is being monitored as part of state College Access Challenge Grant (CACG) program implementation and activity, only limited data on the…

Mentoring Together: A Literature Review of Group Mentoring

ERIC Educational Resources Information Center

Huizing, Russell L.

2012-01-01

Researchers have shown the benefits of mentoring in both personal and professional growth. It would seem that group mentoring would only enhance those benefits. This work represents a literature review of peer-reviewed articles and dissertations that contribute to the theory and research of group mentoring. This work reviews the articles that…

Randomized controlled trial of peer mentoring for individuals with traumatic brain injury and their significant others.

PubMed

Hanks, Robin A; Rapport, Lisa J; Wertheimer, Jeffrey; Koviak, Carole

2012-08-01

To examine the efficacy of a peer-mentoring program for persons with traumatic brain injury (TBI) and their significant others, and to determine the relationship of this mentoring program to 3 main outcomes: (1) emotional well-being; (2) post-TBI quality of life; and (3) community integration. Randomized controlled trial. Midwestern rehabilitation hospital. Persons with TBI (n=96) and significant others/caregivers (n=62). Persons with TBI and friends/caregivers who knew the person prior to their injury were randomly assigned to a treatment (mentored) or no-treatment (no mentoring) control group immediately prior to discharge from the rehabilitation unit and were mentored for up to 2 years. Peer Mentoring Questionnaire; Brief Symptom Inventory-18; Family Assessment Device; Coping Inventory for Stressful Situations; Short Michigan Alcohol Screening Test; Medical Outcomes Study 12-Item Short-Form Health Survey; and Community Integration Measure. Eighty-eight percent of individuals who were involved in the mentoring program reported positive experiences. t tests revealed that among persons with TBI, individuals who received mentoring had significantly better behavioral control and less chaos in the living environment (P=.04), lower alcohol use (P=.01), less emotion-focused (P=.04) and avoidance coping (P=.03), and good physical quality of life (P=.04) compared with those who did not receive mentoring. Among significant others, mentored individuals demonstrated greater community integration (P=.03) than the nonmentored control group. Mentoring can be an effective way to benefit mood and healthy coping after TBI, and it can help to prevent maladaptive behaviors, such as substance abuse and behavioral dyscontrol, in the living situation. Copyright © 2012 American Congress of Rehabilitation Medicine. Published by Elsevier Inc. All rights reserved.

Developing and piloting a peer mentoring intervention to reduce teenage pregnancy in looked-after children and care leavers: an exploratory randomised controlled trial.

PubMed Central

Mezey, Gillian; Meyer, Deborah; Robinson, Fiona; Bonell, Chris; Campbell, Rona; Gillard, Steve; Jordan, Peter; Mantovani, Nadia; Wellings, Kaye; White, Sarah

2015-01-01

BACKGROUND: Looked-after children (LAC) are at greater risk of teenage pregnancy than non-LAC, which is associated with adverse health and social consequences. Existing interventions have failed to reduce rates of teenage pregnancy in LAC. Peer mentoring is proposed as a means of addressing many of the factors associated with the increased risk of teenage pregnancy in this group. OBJECTIVE: To develop a peer mentoring intervention to reduce teenage pregnancy in LAC. DESIGN: Phase I and II randomised controlled trial of a peer mentoring intervention for LAC; scoping exercise and literature search; national surveys of social care professionals and LAC; and focus groups and interviews with social care professionals, mentors and mentees. SETTING: Three local authorities (LAs) in England. PARTICIPANTS: LAC aged 14-18 years (mentees/care as usual) and 19-25 years (mentors). INTERVENTION: Recruitment and training of mentors; randomisation and matching of mentors to mentees; and 1-year individual peer mentoring. MAIN OUTCOME MEASURES: PRIMARY OUTCOME: pregnancy in LAC aged 14-18 years. SECONDARY OUTCOMES: sexual attitudes, behaviour and knowledge; psychological health; help-seeking behaviour; locus of control; and attachment style. A health economic evaluation was also carried out. RESULTS: In total, 54% of target recruitment was reached for the exploratory trial and 13 out of 20 mentors (65%) and 19 out of 30 LAC aged 14-18 years (63%) (recruited during Phases I and II) were retained in the research. The training programme was acceptable and could be manualised and replicated. Recruitment and retention difficulties were attributed to systemic problems and LA lack of research infrastructure and lack of additional funding to support and sustain such an intervention. Mentees appeared to value the intervention but had difficulty in meeting weekly as required. Only one in four of the relationships continued for the full year. A future Phase III trial would require the intervention to be modified to include provision of group and individual peer mentoring; internal management of the project, with support from an external agency such as a charity or the voluntary sector; funds to cover LA research costs, including the appointment of a dedicated project co-ordinator; a reduction in the lower age for mentee recruitment and an increase in the mentor recruitment age to 21 years; and the introduction of a more formal recruitment and support structure for mentors. CONCLUSIONS: Given the problems identified and described in mounting this intervention, a new development phase followed by a small-scale exploratory trial incorporating these changes would be necessary before proceeding to a Phase III trial. FUNDING: This project was funded by the NIHR Health Technology Assessment programme and will be published in full in Health Technology Assessment; Vol. 19, No. 85. See the NIHR Journals Library website for further project information. PMID:26497730

Peer mentoring for core medical trainees: uptake and impact.

PubMed

Webb, Jessica; Brightwell, Alexandra; Sarkar, Pamela; Rabbie, Roy; Chakravorty, Indranil

2015-04-01

To assess the uptake and impact of a peer mentoring scheme for core medical trainees on both mentors and mentees. All second year core medical trainees in the Southwest London Training programme in September 2012 were invited to mentor a first year core medical trainee. In parallel, all first year core medical trainees were invited to be mentored. Both potential mentors and mentees were asked to submit personal statements, to attend a three-session mentoring training programme and to be matched into mentoring pairs. The impact of the mentoring scheme on trainees' behaviour and outlook was assessed through questionnaires distributed at the start and at the end of the year. 31 of 72 (43%) core medical trainees submitted personal statements and 40 of 72 (56%) attended training sessions. 42 trainees (58%) participated in the scheme (21 mentor/mentee pairs were established). Of the trainees who participated, 23 of 42 (55%) completed the end of year questionnaire. Participating trainees viewed the scheme positively. Reported benefits included changes in their behaviour and acquiring transferable skills that might help them in later career roles, such as an educational supervisor. The end of year questionnaire was sent to all trainees and 10 responded who had not participated. They were asked why they had not participated and their reasons included lack of time, lack of inclination and a desire for more senior mentors. Their suggestions for improvement included more structured sessions to allow the mentor/mentee pairs to meet. This simple peer mentoring scheme was popular despite busy workloads and benefited all concerned. It is a simple effective way of supporting doctors. More work is needed to improve training for mentors and to improve access to mentoring. Published by the BMJ Publishing Group Limited. For permission to use (where not already granted under a licence) please go to http://group.bmj.com/group/rights-licensing/permissions.

Training Undergraduate Physics Peer Tutors

NASA Astrophysics Data System (ADS)

Nossal, S. M.; Jacob, A. T.

2004-05-01

The University of Wisconsin's Physics Peer Mentor Tutor Program matches upper level undergraduate physics students in small study groups with students studying introductory algebra-based physics. We work with students who are potentially at-risk for having academic trouble with the course. They include students with a low exam score, learning disabilities, no high school physics, weak math backgrounds, and/or on academic probation. We also work with students from groups under represented in the sciences and who may be feeling isolated or marginal on campus such as minority, returning adult, and international students. The tutors provide a supportive learning environment, extra practice problems, and an overview of key concepts. In so doing, they help our students to build confidence and problem solving skills applicable to physics and other areas of their academic careers. The Physics Peer Mentor Tutor Program is modeled after a similar program for chemistry created by the University of Wisconsin's Chemistry Learning Center. Both programs are now run in collaboration. The tutors are chosen for their academic strength and excellent communication skills. Our tutors are majoring in physics, math, and secondary-level science education. The tutors receive ongoing training and supervision throughout the year. They attend weekly discipline-specific meetings to discuss strategies for teaching the content currently being discussed in the physics course. They also participate in a weekly teaching seminar with science tutors from chemistry and biochemistry to discuss teaching methods, mentoring, and general information relating to the students with whom we work. We will describe an overview of the Physics Peer Mentor Tutor Program with a focus on the teacher training program for our undergraduate tutors.

The Truth about Mentoring Minorities: Race Matters.

ERIC Educational Resources Information Center

Thomas, David A.

2001-01-01

A 3-year study of mentoring patterns at 3 corporations reveals that whites and minorities follow distinct patterns of advancement and should be mentored in very different ways. Cross-race mentoring must acknowledge issues of negative stereotypes, role modeling, peer resentment, skepticism about intimacy, and network management. (JOW)

Preteen-parent experiences with PREP-T1 feasibility intervention.

PubMed

Hughes, Patricia; Johnson, Kim; Ramchandani, Neesha; Quinn, Diane; D'Alesandro, Bianca; Streisand, Randi; Sullivan-Bolyai, Susan

2015-08-01

The purpose of this article is to report the focus group perspectives of preteens' and parents' experiences with a feasibility intervention entitled PREP-T1 (Preteen Re-Education with Parents-Type 1 Diabetes), an interactive education and peer mentoring intervention. The parent and preteen focus groups were conducted by the principal investigator, coinvestigator, and note takers at 2 sites. The preteen-parent groups were conducted concurrently with a total of 11 preteens and 11 parents. Note-based qualitative content analysis was used, resulting in preteen-parent perspectives on reeducation and strategies for families to work more effectively in managing type 1 diabetes (T1DM). The findings suggest that the preteens enjoyed learning about their diabetes management from a teen educator mentor in conjunction with a human patient simulator. They reported this type of peer support would benefit other preteens with T1DM. Parents were overwhelmingly positive about their interactions with the parent educator mentor in conjunction with the psychologist and about focusing on how to better collaborate with their preteens on diabetes management decision making. Further recommendations about the timing and intervention dose were also discussed. Moderated peer mentoring with technology has potential as a means for teaching preteens and their parents shared diabetes management. These data will be used to inform the PREP-T1 fully powered intervention study. © 2015 The Author(s).

Mentoring models in neurosurgical training: Review of literature.

PubMed

Akhigbe, Taiwo; Zolnourian, Ardalan; Bulters, Diederik

2017-11-01

Effective mentoring is an invaluable element in the development of next generation of neurosurgeons. A mentor helps to develop professional core values, technical and non-technical skills, attitudes and disposition required to be qualified and competent neurosurgeon. Giving the invaluable significance of mentoring in neurosurgery, we undertook this literature review to identify mentoring models evaluating its success and relative benefit. Literature search identified using MeSH word 'mentor', mentoring, mentorship, mentoring model, neurosurgery' in MEDLINE, EMBASE and Scopus databases from 1990 to 2016. Literature reviewed to identify status of mentoring in neurosurgery, potential barriers, pitfalls and future framework for mentoring in neurosurgery. Additional articles identified through manual search of reference lists. A total of 247 studies were obtained from electronic databases, after removing duplicates, abstracts, letters to the editor and non-neurosurgery papers. Sixteen full text articles retrieved out of which five met the inclusion criteria. Generally, there is paucity of articles regarding mentoring in neurosurgery, all included papers were written in English Language, all of them described mentoring model used including simulation, distance, collaborative, facilitative tele-mentoring and peer mentoring. Mentoring in Neurosurgery is an important aspect of personal and professional development of neurosurgical trainees, currently there is decline in traditional apprenticeship due to increase demand for modern use of specialised technology, simulation and tele-medicine in neurosurgery practice. Effective and efficient mentoring will be an interplay of six mentoring models (collaborative, facilitative, distance, simulation, tele mentoring and peer mentoring) identified. Crown Copyright © 2017. Published by Elsevier Ltd. All rights reserved.

Maximizing a Multilevel Mentoring Model to Improve Research Experiences for Undergraduates Student Outcomes

NASA Astrophysics Data System (ADS)

Moser, F. C.; Allen, M. R.; Clark, J.

2016-12-01

Since 1989 the Maryland Sea Grant REU program's mentoring approach evolved considerably from a near `hands-off' approach to one that explores ways to maximize mentoring effectiveness. Our current model creates a multi-tiered system: the REU - research mentor relationship remains central to setting the student's science project, but greater student growth is supported by REU program leaders, visiting researchers, graduate students, and peer and near-peer mentors. Evaluation of our evolving mentoring program suggests our approach is successful and serves a diversity of students well, but we recognize the challenge of devising an evaluation system, given our limited annual cohort number (15 - 17 students), that fully captures the nuances of student - mentor relationships. We present multiple years of data on student skills, networks of relationships, student goals, and mentor goals using qualitative, quantitative and interview assessments. Further, we explore opportunities to strengthen our efforts and evolve our evaluation approach as we aspire to more accurately identify the components of our multilevel mentoring model that contribute most significantly to student success.

"We Would Still Find Things to Talk About": Assessment of Mentor Perspectives in a Systemic Lupus Erythematosus Intervention to Improve Disease Self-Management, Empowering SLE Patients.

PubMed

Flournoy-Floyd, Minnjuan; Ortiz, Kasim; Egede, Leonard; Oates, Jim C; Faith, Trevor D; Williams, Edith M

2018-04-01

Systemic Lupus Erythematosus (SLE) is a chronic autoimmune disorder with significant disparate impact on African American women. The current study sought to highlight how the Peer Approaches to Lupus Self-management (PALS) intervention worked bi-directionally wherein both women with SLE leading the disease self-management program (mentors), and those participants who served as mentees, were empowered toward greater disease self-efficacy. Data was captured for this study in two formats from the seven mentors participating in the pilot study: 1) mentor logs and 2) mentor interviews with the principle investigator. This information was then analyzed for themes relating to their experience within the study. We found that empowerment was facilitated by mentors taking their mentorship responsibilities seriously and seeking several avenues for collaboratively developing success with their mentees. Mentors reported that although challenges arose, their desire for success resulted in multiple approaches to be flexible and responsive to the needs of their mentees. Additionally, reciprocity was found to be a vital element of the program. Key thematic areas supported our ability to demonstrate the usefulness of a peer mentoring program for SLE disease self-management on evoking empowerment through reciprocal relationships among mentors and mentees within our study population. Furthermore the feedback from PALS participants yielded very rich and contextual information that can be used as a thematic guide for developing and refining evidence-based interventions that seek to incorporate empowerment into disease self-management efforts for women suffering from SLE. Copyright © 2018 National Medical Association. Published by Elsevier Inc. All rights reserved.

Peer-Group Mentoring as a Tool for Teacher Development

ERIC Educational Resources Information Center

Geeraerts, Kendra; Tynjälä, Päivi; Heikkinen, Hannu L. T.; Markkanen, Ilona; Pennanen, Matti; Gijbels, David

2015-01-01

Peer-group mentoring (PGM) is a new model designed to support the professional development of teachers in Finland. This study examines the experiences of mentees participating in PGM and potential differences in the experiences of teachers in general education and vocational education. It also addresses the mentees' perceptions of the results of…

Exploring Community College Peer Mentoring Practices within Central California: A Multiple Case Study

ERIC Educational Resources Information Center

Brown, Lenis Colton

2017-01-01

The purpose of this qualitative, multiple case study was to illuminate the prevalence and configurations of peer mentoring programs at Central California Community Colleges with emphasis on how the programs impacted student retention. The study's sample was drawn from ten campuses and five centers that operate within five California Community…

Developing a Marketing Mind-Set: Training and Mentoring for County Extension Employees

ERIC Educational Resources Information Center

Sneed, Christopher T.; Elizer, Amy Hastings; Hastings, Shirley; Barry, Michael

2016-01-01

Marketing the county Extension program is a critical responsibility of the entire county staff. This article describes a unique peer-to-peer training and mentoring program developed to assist county Extension staff in improving marketing skills and successfully developing and implementing a county Extension marketing plan. Data demonstrating…

Creating Community through Mentoring

ERIC Educational Resources Information Center

Erickson, Deborah E.; Travick-Jackson, Cecelia

2006-01-01

This research studies a doctoral program that includes a cohort component. Candidates engage in active learning and in the skill of mentoring. Research on peer mentoring has shown to support graduate students as they progress in their study (Luna & Cullen, 1998). Analysis of the data found themes relating to mentoring and community: candidates…

CARES: Mentoring through University Outreach

ERIC Educational Resources Information Center

Bergerson, Amy Aldous; Petersen, Kari K.

2009-01-01

This study examined whether a university outreach program featuring peer mentoring and offering a social support network can impact college-going aspirations. Study participants were middle school students of color and low SES students and their university student mentors. Purposeful selection was used to identify six mentors and six proteges and…

Peer mentoring is associated with positive change in physical activity and aerobic fitness of grades 4, 5, and 6 students in the heart healthy kids program.

PubMed

Spencer, Rebecca A; Bower, Jenna; Kirk, Sara F L; Hancock Friesen, Camille

2014-11-01

Only 7% of Canadian children achieve activity recommendations, contributing to obesity and preventable disease. The Heart Healthy Kids (H2K) program was designed to test the relationship between peer mentoring, physical activity, and cardiovascular fitness. Participants from 10 schools (5 control, 5 intervention) were enrolled in the program. In control schools, H2K included a physical activity challenge and education sessions. Intervention schools included the addition of a peer-mentoring component. Physical activity was measured through daily pedometer recording. Cardiovascular fitness was evaluated using the PACER (Progressive Aerobic Cardiovascular Endurance Run) protocol to calculate maximal oxygen uptake (VO2 max). Participants included 808 children (average age 9.9 ± 1.0 years). Although control and intervention schools did not differ at baseline, participants with peer mentoring logged significantly more steps per school day, on average, than those in control schools (6,785 ± 3,011 vs. 5,630 ± 2,586; p < .001). Male participants logged significantly more steps per school day than female participants. A significant improvement in VO2 max was also noted in intervention schools, with an average increase of 1.72 ml/mg/min. H2K was associated with positive change in physical activity and cardiovascular fitness, suggesting that peer mentoring shows promise for application in health promotion interventions. © 2014 Society for Public Health Education.

Student Perceptions of Benefits and Challenges of Peer Mentoring Programs: Divergent Perspectives from Mentors and Mentees

ERIC Educational Resources Information Center

Gunn, Frances; Lee, Seung Hwan; Steed, Madelyn

2017-01-01

In this exploratory research, the authors categorize the benefits and challenges of participating in a mentoring program from the perspectives of mentors and mentees. The authors use the mentoring framework proposed by Crisp and Cruz in 2009 to inform educators. The authors report the percentage of mention, the level of occurrence, and the effect…

The Intergenerational Transmission of Inspiration: Reflections on the Origin of a Peer-Mentoring Project

ERIC Educational Resources Information Center

Ward, Elijah G.

2012-01-01

The author gives a personal account of his relationship with his graduate mentor, Allan Schnaiberg. He also describes a mentoring project that he created with a colleague. The mentoring project emerges as both a vehicle for and a window onto the intergenerational transmission of the mentoring disposition of Schnaiberg. It stands as but one of many…

Peer Mentoring in Child Welfare: A Motivational Framework.

PubMed

Rockhill, Anna; Furrer, Carrie J; Duong, Thuan M

2015-01-01

Peer mentoring interventions for parents with substance use disorders who are involved with the child welfare system are relatively new, complex, individualized interventions and thus need to be understood both in regard to program efficacy and the processes of how they work. This qualitative study of the experiences of parents involved in a parent mentoring program suggested that certain practices helped motivate parents to think and act in ways that supported their goals and child welfare case plans. The three key mentoring practices that emerged were building caring relationships, providing guidance, and putting parents in charge. These practices promoted parents'positive self-beliefs (e.g., worthy of connection, competence), which helped motivate them to participate in services, cope constructively with difficulties, and more effectively manage behaviors and emotions. Drawing on Self-Determination Theory and Basic Psychological Needs Theory (BPNT) in particular, we propose a motivational framework for understanding how peer mentoring facilitates, or undermines, parents'motivation and results in their making progress on various aspects of their child welfare case. Implications for using the motivational model in future program development and evaluation efforts are discussed.

The impact of volunteer mentoring schemes on carers of people with dementia and volunteer mentors: a systematic review.

PubMed

Smith, Raymond; Greenwood, Nan

2014-02-01

This systematic review aims to examine the differences and similarities between the various types of volunteer mentoring (befriending, mentoring and peer support) and to identify the benefits for carers and volunteers. Literature searching was performed using 8 electronic databases, gray literature, and reference list searching of relevant systematic reviews. Searches were carried out in January 2013. Four studies fitted the inclusion criteria, with 3 investigating peer support and 1 befriending for carers. Quantitative findings highlighted a weak but statistically significant (P =.04) reduction in depression after 6 months of befriending. Qualitative findings highlighted the value carers placed on the volunteer mentors' experiential similarity. Matching was not essential for the development of successful volunteer mentoring relationships. In conclusion, the lack of need for matching and the importance of experiential similarity deserve further investigation. However, this review highlights a lack of demonstrated efficacy of volunteer mentoring for carers of people with dementia.

Can Tablet Computers Enhance Faculty Teaching?

PubMed

Narayan, Aditee P; Whicker, Shari A; Benjamin, Robert W; Hawley, Jeffrey; McGann, Kathleen A

2015-06-01

Learner benefits of tablet computer use have been demonstrated, yet there is little evidence regarding faculty tablet use for teaching. Our study sought to determine if supplying faculty with tablet computers and peer mentoring provided benefits to learners and faculty beyond that of non-tablet-based teaching modalities. We provided faculty with tablet computers and three 2-hour peer-mentoring workshops on tablet-based teaching. Faculty used tablets to teach, in addition to their current, non-tablet-based methods. Presurveys, postsurveys, and monthly faculty surveys assessed feasibility, utilization, and comparisons to current modalities. Learner surveys assessed perceived effectiveness and comparisons to current modalities. All feedback received from open-ended questions was reviewed by the authors and organized into categories. Of 15 eligible faculty, 14 participated. Each participant attended at least 2 of the 3 workshops, with 10 to 12 participants at each workshop. All participants found the workshops useful, and reported that the new tablet-based teaching modality added value beyond that of current teaching methods. Respondents developed the following tablet-based outputs: presentations, photo galleries, evaluation tools, and online modules. Of the outputs, 60% were used in the ambulatory clinics, 33% in intensive care unit bedside teaching rounds, and 7% in inpatient medical unit bedside teaching rounds. Learners reported that common benefits of tablet computers were: improved access/convenience (41%), improved interactive learning (38%), and improved bedside teaching and patient care (13%). A common barrier faculty identified was inconsistent wireless access (14%), while no barriers were identified by the majority of learners. Providing faculty with tablet computers and having peer-mentoring workshops to discuss their use was feasible and added value.

Coordination, Competition, and Neutrality: Autonomy and Relatedness Patterns in Girls' Interactions with Mentors and Peers

ERIC Educational Resources Information Center

Patton, Christine L.; Deutsch, Nancy L.; Das, Anindita

2016-01-01

Healthy development necessitates that adolescents maintain connections with others while developing an autonomous identity. In the extant literature, however, autonomy and relatedness are often placed at odds, particularly in discussions of girls. We explore how autonomy and relatedness co-occur in girls' interactions with peers and mentors in the…

Effects of Peer Mentors on Work-Related Performance of Adolescents with Behavioral and/or Learning Disabilities

ERIC Educational Resources Information Center

Westerlund, Debbie; Granucci, Elizabeth A.; Gamache, Peter; Clark, Hewitt B.

2006-01-01

Many young people with behavior disorders and/or learning disabilities need assistance in learning work-related tasks but want support that is minimally intrusive and nonstigmatizing. This study demonstrates the effectiveness and acceptability of using peer mentors as natural supports to assist in improving work-related student performance in a…

An Added Layer of Support: Introducing a Heterarchical Peer Mentoring Intervention to a Preservice Science Teacher Education Cohort

ERIC Educational Resources Information Center

Neesemann, Lisa Ann

2017-01-01

In an effort to support preservice science teachers during their concurrent student teaching experiences and masters coursework, I created and implemented a Peer Mentoring Intervention to add an additional layer of support to those most traditionally curated. In this intervention, preservice secondary science teachers were paired into…

Latina Faculty Transcending Barriers: Peer Mentoring in a Hispanic-Serving Institution

ERIC Educational Resources Information Center

Murakami, Elizabeth T.; Núñez, Anne-Marie

2014-01-01

In this article, the authors conducted a research metasynthesis of publications by a group of Latina tenure-track faculty participating in a peer mentoring group, the Research for the Educational Advancement of Latin@s (REAL) collaborative, housed in one Hispanic Serving Institution. Due to the small representation of Latinas in the academy, the…

Social Justice, Learning Centredness and a First Year Experience Peer Mentoring Program: How Might They Connect?

ERIC Educational Resources Information Center

Rawlinson, Catherine; Willimot, Michael

2016-01-01

Peer mentoring is a powerful strategy to support students in their first year of tertiary education utilised by a large number of tertiary institutions. While social justice principles such as rights, access, and equity as outlined by Creagh, Nelson, & Clarke (2013) highlight the importance of "student centredness," Taylor (2013)…

Maori in Partnership: A Peer Mentoring Model for Tertiary Indigenous Staff in New Zealand

ERIC Educational Resources Information Center

Kensington-Miller, Barbara; Ratima, Matiu

2015-01-01

This article presents a professional development programme which brought an indigenous minority group of tertiary staff together. We describe a peer-mentoring model, piloted in 2009 at The University of Auckland, New Zealand with university staff in order to promote staff advancement. The participants were all Maori, the indigenous people of New…

Peer Mentoring for International Students in a UK Law School: Lessons from a Pilot Case Study

ERIC Educational Resources Information Center

Ragavan, Shamini K.

2014-01-01

This qualitative study discusses the impact of a support network for international students of culturally diverse backgrounds using a peer mentoring scheme. The scheme focused on facilitating cultural integration in the international student community in Newcastle and sought to engender a cooperative community among new students. Data obtained…

Peer Mentoring in Post-Secondary Education: Implications for Research and Practice

ERIC Educational Resources Information Center

Budge, Stephanie

2006-01-01

Research on mentoring in higher education is increasingly widespread. This article aims to provide insight into different kinds of mentoring programs and the research conducted to determine the effectiveness of these programs. A review of the literature revealed multiple definitions of what mentoring means, how programs operate, and types of…

Alternative Forms of Mentoring in Changing Organizational Environments: A Conceptual Extension of the Mentoring Literature.

ERIC Educational Resources Information Center

Eby, Lillian T.

1997-01-01

This typology of alternative forms of mentoring has two dimensions: (1) form of relationship (lateral/hierarchical) and (2) type of skill development (job or career related). Mentoring forms discussed include intra- and interteam, coworker, survivor, peer, internal and external collegial, internal and external sponsor, manager-subordinate, and…

Intradepartmental Faculty Mentoring in Teaching Marketing

ERIC Educational Resources Information Center

Tahtinen, Jaana; Mainela, Tuija; Natti, Satu; Saraniemi, Saila

2012-01-01

This study focuses on the use of mentoring by a peer as a way to help teachers of marketing to develop their teaching skills. Using self-ethnography, we elaborate on the potential of intradepartmental faculty mentoring in teaching (FMIT) to enhance the quality of marketing education. The study describes FMIT, a novel type of mentoring, reviews its…

Mentoring for clinician-educators.

PubMed

Farrell, Susan E; Digioia, Natalie M; Broderick, Kerry B; Coates, Wendy C

2004-12-01

Mentorship has been shown to have a positive impact on academic faculty members in terms of career advancement. The guidance of a mentor has been shown to increase academic outcome measures such as peer-reviewed publications and grant support for junior academic faculty. In addition, career satisfaction of mentored faculty is greater than those with no mentorship. There is little research on the effects of mentorship on the careers of clinician-educators. This group has also been reported to have a lower scholarly productivity rate than the typical research-based faculty. This article addresses the current state of mentorship as it applies specifically to clinician-educators, offers advice on how a potential protégé might seek out a potential mentor, and finally, suggests a possible mentoring system for academic emergency physicians who are focusing on careers in medical education.

The development, implementation, and assessment of an innovative faculty mentoring leadership program.

PubMed

Tsen, Lawrence C; Borus, Jonathan F; Nadelson, Carol C; Seely, Ellen W; Haas, Audrey; Fuhlbrigge, Anne L

2012-12-01

Effective mentoring is an important component of academic success. Few programs exist to both improve the effectiveness of established mentors and cultivate a multispecialty mentoring community. In 2008, in response to a faculty survey on mentoring, leaders at Brigham and Women's Hospital developed the Faculty Mentoring Leadership Program as a peer learning experience for midcareer and senior faculty physician and scientist mentors to enhance their skills and leadership in mentoring and create a supportive community of mentors. A planning group representing key administrative, educational, clinical, and research mentorship constituencies designed the nine-month course.Participants met monthly for an hour and a half during lunchtime. Two cofacilitators engaged the diverse group of 16 participants in interactive discussions about cases based on the participants' experiences. While the cofacilitators discussed with the participants the dyadic mentor-mentee relationship, they specifically emphasized the value of engaging multiple mentors and establishing mentoring networks. In response to postsession and postcourse (both immediately and after six months) self-assessments, participants reported substantive gains in their mentoring confidence and effectiveness, experienced a renewed sense of enthusiasm for mentoring, and took initial steps to build a diverse network of mentoring relationships.In this article, the authors describe the rationale, design, implementation, assessment, and ongoing impact of this innovative faculty mentoring leadership program. They also share lessons learned for other institutions that are contemplating developing a similar faculty mentoring program.

Basic Abdominal Point-of-Care Ultrasound Training in the Undergraduate: Students as Mentors.

PubMed

Garcia-Casasola, Gonzalo; Sánchez, Francisco Javier García; Luordo, Davide; Zapata, Deborah Forrester; Frías, María Carnevali; Garrido, Victoria Villena; Martínez, Javier Villanueva; de la Sotilla, Alberto Forero; Rojo, José Manuel Casas; Macho, Juan Torres

2016-11-01

To analyze the ability of medical students to be integrated in the teaching of basic abdominal ultrasound using a peer-mentoring design. Thirty medical students previously trained in basic abdominal ultrasound (mentors) had to teach all fourth-year students (n = 136) from a single academic year the same training they had received. There were 3 stages to the ultrasound teaching: theoretical (online course); basic training (3 practical sessions in which students were guaranteed to have had a minimum of 15 hours of practical experience with ultrasound and performed at least 20 basic abdominal ultrasound studies); and evaluation (objective structured clinical examination in which students had to obtain the basic abdominal views and to identify 17 structures). The mean grade ± SD obtained was 8.71 ± 1.53 of a possible 10 points. Only 2 students (1.56%) obtained a grade lower than 5, and 14 students (10.86%) obtained a grade lower than 7. A total of 33 students (25.5%) achieved the maximum grade. The structures most easily identified were the liver, the right kidney, and the urinary bladder, with 97.7% of correct answers. Students obtained the poorest results when trying to identify the left and right cardiac cavities (subxiphoid view), with only 53.5% and 55.8% of correct answers, respectively. Teaching based on peer mentoring achieved an adequate level of training in basic abdominal ultrasound. The students acquired these skills in a relatively short training period. These results suggest that peer mentoring can facilitate the large-scale implementation of ultrasound teaching in undergraduate students. © 2016 by the American Institute of Ultrasound in Medicine.

Peer Mentoring to Develop Psychological Literacy in First-Year and Graduating Students

ERIC Educational Resources Information Center

Burton, Lorelle J.; Chester, Andrea; Xenos, Sophie; Elgar, Karen

2013-01-01

First- and final-year undergraduate students have unique transition issues. To support both the transition of first-year students into the program, and the transition of third-year students out of the program and into the workforce or further study, a face-to-face peer mentoring program was embedded into the first-year psychology curricula at RMIT…

An Exploration of the "Lived Experience" of One Cohort of Academic Peer Mentors at a Small Australian University

ERIC Educational Resources Information Center

Couchman, Judith A.

2009-01-01

Academic peer mentoring programs have gained a firm place in higher education student support over the last couple of decades. One such program, Supplemental Instruction (SI), has been extensively evaluated as particularly effective in the United States and has subsequently figured in recommendations for adoption by both Australian and New Zealand…

Evaluating a Formalised Peer Mentoring Programme: Student Voice and Impact Audit

ERIC Educational Resources Information Center

Knowles, Catherine; Parsons, Carl

2009-01-01

Over the past 10 years, mentoring of children and young people has become an increasingly important feature of social policy in the United Kingdom. This is evidenced in the rapid growth in the number of mentoring schemes operating in a range of educational settings. In 2006 the Mentoring and Befriending Foundation was contracted by the Department…

Mentoring from the Outside: The Role of a Peer Mentoring Community in the Development of Early Career Education Faculty

ERIC Educational Resources Information Center

Bottoms, SueAnn; Pegg, Jerine; Adams, Anne; Wu, Ke; Smith Risser, H.; Kern, Anne L.

2013-01-01

Developing an identity as a researcher and negotiating the expectations and responsibilities of academic life are challenges that many beginning education faculty face. Mentoring can provide support for this transition; however, traditional forms of mentoring may be unavailable, limited, or lack the specific components that individual mentees…

Postdoctoral Clinical-Research Training in Psychiatry

PubMed Central

Reynolds, Charles F.; Martin, Christopher; Brent, David; Ryan, Neal; Dahl, Ronald E.; Pilkonis, Paul; Marcus, Marsha D.; Kupfer, David J.

2009-01-01

The authors describe a model for teaching grant writing and other research survival skills to postdoctoral clinical-research fellows in psychiatry and for improving research mentoring. Over the past 4 years, the authors have developed a course on writing grant applications for postdoctoral clinical-research fellows, using peer-review processes modeled after a National Institutes of Health study section. At the same time, the authors have clarified expectations of mentors in ways designed to help fellows prepare “K” (Research Career Development) applications and to receive mentored practice in skills being taught in the course. Sixteen of 30 fellows have succeeded in receiving their first extramural support by the end of their two-year fellowship tenure or during the succeeding year. The authors conclude that by teaching grant-writing skills in a supportive peer environment, providing peer review of proposals, and sharpening expectations of mentors, it may be possible to reduce the time between the end of fellowship and the receipt of the first extramural grant. PMID:19617924

Career support in medicine - experiences with a mentoring program for junior physicians at a university hospital.

PubMed

Buddeberg-Fischer, Barbara; Vetsch, Esther; Mattanza, Guido

2004-07-01

Until now, mentoring has hardly been used by the medical profession in German-speaking countries as a means of supporting junior physicians in their careers. The aim of the mentoring project described here was to obtain information for promoting and developing future mentoring programs at a university hospital. A new integrated mentoring model was developed and implemented over a 12-month period. Peer groups were advised on the mentoring process by mentors and program managers. A total of eight mentoring groups (40 peers) from four departments of a university hospital took part in the project: four voluntarily, and four on a compulsory basis. The evaluation was carried out using qualitative methods for analysis of the group protocols and the focus group interviews with the participants. Group discussions revealed that individual mentees, young female physicians in particular, developed concrete career plans and initiated further career-relevant steps. Some mentees - again more women than men - were promoted to senior physician posts. Further measurable career steps were increased research and publishing activity, and research fellowships abroad. The group process developed in five typical phases (forming, storming, norming, performing, and finalizing), which differed according to whether the groups had been formed on a voluntary or compulsory basis. In the evaluation interviews, mentees emphasized the following as effective mentoring factors: Concrete definition of own career goals; exchange of experiences within the peer groups; support and motivation from the mentors; and fostering of the group process by the program managers. Participation in mentoring programs has to be voluntary. Mentees are motivated, autonomous, goal-oriented and prepared to take action. Mentors serve as examples and advisers. They derive satisfaction from being held in high esteem, as well as from the advancement of their own careers. Program managers have experience in systems theory and group dynamics, structure the group processes, and evaluate the quality of the results. Hospital management should regard mentoring as a business strategy and a means of staff development and quality management, and provide the necessary resources. The mentoring program presented here is being extended to other departments of the hospital on the basis of the positive experiences it has offered.

Two-Way Street: When College Mentors Help Students Achieve, Success Is Shared. Lumina Foundation Focus™. Spring 2014

ERIC Educational Resources Information Center

Pulley, John

2014-01-01

According to a report released in January by MENTOR: The National Mentoring Partnership, at-risk young adults who had a mentor are more likely to aspire to be college graduates than those who did not have a mentor (76 percent versus 56 percent). They're also more likely than their nonmentored peers to actually be enrolled in college (45 percent…

Can Tablet Computers Enhance Faculty Teaching?

PubMed Central

Narayan, Aditee P.; Whicker, Shari A.; Benjamin, Robert W.; Hawley, Jeffrey; McGann, Kathleen A.

2015-01-01

Background Learner benefits of tablet computer use have been demonstrated, yet there is little evidence regarding faculty tablet use for teaching. Objective Our study sought to determine if supplying faculty with tablet computers and peer mentoring provided benefits to learners and faculty beyond that of non–tablet-based teaching modalities. Methods We provided faculty with tablet computers and three 2-hour peer-mentoring workshops on tablet-based teaching. Faculty used tablets to teach, in addition to their current, non–tablet-based methods. Presurveys, postsurveys, and monthly faculty surveys assessed feasibility, utilization, and comparisons to current modalities. Learner surveys assessed perceived effectiveness and comparisons to current modalities. All feedback received from open-ended questions was reviewed by the authors and organized into categories. Results Of 15 eligible faculty, 14 participated. Each participant attended at least 2 of the 3 workshops, with 10 to 12 participants at each workshop. All participants found the workshops useful, and reported that the new tablet-based teaching modality added value beyond that of current teaching methods. Respondents developed the following tablet-based outputs: presentations, photo galleries, evaluation tools, and online modules. Of the outputs, 60% were used in the ambulatory clinics, 33% in intensive care unit bedside teaching rounds, and 7% in inpatient medical unit bedside teaching rounds. Learners reported that common benefits of tablet computers were: improved access/convenience (41%), improved interactive learning (38%), and improved bedside teaching and patient care (13%). A common barrier faculty identified was inconsistent wireless access (14%), while no barriers were identified by the majority of learners. Conclusions Providing faculty with tablet computers and having peer-mentoring workshops to discuss their use was feasible and added value. PMID:26221443

MySci Advisors: Establishing a Peer-Mentoring Program for First Year Science Student Support

ERIC Educational Resources Information Center

Poling, Kirsten

2015-01-01

Would you like to help your students adjust to university life? Perhaps you are simply interested in allowing them to feel more integrated into a department right from the start of their first year? These were the types of issues that we were hoping to address when we founded the MySci Advisors Program, a peer-mentoring group for first year…

Reducing the Grade Disparities between American Indians and Euro-American Students in Introduction to Psychology through Small-Group, Peer-Mentored, Supplemental Instruction

ERIC Educational Resources Information Center

Okun, Morris Alan; Berlin, Anna; Hanrahan, Jeanne; Lewis, James; Johnson, Kathryn

2015-01-01

Supplemental instruction (SI) is a small-group, peer-mentored programme which is compatible with the learning preferences of American Indian students. We tested the hypothesis that SI is a compensatory strategy that reduces the differences in the grades earned in introduction to psychology by Euro-American and American Indian students. The sample…

A Peer-Mentoring Scheme for Immigrant Students in English Secondary Schools: A Support Mechanism for Promoting Inclusion?

ERIC Educational Resources Information Center

Messiou, Kyriaki; Azaola, Marta Cristina

2018-01-01

Immigration in Europe has increased rapidly over the last years. As a result, schools are accepting students arriving from other countries at various stages of the school year. This can be a challenging process both for students and for schools. This paper describes the introduction of a peer-mentoring scheme to support immigrant students in three…

Peer Mentoring through eAlliances

NASA Astrophysics Data System (ADS)

Blaha, Cindy; Cunningham, Beth; Cox, Anne; Ramos, Idalia; Whitten, Barbara

2018-06-01

Being a woman in astronomy or physics can be a very isolating experience. Peer mentoring has been shown to help combat this isolation. eAlliance, an NSF ADVANCE PLAN-D program hosted by AAPT, is seeking to establish mutual mentoring networks of women faculty within the physics and astronomy community. The eAlliance program will reduce the isolation of participating faculty members and provide support to help members achieve their personal goals and enhance their career development. Participants register at the eAlliance website (ealliance.aapt.org) and complete a personal profile which is used to match them to other registered women faculty with similar mentoring goals. So far, 95 women have registered in the eAlliance database and 22 of the participants are astronomers. Currently the project has five sponsored eAlliances (with 4-5 members each) and several more in the process of forming. As of March 2018, 4 of the 22 sponsored eAlliance members are astronomers. The mentoring cohorts are holding regular electronic meetings and using project funds to support annual face-to-face meetings at national meetings of their own choosing. The first eAlliance Summit Meeting will be held in July 2018 and will bring all the cohorts together to share their peer mentoring experiences and gather advice for future cohorts just starting out. All women faculty in astronomy and physics are invited to join the eAlliance program.

Stepping up, stepping back, stepping forward: Student nurses' experiences as peer mentors in a pre-nursing scholarship.

PubMed

Smith, Annetta; Beattie, Michelle; Kyle, Richard G

2015-11-01

Mentorship is an essential part of the registered nurse's role, yet few opportunities exist for student nurses to mentor others during pre-registration programmes. This paper reports student nurses' experiences of mentoring school pupils during a pre-nursing scholarship. Focus groups were conducted with fifteen final year student nurses (14 female, 1 male) in two university campuses in Scotland. Discussions were audio recorded and transcribed verbatim, and data analysed thematically. Three interconnected themes emerged: 1) stepping up; 2) stepping back; 3) stepping forward. 'Stepping up' was a process through which student nurses rapidly assumed responsibility for mentoring pupils, facilitated through the attitudes and actions of students' mentors and students' control over pupils' practice experiences. 'Stepping back' encapsulated attitudes and behaviours that enabled student nurses to mentor pupils that involved considerable judgement around how unfolding events in practice could provide learning and development opportunities, and emotional acuity to support pupils through, sometimes challenging, practice situations. 'Stepping forward' described how students' mentoring experience allowed them to appraise and affirm nursing knowledge and skills, and gain greater appreciation of the reality and complexity of mentorship in clinical practice. Peer mentoring may prepare student nurses for future mentoring roles and aid their transition into clinical practice. Copyright © 2015 Elsevier Ltd. All rights reserved.

The Development, Implementation, and Assessment of an Innovative Faculty Mentoring Leadership Program

PubMed Central

Tsen, Lawrence C.; Borus, Jonathan F.; Nadelson, Carol C.; Seely, Ellen W.; Haas, Audrey; Fuhlbrigge, Anne L.

2014-01-01

Effective mentoring is an important component of academic success. Few programs exist to both improve the effectiveness of established mentors and cultivate a multi-specialty mentoring community. In 2008, in response to a faculty survey on mentoring, leaders at Brigham and Women’s Hospital developed the Faculty Mentoring Leadership Program (FMLP) as a peer-learning experience for mid-career and senior faculty physician and scientist mentors to enhance their skills and leadership in mentoring and create a supportive community of mentors. A planning group representing key administrative, educational, clinical, and research mentorship constituencies designed the nine-month course. Participants met monthly for an hour and a half during lunchtime. Two co-facilitators engaged the diverse group of 16 participants in interactive discussions about cases based on the participants’ experiences. While the co-facilitators discussed with the participants the dyadic mentor-mentee relationship, they specifically emphasized the value of engaging multiple mentors and establishing mentoring networks. In response to post-session and post-course (both immediately and after six months) self-assessments, participants reported substantive gains in their mentoring confidence and effectiveness, experienced a renewed sense of enthusiasm for mentoring, and took initial steps to build a diverse network of mentoring relationships. In this article, the authors describe the rationale, design, implementation, assessment, and ongoing impact of this innovative faculty mentoring leadership program. They also share lessons learned for other institutions that are contemplating developing a similar faculty mentoring program. PMID:23095917

Posttraumatic Stress Disorder and Interpersonal Process in Homeless Veterans Participating in a Peer Mentoring Intervention: Associations With Program Benefit.

PubMed

Van Voorhees, Elizabeth E; Resnik, Linda; Johnson, Erin; O'Toole, Thomas

2018-01-25

Homelessness among veterans has dropped dramatically since the expansion of services for homeless veterans in 2009, and now engaging homeless veterans in existing programs will be important to continuing to make progress. While one promising approach for engaging homeless veterans in care is involving peer mentors in integrated services, posttraumatic stress disorder (PTSD) may diminish the effects of peer mentorship. This mixed methods study examined how interpersonal and emotional processes in homeless veterans with and without PTSD impacted their capacity to engage in relationships with peer mentors. Four focus groups of 5-8 homeless male veterans (N = 22) were drawn from a larger multisite randomized trial. Qualitative analysis identified five primary themes: disconnectedness; anger, hostility, or resentment; connecting with others; positive view of self; and feeling like an outsider. Thematic comparisons between participants with and without a self-reported PTSD diagnosis, and between those who did and did not benefit from the peer mentor program, were validated by using quantitative methods. Disconnectedness was associated with self-reported PTSD diagnosis and with lack of program benefit; feeling like an outsider was associated with program benefit. Results suggest that disruption to the capacity to develop and maintain social bonds in PTSD may interfere with the capacity to benefit from peer mentorship. Social rules and basic strategies for navigating interpersonal relationships may differ somewhat within the homeless community and outside of it; for veterans who feel disconnected from the domiciled community, a formerly homeless veteran peer may serve as a critical "bridge" between the two social worlds. (PsycINFO Database Record (c) 2018 APA, all rights reserved).

Multiple mentoring relationships facilitate learning during fieldwork.

PubMed

Nolinske, T

1995-01-01

Fieldwork provides a means by which students are socialized into their profession and their careers. During Level I and Level II fieldwork, students acquire and apply the knowledge, skills, and attitudes that will enable them to achieve entry-level competence The experiences that students have during Level II fieldwork influence their subsequent career choices. To support these experiences, students form a variety of helping relationships with faculty members, clinicians, peers, family, and friends. This article examines the role and responsibilities of the student as protégé and of the clinical educator as information peer, collegial peer, special peer, and mentor. In light of the challenges faced by most clinicians secondary to health care reform, an alternative to the one-to-one supervision model is presented. The multiple mentoring model of fieldwork supervision has several advantages: (a) fieldwork educators work with students according to their strengths and interests; (b) the model promotes collegiality and clinical reasoning skills because students use each other as resources and observe different fieldwork educators approaching similar situations; and (c) the model allows a fieldwork site to accept more students at one time, while minimizing stress on any one fieldwork educator. A framework defining the functions of the mentor-protégé relationship is provided, with an emphasis on the effect that clinical educators have in their roles as mentors, guides, role models, and teachers who provide opportunities for the student to develop entry-level competency in a chosen profession.

Critical Mentoring Practices to Support Diverse Students in Higher Education: Chicana/Latina Faculty Perspectives

ERIC Educational Resources Information Center

Figueroa, Julie López; Rodriguez, Gloria M.

2015-01-01

This chapter outlines critical practices that emerged from utilizing social justice frameworks to mentor first-generation, underrepresented minority students at the undergraduate to doctoral levels. The mentoring strategies include helping students to reframe instances when faculty and peers unconsciously conflate academic rigor with color-blind…

Mindfulness Practices in Mentoring and Teaching

ERIC Educational Resources Information Center

Trube, Barbara

2017-01-01

Mentoring, including peer mentoring, is a key element of teacher education programs and subsequent teaching practice. In order to share the benefits of mindfulness practices, a faculty member in a state university in the Midwestern United States promoted the practice of mindfulness by teacher candidates enrolled in her courses. As members of a…

Cheerleading and Cynicism of Effective Mentoring in Current Empirical Research

ERIC Educational Resources Information Center

Crutcher, Paul A.; Naseem, Samina

2016-01-01

This article presents the results of a review of current empirical research of effective practices in teacher mentoring. Compiling literature published since 2000 in peer-reviewed journals, we examine arguments for mentoring practices to improve teacher candidate and novice teacher experiences and skills. The emergent "effective"…

Views from inside the "Black Box": A Q-Methodology Study of Mentoring Support for Entrepreneurs

ERIC Educational Resources Information Center

Stanigar, Jennifer Jill

2016-01-01

Aspiring entrepreneurs give and receive support in growth-fostering interactions with seasoned entrepreneurs, mentors, peers, and others. This dissertation investigates viewpoints held by entrepreneurs about their experiences of effective mentoring support. Little is known about how an entrepreneur learns through interacting with different…

Tangled Threads: Mentoring within a Community of Practice

ERIC Educational Resources Information Center

Tarr, Patricia

2010-01-01

Tangled Threads, a case study of a group of women art educators, examines the nature of mentoring relationships within the context of a professional association. Grounded in literature on "community of practice," relational and peer mentoring, and an ethic of care, the study uncovers the complex interconnections between women's professional and…

From Face-to-Face to e-Mentoring: Does the "e" Add Any Value for Mentors?

ERIC Educational Resources Information Center

Shrestha, Celayne Heaton; May, Steve; Edirisingha, Palitha; Burke, Linda; Linsey, Tim

2009-01-01

For many years, face-to-face peer mentoring has been a feature of learning support provided to first-year undergraduate students at one university in the UK. Building on the success of these initiatives, a scheme has been developed at this institution in which first-year undergraduates are mentored by second- and third-year students through a…

The Impact of Peer Mentoring on Mentee Academic Performance: Is Any Mentoring Style Better than No Mentoring at All?

ERIC Educational Resources Information Center

Leidenfrost, Birgit; Strassnig, Barbara; Schütz, Marlene; Carbon, Claus-Christian; Schabmann, Alfred

2014-01-01

Universities frequently offer support programs to assist first-year students with the transition from school to the university. The purpose of this study was to examine the effects of different mentoring styles on mentee academic performance after 1 year and 2 years of study. Participants consisted of 417 psychology students who started their…

Effective Self-Management Interventions for Patients With Lupus: Potential Impact of Peer Mentoring.

PubMed

Williams, Edith M; Egede, Leonard; Faith, Trevor; Oates, James

2017-06-01

Systemic lupus erythematosus (SLE) is associated with significant mortality, morbidity and cost for the individual patient and society. In the United States, African Americans (AAs) have 3-4 times greater prevalence of lupus, risk of developing lupus at an earlier age and lupus-related disease activity, organ damage and mortality compared with whites. Evidence-based self-management interventions that incorporate both social support and health education have reduced pain, improved function and delayed disability among patients with lupus. However, AAs and women are still disproportionately affected by lupus. This article presents the argument that peer mentoring may be an especially effective intervention approach for AA women with SLE. SLE peers with a track record of success in lupus management and have a personal perspective that clinicians often lack. This commonality and credibility can establish trust, increase communication and, in turn, decrease disparities in healthcare outcomes. Copyright © 2017 Southern Society for Clinical Investigation. Published by Elsevier Inc. All rights reserved.

How Mentor Identity Evolves: Findings From a 10-Year Follow-Up Study of a National Professional Development Program.

PubMed

Balmer, Dorene F; Darden, Alix; Chandran, Latha; D'Alessandro, Donna; Gusic, Maryellen E

2018-02-20

Despite academic medicine's endorsement of professional development and mentoring, little is known about what junior faculty learn about mentoring in the implicit curriculum of professional development programs, and how their mentor identity evolves in this context. The authors explored what faculty-participants in the Educational Scholars Program implicitly learned about mentoring and how the implicit curriculum affected mentor identity transformation. Semi-structured interviews with 19 of 36 former faculty-participants were conducted in 2016. Consistent with constructivist grounded theory, data collection and analysis overlapped. The authors created initial codes informed by Ibarra's model for identity transformation, iteratively revised codes based on patterns in incoming data, and created visual representations of relationships amongst codes in order to gain a holistic and shared understanding of the data. In the implicit curriculum, faculty-participants learned the importance of having multiple mentors, the value of peer mentors, and the incremental process of becoming a mentor. The authors used Ibarra's model to understand how the implicit curriculum worked to transform mentor identity: faculty-participants reported observing mentors, experimenting with different ways to mentor and to be a mentor, and evaluating themselves as mentors. The Educational Scholars Program's implicit curriculum facilitated faculty-participants taking on a mentor identity via opportunities it afforded to watch mentors, experiment with mentoring, and evaluate self as mentor, key ingredients for professional identity construction. Leaders of professional development programs can develop faculty as mentors by capitalizing on what faculty-participants learn in the implicit curriculum and deliberately structuring post-graduation mentoring opportunities.

CHILDREN'S RESIDENTIAL EXPOSURE TO CHLORPYRIFOS: APPLICATION OF CPPAES FIELD MEASUREMENTS OF CHLORPYRIFOS AND TCPY WITHIN MENTOR/SHEDS PESTICIDES MODEL

EPA Science Inventory

The comprehensive individual field-measurements on non-dietary exposure collected in the Children's-Post-Pesticide-Application-Exposure-Study (CPPAES) were used within MENTOR/SHEDS-Pesticides, a physically based stochastic human exposure and dose model. In this application, howev...

Supporting Non-School Leaver Students in Their First Year of University Study: Results of a Transition Focused Peer-to-Peer Intensive Mentoring Program Trial

ERIC Educational Resources Information Center

Larkin, Ashleigh; Dwyer, Angela

2016-01-01

This paper discusses the results of an intensive mentoring program trial designed to address retention issues with first year students in Justice degrees. The purpose of the program was to reduce student attrition, specifically for non-school leaver Justice students, by creating a culture of student cooperation and support. In line with previous…

A Stealth Intervention: The GLAMA (Girls! Lead! Achieve! Mentor! Activate!) and BLAST (Boys! Lead! Activate! Succeed Together!) School Connectedness, Peer Leadership and Physical Activity Transition Program

ERIC Educational Resources Information Center

Jenkinson, Kate A.; Naughton, Geraldine; Benson, Amanda C.

2018-01-01

This study investigated the effects of the GLAMA (Girls! Lead! Achieve! Mentor! Activate!) and BLAST (Boys! Lead! Activate! Succeed Together!) controlled 8-week peer-led stealth intervention on school connectedness and physical activity self-efficacy (PASE). The GLAMA and BLAST sessions were conducted during curriculum time in an Australian state…

Interactive Peer Coaching/Mentoring Project for Preparing Teachers of Students with Severe Behavioral Disorders Final Report. Volume 1: Project Narrative and Briefing Papers [and] Volume 2: Appendices.

ERIC Educational Resources Information Center

North Dakota Center for Persons with Disabilities, Minot.

This final report discusses the activities and outcomes of the Interactive Peer Coaching/Mentoring (IPCM) Project, a program designed to prepare teachers of students with severe behavioral disorders (SED) residing in a rural, remote area in North Dakota. The IPCM project was conducted from July 1997 through July 2000 and developed an…

Mentorship in surgical training: current status and a needs assessment for future mentoring programs in surgery.

PubMed

Sinclair, P; Fitzgerald, J E F; Hornby, S T; Shalhoub, J

2015-02-01

Mentoring has been used extensively in the business world to enhance performance and maximise potential. Despite this, there is currently a paucity of literature describing mentoring for surgical trainees. This study examined the current extent of mentoring and investigated future needs to support this. An electronic, 47-item, self-administered questionnaire survey was distributed via national and regional surgical mailing lists and websites through the Association of Surgeons in Training and Specialty Associations in the UK and Republic of Ireland. Overall, 565 fully completed responses were received from trainees in all specialties, grades and training regions. A total of 48.7 % of respondents reported that they have a surgical mentor, with no significant gender difference (p = 0.65). Of respondents, 52.5 % considered their educational supervisor and 45.5 % their current consultant as mentors. Modal duration of mentoring relationships was 1-2 years (24.4 %). A total of 90.2 % of mentors were in the same specialty, 60.7 % in the same hospital, and 88.7 % in the same training region. Mentors covered clinical and professional matters (99.3 %) versus pastoral and non-clinical matters (41.1 %). Mentoring was commonly face to face or via email and not documented (64.7 %). Of the 51.3 % without a mentor, 89.7 % would like a clinical mentor and 51.0 % a pastoral mentor (p < 0.001). Priority mentoring areas included career progression (94.9 %), research (75.2 %), clinical skills (66.9 %) and clinical confidence (58.4 %). A total of 94.3 % would be willing to act as a peer mentor. Only 8.7 % had received mentoring training; 83 % wish to undertake this. Less than half of surgical trainees identified a mentor. The majority want mentoring on professional topics during their training and would additionally be willing to peer-mentor colleagues, although few have received training for this. Despite an identified need, there is currently no structure for organising this and little national provision for mentoring.

Social media interventions to prevent HIV: A review of interventions and methodological considerations.

PubMed

Tso, Lai Sze; Tang, Weiming; Li, Haochu; Yan, H Yanna; Tucker, Joseph D

2016-06-01

Persistent new HIV infections and risky behaviors underscore the need for enhanced HIV prevention. Social media interventions may promote safe sexual behaviors, increase HIV testing uptake, and promote safe injection behaviors. This review discusses how social media interventions tap into the wisdom of crowds through crowdsourcing, build peer-mentored communities, and deliver interventions through social networks. Social media HIV prevention interventions are constrained by ethical issues, low social media usage among some key populations, and implementation issues. Comprehensive measurement of social media interventions to prevent HIV is necessary, but requires further development of metrics.

Social media interventions to prevent HIV: A review of interventions and methodological considerations

PubMed Central

Tso, Lai Sze; Tang, Weiming; Li, Haochu; Yan, H. Yanna; Tucker, Joseph D.

2015-01-01

Persistent new HIV infections and risky behaviors underscore the need for enhanced HIV prevention. Social media interventions may promote safe sexual behaviors, increase HIV testing uptake, and promote safe injection behaviors. This review discusses how social media interventions tap into the wisdom of crowds through crowdsourcing, build peer-mentored communities, and deliver interventions through social networks. Social media HIV prevention interventions are constrained by ethical issues, low social media usage among some key populations, and implementation issues. Comprehensive measurement of social media interventions to prevent HIV is necessary, but requires further development of metrics. PMID:26516632

The women in emergency medicine mentoring program: an innovative approach to mentoring.

PubMed

Welch, Julie L; Jimenez, Heather L; Walthall, Jennifer; Allen, Sheryl E

2012-09-01

Women in medicine report many gender-specific barriers to their career success and satisfaction, including a lack of mentors and role models. The literature calls for innovative strategies to enhance mentorship for women in medicine. To describe the content, perceived value, and ongoing achievements of a mentoring program for women in emergency medicine. The program offered mentoring for female faculty and residents in an academic emergency medicine department. Volunteers participated in group mentoring sessions using a mosaic of vertical and peer mentoring. Sessions focused on topics specific to women in medicine. An anonymous, electronic survey was sent to women who participated during 2004-2010 to assess the perceived value of the program and to collect qualitative feedback. Preliminary achievements fulfilling the program's goals were tracked. A total of 46 women (64%) completed the survey. The results showed a positive perceived value of the program (average, 4.65 on a 5-point Likert scale) in providing mentors and role models (4.41), in offering a supportive environment (4.39), in providing discussions pertinent to both personal (4.22) and professional development (4.22), while expanding networking opportunities (4.07). Notable achievements included work on the creation of a family leave policy, establishing lactation space, collaboration on projects, awards, and academic advancement. This innovative model for mentoring women is perceived as a valuable asset to the academic department and residency. It offers the unique combination of expanding a female mentor pool by recruiting alumni and using a mosaic of vertical and peer mentoring.

How Students, Collaborating as Peer Mentors, Enabled an Audacious Group-Based Project

ERIC Educational Resources Information Center

Bernstein, Jeffrey L.; Abad, Andrew P.; Bower, Benjamin C.; Box, Sara E.; Huckestein, Hailey L.; Mikulic, Steven M.; Walsh, Brian F.

2016-01-01

We discuss how a professor worked with six students to design and implement a complex teaching strategy for a course, and used the students' assistance to create a sustainable model for future iterations of the course.

What Teaching Teaches: Mentoring and the Performance Gains of Mentors

ERIC Educational Resources Information Center

Amaral, Katie E.; Vala, Martin

2009-01-01

A peer mentoring program was added to an introductory chemistry course at a large university. The introductory chemistry course prepares students with little or no previous chemistry background to enter the mainstream general chemistry sequence and is part lecture and part small-group problem-solving. Faculty instructors are responsible for the…

The Role of Mentoring in Fostering Executive Function, Effort, and Academic Self-Concept

ERIC Educational Resources Information Center

Meltzer, Lynn; Basho, Surina; Reddy, Ranjini; Kurkul, Katelyn

2015-01-01

This exploratory study examined the impact of an in-school intervention program that blends peer mentoring with executive function strategy instruction for at-risk learners. More specifically, the study focused on evaluating the effects of the SMARTS Executive Function and Mentoring intervention on students' strategy use, effort, academic…

Effects of a retention intervention program for associate degree nursing students.

PubMed

Fontaine, Karen

2014-01-01

To evaluate the effects of a retention intervention program on nursing students' persistence in obtaining an associate's degree. An associate degree nursing program at a large community college used a three-year grant from the US Department of Labor to create a program to improve retention of nursing students. Seven retention interventions (stipends, learning communities, comprehensive orientation, individualized academic planning, counseling, peer tutoring, and community nurse mentoring) were provided to participants. Correlational analyses were conducted between demographic variables and degree completion and between individual intervention program participation and degree completion. The program produced a statistically significant improvement in retention, but no specific intervention or mixture of interventions was significantly correlated with retention. Retention programs must be comprehensive, integrated efforts in order to increase the degree completion rate.

Promoting Success in the Physical Sciences: The University of Wisconsin's Physics Learning Program

NASA Astrophysics Data System (ADS)

Nossal, S. M.; Jacob, A. T.

2002-05-01

The Physics Learning Program at the University of Wisconsin-Madison provides small group, academic and mentoring support for students enrolled in algebra-based introductory physics courses. Those students accepted into our program are potentially at-risk academically in their physics course or for feeling isolated at the University. They include, among others, students who have not taken high school physics, returning adults, minority students, students with disabilities, and students with English as a second language. A core component of the program is the peer-lead teaching and mentoring groups that match upper level undergraduate physics majors with students potentially at-risk in introductory physics. The tutors receive ongoing training and supervision throughout the year. The program has expanded over the years to include staff tutors, the majority of whom are scientists who seek additional teaching experience. The Physics Peer Mentor Tutor Program is run in collaboration with a similar chemistry program at the University of Wisconsin's Chemistry Learning Center. We will describe our Physics Learning Programs and discuss some of the challenges, successes, and strategies used to work with our tutors and students.

Opinion & Special Articles: Mentoring in neurology

PubMed Central

Lee, Paul R.

2014-01-01

Effective academic mentoring significantly affects a physician's choice of career, academic productivity, and professional trajectory. The mentoring relationship is necessary for the continued success of medical training. It is critical to cultivate a climate in which mentoring can thrive. In order to improve the quality and outcomes of mentoring, we must adopt a comprehensive plan. There are interventions at every level of training that will ensure that the current cohort of neurologists receives the requisite expertise needed to flourish and inspire future trainees. Professional organizations must articulate a comprehensive vision of mentoring. Institutions must create an infrastructure to support mentors. Mentors should work in active partnerships with their mentees to forge sustained, productive relationships. Mentees must actively contribute to their own mentoring. Proper mentorship will ensure a bright future for academic neurology. PMID:24616198

Web-based Cases in Teaching and Learning - the Quality of Discussions and a Stage of Perspective Taking in Asynchronous Communication.

ERIC Educational Resources Information Center

Jarvela, Sanna; Hakkinen, Paivi

2002-01-01

Examines the quality of asynchronous interaction in Web-based conferencing among preservice teachers. The study combines asynchronous conferencing with peer and mentor collaboration to electronically apprentice student learning. Results point out different levels of Web-based discussion: higher-level, progressive, and lower-level discussion. A…

Communities of Practice at an Academic Library: A New Approach to Mentoring at the University of Idaho

ERIC Educational Resources Information Center

Henrich, Kristin J.; Attebury, Ramirose

2010-01-01

The increased focus on interdisciplinarity and collaboration in academia necessitates a re-evaluation of established mentoring practices. This article reviews the literature on traditional and peer mentoring models, explores Communities of Practice (CoP) within learning organizations, and discusses the implementation and evaluation of a CoP at the…

Increasing Leadership Capacity for Senior Women Faculty through Mutual Mentoring

ERIC Educational Resources Information Center

List, Karen; Sorcinelli, Mary Deane

2018-01-01

Mentoring has long been viewed as a powerful means of enhancing the professional success and personal wellbeing of early-career faculty; however, little is known about its benefits for senior faculty. Using data from a peer mentoring community of six senior faculty women in leadership roles at a research university, this study explores the impact…

Benefits of Peer Mentoring to Mentors, Female Mentees and Higher Education Institutions

ERIC Educational Resources Information Center

Kalpazidou Schmidt, Evanthia; Faber, Stine Thidemann

2016-01-01

In this article, we discuss a study of a pilot mentoring program for early career female researchers at a university that addressed the under-representation of female researchers in senior academic positions. Embracing a grounded theory approach, we draw on a design comprising an ex-ante and an ex-post evaluation. We disclose that development…

Productive Tensions in a Cross-Cultural Peer Mentoring Women's Network: A Social Capital Perspective

ERIC Educational Resources Information Center

Esnard, Talia; Cobb-Roberts, Deirdre; Agosto, Vonzell; Karanxha, Zorka; Beck, Makini; Wu, Ke; Unterreiner, Ann

2015-01-01

A growing body of researchers documents the unique barriers women face in their academic career progression and the significance of mentoring networks for advancement of their academic trajectories as faculty. However, few researchers explore the embedded tensions and conflicts in the social processes and relations of mentoring networks, and the…

The Women in Emergency Medicine Mentoring Program: An Innovative Approach to Mentoring

PubMed Central

Welch, Julie L.; Jimenez, Heather L.; Walthall, Jennifer; Allen, Sheryl E.

2012-01-01

Background Women in medicine report many gender-specific barriers to their career success and satisfaction, including a lack of mentors and role models. The literature calls for innovative strategies to enhance mentorship for women in medicine. Objective To describe the content, perceived value, and ongoing achievements of a mentoring program for women in emergency medicine. Methods The program offered mentoring for female faculty and residents in an academic emergency medicine department. Volunteers participated in group mentoring sessions using a mosaic of vertical and peer mentoring. Sessions focused on topics specific to women in medicine. An anonymous, electronic survey was sent to women who participated during 2004–2010 to assess the perceived value of the program and to collect qualitative feedback. Preliminary achievements fulfilling the program's goals were tracked. Results A total of 46 women (64%) completed the survey. The results showed a positive perceived value of the program (average, 4.65 on a 5-point Likert scale) in providing mentors and role models (4.41), in offering a supportive environment (4.39), in providing discussions pertinent to both personal (4.22) and professional development (4.22), while expanding networking opportunities (4.07). Notable achievements included work on the creation of a family leave policy, establishing lactation space, collaboration on projects, awards, and academic advancement. Conclusion This innovative model for mentoring women is perceived as a valuable asset to the academic department and residency. It offers the unique combination of expanding a female mentor pool by recruiting alumni and using a mosaic of vertical and peer mentoring. PMID:23997883

Mentoring staff members as patient safety leaders: the Clarian Safe Passage Program.

PubMed

Rapala, Kathryn

2005-06-01

This article describes a second element of the Synergy Model of Patient Care implemented by Clarian Health Partners of Indiana. The Clarian Safe Passage Program is a unique approach to the promotion of patient safety. In this program, frontline staff nurses are trained to serve as Safe Passage nurses, who are unit-based safety experts. These nurses mentor each other and their peers in acquiring patient safety expertise and promoting a free flow of information to avert actual and potential errors in health care delivery.

Experiential Learning: Perspectives from Undergraduate Peer-Advisors Pursuing Careers in Higher Education

ERIC Educational Resources Information Center

Hutchinson, Anika L.

2017-01-01

The impact of peer-leadership programs on undergraduate students has been studied since the inception of higher education. Programs such as peer-mentoring, peer-counseling, and peer-advising are regularly used within the college environment as there are proven benefits to both student leaders and mentees. However, there is limited content on…

Structured Peer Mentoring: Enhancing Lifelong Learning in Pakistani Universities

ERIC Educational Resources Information Center

Naseem, Nosheen Rachel

2012-01-01

Higher Education in developing countries is frequently restricted to students from privileged backgrounds, especially those from private secondary education. In Pakistan, access to Higher Education, while competitive, is more broadly based, with state universities particularly recruiting students from diverse backgrounds. Just as Widening…

A Multifaceted Mentoring Program for Junior Faculty in Academic Pediatrics.

PubMed

Chen, Mary M; Sandborg, Christy I; Hudgins, Louanne; Sanford, Rania; Bachrach, Laura K

2016-01-01

The departure of physician-scientists from education and research into clinical practice is a growing challenge for the future of academic medicine. Junior faculty face competing demands for clinical productivity, teaching, research, and work-life integration, which can undermine confidence in the value of an academic career. Mentorship is important to foster career development and satisfaction in junior faculty. The goals of this academic pediatrics department were to develop, implement, and evaluate a multifaceted pediatric mentoring program to promote retention and satisfaction of junior faculty. Program elements included one-on-one mentor-mentee meetings, didactic workshops, grant review assistance, and facilitated peer-group mentoring. Program effectiveness was assessed using annual surveys of mentees and structured mentee exit interviews, as well as retention data for assistant professors. The mentees were instructors and assistant professors in the department of pediatrics. Seventy-nine mentees participated in the program from 2007 through 2014. The response rate from seven annual surveys was 84%. Sixty-nine percent of mentees felt more prepared to advance their careers, 81% had a better understanding of the criteria for advancement, 84% were satisfied with the program, and 95% found mentors accessible. Mentees who exited the program reported they most valued the one-on-one mentoring and viewed the experience positively regardless of promotion. Retention of assistant professors improved after initiation of the program; four of 13 hired from 2002 to 2006 left the institution, whereas 18 of 18 hired from 2007 to 2014 were retained. This multifaceted mentoring program appeared to bolster satisfaction and enhance retention of junior pediatric faculty. Mentees reported increased understanding of the criteria for promotion and viewed the program as a positive experience regardless of career path. Individual mentor-mentee meetings were needed at least twice yearly to establish the mentoring relationship. Identifying "next steps" at the end of individual meetings was helpful to hold both parties accountable for progress. Mentees most valued workshops fostering development of tangible skills (such as scientific writing) and those clarifying the criteria for promotion more transparent. Facilitated peer-group mentoring for mentees at the instructor rank provided valuable peer support.

A Multi-faceted Mentoring Program for Junior Faculty in Academic Pediatrics

PubMed Central

Chen, Mary M.; Sandborg, Christy I.; Hudgins, Louanne; Sanford, Rania; Bachrach, Laura K.

2016-01-01

Problem The departure of physician-scientists from education and research into clinical practice is a growing challenge for the future of academic medicine. Junior faculty face competing demands for clinical productivity, teaching, research and work-life integration which can undermine confidence in the value of an academic career. Mentorship is important to foster career development and satisfaction in junior faculty. Intervention The goals of this academic pediatrics department were to develop, implement, and evaluate a multi-faceted pediatric mentoring program to promote retention and satisfaction of junior faculty. Program elements included one-on-one mentor-mentee meetings, didactic workshops, grant review assistance, and facilitated peer-group mentoring. Program effectiveness was assessed using annual surveys of mentees, structured mentee exit interviews as well as retention data for assistant professors. Context The mentees were Instructors and Assistant Professors in the department of pediatrics Outcome Seventy-nine mentees participated in the program from 2007 through 2014. The response rate from seven annual surveys was 84%. Sixty-nine percent of mentees felt more prepared to advance their careers, 81% had a better understanding of the criteria for advancement, 84% were satisfied with the program, and 95% found mentors accessible. Mentees who exited the program reported they most valued the one-on-one mentoring and viewed the experience positively regardless of promotion. Retention of Assistant Professors improved after initiation of the program; 4 of 13 hired from 2002–2006 left the institution whereas 18 of 18 hired from 2007–2014 were retained. Lessons Learned This multi-faceted mentoring program appeared to bolster satisfaction and enhance retention of junior pediatric faculty. Mentees reported increased understanding of the criteria for promotion and viewed the program as a positive experience regardless of career path. Individual mentor-mentee meetings were needed at least twice yearly to establish the mentoring relationship. Identifying “next steps” at the end of individual meetings was helpful to hold both parties accountable for progress. Mentees most valued workshops fostering development of tangible skills (such as scientific writing) and those clarifying the criteria for promotion more transparent. Facilitated peer-group mentoring for mentees at the Instructor rank provided valuable peer support. PMID:27054562

Peer Coaching Through mHealth Targeting Physical Activity in People With Parkinson Disease: Feasibility Study.

PubMed

Colón-Semenza, Cristina; Latham, Nancy K; Quintiliani, Lisa M; Ellis, Terry D

2018-02-15

Long-term engagement in exercise and physical activity mitigates the progression of disability and increases quality of life in people with Parkinson disease (PD). Despite this, the vast majority of individuals with PD are sedentary. There is a critical need for a feasible, safe, acceptable, and effective method to assist those with PD to engage in active lifestyles. Peer coaching through mobile health (mHealth) may be a viable approach. The purpose of this study was to develop a PD-specific peer coach training program and a remote peer-mentored walking program using mHealth technology with the goal of increasing physical activity in persons with PD. We set out to examine the feasibility, safety, and acceptability of the programs along with preliminary evidence of individual-level changes in walking activity, self-efficacy, and disability in the peer mentees. A peer coach training program and a remote peer-mentored walking program using mHealth was developed and tested in 10 individuals with PD. We matched physically active persons with PD (peer coaches) with sedentary persons with PD (peer mentees), resulting in 5 dyads. Using both Web-based and in-person delivery methods, we trained the peer coaches in basic knowledge of PD, exercise, active listening, and motivational interviewing. Peer coaches and mentees wore FitBit Zip activity trackers and participated in daily walking over 8 weeks. Peer dyads interacted daily via the FitBit friends mobile app and weekly via telephone calls. Feasibility was determined by examining recruitment, participation, and retention rates. Safety was assessed by monitoring adverse events during the study period. Acceptability was assessed via satisfaction surveys. Individual-level changes in physical activity were examined relative to clinically important differences. Four out of the 5 peer pairs used the FitBit activity tracker and friends function without difficulty. A total of 4 of the 5 pairs completed the 8 weekly phone conversations. There were no adverse events over the course of the study. All peer coaches were "satisfied" or "very satisfied" with the training program, and all participants were "satisfied" or "very satisfied" with the peer-mentored walking program. All participants would recommend this program to others with PD. Increases in average steps per day exceeding the clinically important difference occurred in 4 out of the 5 mentees. Remote peer coaching using mHealth is feasible, safe, and acceptable for persons with PD. Peer coaching using mHealth technology may be a viable method to increase physical activity in individuals with PD. Larger controlled trials are necessary to examine the effectiveness of this approach. ©Cristina Colón-Semenza, Nancy K Latham, Lisa M Quintiliani, Terry D Ellis. Originally published in JMIR Mhealth and Uhealth (http://mhealth.jmir.org), 15.02.2018.

Peer Coaching Through mHealth Targeting Physical Activity in People With Parkinson Disease: Feasibility Study

PubMed Central

Latham, Nancy K; Quintiliani, Lisa M

2018-01-01

Background Long-term engagement in exercise and physical activity mitigates the progression of disability and increases quality of life in people with Parkinson disease (PD). Despite this, the vast majority of individuals with PD are sedentary. There is a critical need for a feasible, safe, acceptable, and effective method to assist those with PD to engage in active lifestyles. Peer coaching through mobile health (mHealth) may be a viable approach. Objective The purpose of this study was to develop a PD-specific peer coach training program and a remote peer-mentored walking program using mHealth technology with the goal of increasing physical activity in persons with PD. We set out to examine the feasibility, safety, and acceptability of the programs along with preliminary evidence of individual-level changes in walking activity, self-efficacy, and disability in the peer mentees. Methods A peer coach training program and a remote peer-mentored walking program using mHealth was developed and tested in 10 individuals with PD. We matched physically active persons with PD (peer coaches) with sedentary persons with PD (peer mentees), resulting in 5 dyads. Using both Web-based and in-person delivery methods, we trained the peer coaches in basic knowledge of PD, exercise, active listening, and motivational interviewing. Peer coaches and mentees wore FitBit Zip activity trackers and participated in daily walking over 8 weeks. Peer dyads interacted daily via the FitBit friends mobile app and weekly via telephone calls. Feasibility was determined by examining recruitment, participation, and retention rates. Safety was assessed by monitoring adverse events during the study period. Acceptability was assessed via satisfaction surveys. Individual-level changes in physical activity were examined relative to clinically important differences. Results Four out of the 5 peer pairs used the FitBit activity tracker and friends function without difficulty. A total of 4 of the 5 pairs completed the 8 weekly phone conversations. There were no adverse events over the course of the study. All peer coaches were “satisfied” or “very satisfied” with the training program, and all participants were “satisfied” or “very satisfied” with the peer-mentored walking program. All participants would recommend this program to others with PD. Increases in average steps per day exceeding the clinically important difference occurred in 4 out of the 5 mentees. Conclusions Remote peer coaching using mHealth is feasible, safe, and acceptable for persons with PD. Peer coaching using mHealth technology may be a viable method to increase physical activity in individuals with PD. Larger controlled trials are necessary to examine the effectiveness of this approach. PMID:29449201

Pathways of influence in school-based mentoring: The mediating role of parent and teacher relationships☆

PubMed Central

Chan, Christian S.; Rhodes, Jean E.; Howard, Waylon J.; Lowe, Sarah R.; Schwartz, Sarah E.O.; Herrera, Carla

2013-01-01

This study explores the pathways through which school-based mentoring relationships are associated with improvements in elementary and high school students’ socio-emotional, academic, and behavioral outcomes. Participants in the study (N=526) were part of a national evaluation of the Big Brothers Big Sisters school-based mentoring programs, all of whom had been randomly assigned to receive mentoring at their schools over the course of one academic year. Students were assessed at the beginning and end of the school year. The results of structural equation modeling showed that mentoring relationship quality, as measured by the Youth-Centered Relationship scale and the Youth’s Emotional Engagement scale, was significantly associated with positive changes in youths’ relationships with parents and teachers, as measured by subscales of the Inventory of Parent and Peer Attachment, the Teacher Relationship Quality scale, and the Hemingway Measure of Adolescent Connectedness. Higher quality relationships with parents and teachers, in turn, were significantly associated with better youth outcomes, including self-esteem, academic attitudes, prosocial behaviors, and misconduct. The effect sizes of the associations ranged from 0.12 to 0.52. Mediation analysis found that mentoring relationship quality was indirectly associated with some of the outcomes through its association with improved parent and teacher relationships. Implications of the findings for theory and research are discussed. PMID:23375177

Research Ethics in Behavioral Interventions Among Special Populations: Lessons From the Peer Approaches to Lupus Self-Management Study.

PubMed

Faith, Trevor D; Egede, Leonard; Williams, Edith M

2018-02-01

Research involving a homogenous cohort of participants belonging to a special population must make considerations to recruit and protect the subjects. This study analyses the ethical considerations made in the peer approaches to lupus self-management project which pilot tested a peer mentoring intervention for African American women with systemic lupus erythematosus. Considerations made at the outset of the project are described and their justifications and reasoning are given. Through analysis of feedback from a postintervention focus group and mentors' logs, implications on program outcomes and participant satisfaction are discussed. Feedback indicated the importance of recruiting and training capable mentors, consistent contact from study staff to avert adverse events and avert fear or mistrust and careful consideration that must go into the pairing of mentors and mentees. Participant feedback also indicated that sensitive topics must be addressed carefully to prevent distress and dissatisfaction. Applying the lessons learned from this work as well as the considerations that proved successful may improve the contextualization and ethical conduct of behavioral interventions in special populations resulting in improved tailoring and acceptability toward historically underserved individuals. Published by Elsevier Inc.

Effects of Peer Mentoring on Self-Efficacy and Hospital Readmission After Inpatient Rehabilitation of Individuals With Spinal Cord Injury: A Randomized Controlled Trial.

PubMed

Gassaway, Julie; Jones, Michael L; Sweatman, W Mark; Hong, Minna; Anziano, Peter; DeVault, Karen

2017-08-01

To investigate the effect of intensive peer mentoring on patient-reported outcomes of self-efficacy and unplanned hospital readmissions for persons with spinal cord injury/disease (SCI/D) within the first 6 months after discharge from inpatient rehabilitation. Randomized controlled trial. Nonprofit inpatient rehabilitation hospital specializing in care of persons with SCI/D and brain injury. Patients (N=158) admitted to the SCI/D rehabilitation program whose discharge location was a community setting. Participants (51% with paraplegia and 49% with tetraplegia) were 73% white and 77% men, with a mean age of 38 years. Participants in the experimental group received initial consult/introduction with a peer support program liaison and were assigned a peer mentor, who met with the participant weekly throughout the inpatient stay and made weekly contact by phone, e-mail, or in person for 90 days postdischarge. Participants also were encouraged to participate in regularly scheduled peer support activities. Nonexperimental group participants were introduced to peer support and provided services only on request. General Self-efficacy Scale (adapted to SCI/D), project-developed community integration self-efficacy scale, and patient-reported unplanned rehospitalizations. Growth rate for self-efficacy in the first 6 months postdischarge was significantly higher for experimental group participants than nonexperimental group participants. Experimental group participants also had significantly fewer unplanned hospital days. This study provides evidence that individuals receiving intensive peer mentoring during and after rehabilitation for SCI/D demonstrate greater gains in self-efficacy over time and have fewer days of unplanned rehospitalization in the first 180 days postdischarge. More research is needed to examine the long-term effects of this intervention on health care utilization and the relation between improved health and patient-reported quality of life outcomes. Copyright © 2016 American Congress of Rehabilitation Medicine. Published by Elsevier Inc. All rights reserved.

Improving Transition to Employment for Youth With Physical Disabilities: Protocol for a Peer Electronic Mentoring Intervention

PubMed Central

Stinson, Jennifer; Stergiou-Kita, Mary; Leck, Joanne

2017-01-01

Background Although youth with disabilities have much to gain from employment readiness programs, they are often excluded from or have limited access to vocational programs. One encouraging approach to address gaps in vocational programming is through peer electronic mentoring (e-mentoring), which may facilitate a smoother transition to adulthood by offering support to enhance coping skills. Despite the increase in online communities, little is known about their impact on vocational mentoring for youth with physical disabilities and their parents. Objective The aim of this paper is to develop, implement, and assess the feasibility of an online peer mentor employment readiness intervention for youth with physical disabilities and their parents to improve their self-determination, career maturity, and social support compared to controls. Methods A mixed-methods feasibility randomized controlled trial (RCT) design will be conducted to develop and assess the feasibility, acceptability, and initial efficacy of the “Empowering Youth Towards Employment” intervention. Youth (aged 15 to 25) with physical disabilities and their parents will be randomly assigned to a control or experimental group (4-week, interactive intervention, moderated by peer mentors). Results Data collection is in progress. Planned analyses include pre-post measures to determine the impact of the intervention on self-determination, career maturity, and social support. A qualitative thematic analysis of the discussion forums will complement the surveys to better understand why certain outcomes may have occurred. Conclusions Our intervention includes evidence-informed content and was co-created by a multi-disciplinary group of researchers and knowledge users. It has the potential for widespread implications as a cost-effective resource to supplement educational and vocational programming for youth with disabilities. Trial Registration Clinicaltrials.gov NCT02522507; https://clinicaltrials.gov/ct2/show/NCT02522507 (Archived by WebCite at http://www.webcitation.org/6uD58Pvjc) PMID:29146566

Improving Transition to Employment for Youth With Physical Disabilities: Protocol for a Peer Electronic Mentoring Intervention.

PubMed

Lindsay, Sally; Stinson, Jennifer; Stergiou-Kita, Mary; Leck, Joanne

2017-11-16

Although youth with disabilities have much to gain from employment readiness programs, they are often excluded from or have limited access to vocational programs. One encouraging approach to address gaps in vocational programming is through peer electronic mentoring (e-mentoring), which may facilitate a smoother transition to adulthood by offering support to enhance coping skills. Despite the increase in online communities, little is known about their impact on vocational mentoring for youth with physical disabilities and their parents. The aim of this paper is to develop, implement, and assess the feasibility of an online peer mentor employment readiness intervention for youth with physical disabilities and their parents to improve their self-determination, career maturity, and social support compared to controls. A mixed-methods feasibility randomized controlled trial (RCT) design will be conducted to develop and assess the feasibility, acceptability, and initial efficacy of the "Empowering Youth Towards Employment" intervention. Youth (aged 15 to 25) with physical disabilities and their parents will be randomly assigned to a control or experimental group (4-week, interactive intervention, moderated by peer mentors). Data collection is in progress. Planned analyses include pre-post measures to determine the impact of the intervention on self-determination, career maturity, and social support. A qualitative thematic analysis of the discussion forums will complement the surveys to better understand why certain outcomes may have occurred. Our intervention includes evidence-informed content and was co-created by a multi-disciplinary group of researchers and knowledge users. It has the potential for widespread implications as a cost-effective resource to supplement educational and vocational programming for youth with disabilities. Clinicaltrials.gov NCT02522507; https://clinicaltrials.gov/ct2/show/NCT02522507 (Archived by WebCite at http://www.webcitation.org/6uD58Pvjc). ©Sally Lindsay, Jennifer Stinson, Mary Stergiou-Kita, Joanne Leck. Originally published in JMIR Research Protocols (http://www.researchprotocols.org), 16.11.2017.

Reading, writing, and having babies: a nurturing alternative school program.

PubMed

Spear, Hila J

2002-10-01

This ethnographic study, a component of another study that examined the lived experiences of a small group of pregnant teenagers, focused on the social and learning environment of an alternative school program for pregnant and parenting female adolescents, aged 13 to 19. Field notes, participant observation, group discussion, and informal conversational data were gathered over a 16-week period. Analysis of the data revealed four major themes: nurture and positive regard, sisterhood and belonging, mentoring and sense of family, and proactive learning environment and academic pride. The girls who attended the program developed close relationships with their peers and teachers. Many of them experienced academic success for the first time and reported that pregnancy and impending motherhood motivated them to do better in school. Recommendations for a more comprehensive school-based approach to meeting the needs of pregnant and parenting teens are made, particularly after the babies are born.

One Mentor or Two: An Instrumental Case Study of Strategic Collaboration and Peer Mentoring

ERIC Educational Resources Information Center

Wasburn, Mara H.

2008-01-01

This instrumental case study investigates the use of a team mentoring approach in a first-year seminar, which was created in response to concerns about first-year student attrition. The seminar was developed in the department of Organizational Leadership at Purdue University--West Lafayette in 2004. The aims of the course were to familiarize…

A Sophomore-to-Junior Mentoring Program that Works: The SAM Program at the University of Texas Pan American

ERIC Educational Resources Information Center

Reyes, Maria Elena

2012-01-01

In an effort to increase the retention rates of college sophomores in a Hispanic Serving Institution in south Texas, university administrators created and implemented a successful peer mentoring model, the Sophomore Academic Mentoring (SAM) Program. Results suggest that the program has contributed to an increase in retention for second year,…

Peer-mentoring Program during the Preclinical Years of Medical School at Bonn University: a Project Description.

PubMed

Lapp, Hendrik; Makowka, Philipp; Recker, Florian

2018-01-01

Introduction: To better prepare young medical students in a thorough and competent manner for the ever increasing clinical, scientific, as well as psychosocial requirements, universities should enable a close, personal transfer of experience and knowledge. Structured mentoring programs are a promising approach to incorporate clinical subjects earlier into the preclinical training. Such a mentoring program facilitates the prioritization of concepts from a broad, theory-heavy syllabus. Here we report the experiences and results of the preclinical mentoring program of Bonn University, which was introduced in the winter semester of 2012/2013. Project desciption: The program is characterized by the concept of peer-to-peer teaching during the preclinical semesters of medical school. Regular, voluntary course meetings with different clinical case examples provide students the opportunity to apply knowledge acquired from the basic science curricula; furthermore, a personal contact for advice and support is ensured. Thus, an informal exchange of experiences is made possible, which provides to the students motivational and learning aids, in particular for the oral examination at the end of the premedical semesters as well as for other examinations during medical school. Results: Over the course of the preceding three years the number of participants and the interest in the program grew steadily. The analysis of collected evaluations confirms very good communication between mentors and students (>80%), as well as consistently good to very good quality and usefulness in terms of the mentors' subject-specific and other advice. The overall final evaluation of the mentoring program was always good to very good (winter semester: very good 64.8±5.0%, good 35.2±5.0%, summer semester: very good 83.9±7.5%, good 16.1±7.5%) Summary: In summary, it has been shown that the mentoring program had a positive impact on the development, education and satisfaction of students beginning their preclinical semesters at Bonn University.

'Students-as-partners' scheme enhances postgraduate students' employability skills while addressing gaps in bioinformatics education.

PubMed

Mello, Luciane V; Tregilgas, Luke; Cowley, Gwen; Gupta, Anshul; Makki, Fatima; Jhutty, Anjeet; Shanmugasundram, Achchuthan

2017-01-01

Teaching bioinformatics is a longstanding challenge for educators who need to demonstrate to students how skills developed in the classroom may be applied to real world research. This study employed an action research methodology which utilised student-staff partnership and peer-learning. It was centred on the experiences of peer-facilitators, students who had previously taken a postgraduate bioinformatics module, and had applied knowledge and skills gained from it to their own research. It aimed to demonstrate to peer-receivers, current students, how bioinformatics could be used in their own research while developing peer-facilitators' teaching and mentoring skills. This student-centred approach was well received by the peer-receivers, who claimed to have gained improved understanding of bioinformatics and its relevance to research. Equally, peer-facilitators also developed a better understanding of the subject and appreciated that the activity was a rare and invaluable opportunity to develop their teaching and mentoring skills, enhancing their employability.

‘Students-as-partners’ scheme enhances postgraduate students’ employability skills while addressing gaps in bioinformatics education

PubMed Central

Mello, Luciane V.; Tregilgas, Luke; Cowley, Gwen; Gupta, Anshul; Makki, Fatima; Jhutty, Anjeet; Shanmugasundram, Achchuthan

2017-01-01

Abstract Teaching bioinformatics is a longstanding challenge for educators who need to demonstrate to students how skills developed in the classroom may be applied to real world research. This study employed an action research methodology which utilised student–staff partnership and peer-learning. It was centred on the experiences of peer-facilitators, students who had previously taken a postgraduate bioinformatics module, and had applied knowledge and skills gained from it to their own research. It aimed to demonstrate to peer-receivers, current students, how bioinformatics could be used in their own research while developing peer-facilitators’ teaching and mentoring skills. This student-centred approach was well received by the peer-receivers, who claimed to have gained improved understanding of bioinformatics and its relevance to research. Equally, peer-facilitators also developed a better understanding of the subject and appreciated that the activity was a rare and invaluable opportunity to develop their teaching and mentoring skills, enhancing their employability. PMID:29098185

Perceived Usefulness of a Strategy-Based Peer Annotation System for Improving Academic Reading Comprehension

ERIC Educational Resources Information Center

Chen, I-Jung; Chen, Wen-Chun

2016-01-01

This study examines the enhancing effect of peer annotation on the academic English reading of nonnative-Englishspeaking graduate students. To facilitate peer collaboration, the present study included the development of a strategybased online reading system. Through peer annotation, the students not only achieved enhanced reading comprehension but…

A systematic review of peer mentoring interventions for people with traumatic brain injury.

PubMed

Morris, Richard Pg; Fletcher-Smith, Joanna C; Radford, Kathryn A

2017-08-01

This systematic review sought evidence concerning the effectiveness of peer mentoring for people with traumatic brain injury. Fourteen electronic databases were searched, including PsycINFO, MEDLINE, CINAHL, EMBASE and the Cochrane Library, from inception to September 21 2016. Ten grey literature databases, PROSPERO, two trials registers, reference lists and author citations were also searched. Studies which employed a model of one-to-one peer mentoring between traumatic brain injury survivors were included. Two reviewers independently screened all titles and abstracts before screening full texts of shortlisted studies. A third reviewer resolved disagreements. Two reviewers independently extracted data and assessed studies for quality and risk of bias. The search returned 753 records, including one identified through hand searching. 495 records remained after removal of duplicates and 459 were excluded after screening. Full texts were assessed for the remaining 36 studies and six met the inclusion criteria. All were conducted in the United States between 1996 and 2012 and employed a variety of designs including two randomised controlled trials. A total of 288 people with traumatic brain injury participated in the studies. No significant improvements in social activity level or social network size were found, but significant improvements were shown in areas including behavioural control, mood, coping and quality of life. There is limited evidence for the effectiveness of peer mentoring after traumatic brain injury. The available evidence comes from small-scale studies, of variable quality, without detailed information on the content of sessions or the 'active ingredient' of the interventions.

The Roles of Self-Disclosure, Modesty, and Self-Monitoring in the Mentoring Relationship: A Longitudinal Multi-Source Investigation

ERIC Educational Resources Information Center

Blickle, Gerhard; Schneider, Paula B.; Perrewe, Pamela L.; Blass, Fred R.; Ferris, Gerald R.

2008-01-01

Purpose: The purpose of this study was to investigate the role of protege self-presentation by self-disclosure, modesty, and self-monitoring in mentoring. Design/methodology/approach: This study used three data sources (i.e. employees, peers, and mentors) and a longitudinal design over a period of two years. Findings: Employee self-disclosure and…

Providing Feedback, Orientation and Opportunities for Reflection as Key Elements for Successful Mentoring Programs: Reviewing a Program for Future Business Education Teachers

ERIC Educational Resources Information Center

Riebenbauer, Elisabeth; Dreisiebner, Gernot; Stock, Michaela

2017-01-01

The introduction to teaching is critical for novice teachers. Near the end of their master's program, students of Business Education and Development in Austria spend one semester at an assigned school. They are introduced to teaching, while being assisted by peer students, mentoring teachers, and a companion course. Mentors receive special…

Engaging Students in Learning: An Application with Quantitative Psychology

ERIC Educational Resources Information Center

Harlow, Lisa L.; Burkholder, Gary J.; Morrow, Jennifer A.

2006-01-01

In response to calls for more engaging and interactive pedagogy, we simultaneously implemented 4 rousing learning activities: peer-mentored learning, student reports of what was clear (or not) from a previous lecture, consult corners where student groups provided course-informed solutions to problem-based scenarios, and applied projects presented…

The Effects of Peer Tutoring on the Reading Comprehension Performance of Secondary Students with Disabilities: A Systematic Review

ERIC Educational Resources Information Center

Alzahrani, Turkey; Leko, Melinda

2018-01-01

The purposes of this review were to examine the effects of peer tutoring models on the reading comprehension performance of secondary students with disabilities and to provide evidence of the extent to which peer tutoring can be considered an evidence-based practice (EBP) for improving reading comprehension performance among secondary students…

SPED 590 Peer Coaching Seminar: An Online Course about Peer Coaching.

ERIC Educational Resources Information Center

Askvig, Brent A.; Garnes, Lori

This manual presents an online course about peer coaching derived from the Interactive Peer Coaching/Mentoring (IPCM) Project, a program designed to prepare teachers of students with severe behavioral disorders residing in a rural, remote area in North Dakota. The IPCM project was conducted from July 1997 through July 2000 and developed an…

Opportunities and Design Considerations for Peer Support in a Hospital Setting.

PubMed

Haldar, Shefali; Mishra, Sonali R; Khelifi, Maher; Pollack, Ari H; Pratt, Wanda

2017-05-01

Although research has demonstrated improved outcomes for outpatients who receive peer support-such as through online health communities, support groups, and mentoring systems-hospitalized patients have few mechanisms to receive such valuable support. To explore the opportunities for a hospital-based peer support system, we administered a survey to 146 pediatric patients and caregivers, and conducted semi-structured interviews with twelve patients and three caregivers in a children's hospital. Our analysis revealed that hospitalized individuals need peer support for five key purposes: (1) to ask about medical details-such as procedures, treatments, and medications; (2) to learn about healthcare providers; (3) to report and prevent medical errors; (4) to exchange emotional support; and (5) to manage their time in the hospital. In this paper, we examine these themes and describe potential barriers to using a hospital-based peer support system. We then discuss the unique opportunities and challenges that the hospital environment presents when designing for peer support in this setting.

Real-Time Peer Review: An Innovative Feature to an Evidence-Based Practice Conference

PubMed Central

Eldredge, Jonathan D.; Phillips, Holly E.; Kroth, Philip J.

2013-01-01

Many health sciences librarians as well as other professionals attend conferences on a regular basis. This study sought to link an innovative peer review process of presented research papers to long-term conference outcomes in the peer-reviewed professional journal literature. An evidence-based conference included a proof-of-concept study to gauge the long-term outcomes from research papers presented during the program. Real-time peer review recommendations from the conference were linked to final versions of articles published in the peer-reviewed literature. The real-time peer review feedback served as the basis for further mentoring to guide prospective authors toward publishing their research results. These efforts resulted in the publication of two of the four research papers in the peer-viewed literature. A third presented paper appeared in a blog because the authors wanted to disseminate their findings more quickly than through the journal literature. The presenters of the fourth paper never published their study. Real-time peer review from this study can be adapted to other professional conferences that include presented research papers. PMID:24180649

Mentoring Interventions and the Impact of Protective Assets on the Reproductive Health of Adolescent Girls and Young Women.

PubMed

Plourde, Kate F; Ippoliti, Nicole B; Nanda, Geeta; McCarraher, Donna R

2017-08-01

Adolescent girls and young women (AGYW) are disproportionately affected by HIV and AIDS and other negative reproductive health (RH) outcomes. Emerging evidence suggests that programs to build AGYW's assets can help reduce their vulnerability to poor RH. Mentoring interventions have demonstrated a positive impact on a variety of youth development outcomes, including the protective assets needed to circumvent poor RH outcomes. The purpose of this review was to understand the types of mentoring programs for AGYW that have demonstrated effectiveness in improving protective assets, and/or, RH knowledge, intentions, behaviors, or outcomes themselves. Interventions were identified through an electronic search of the peer-reviewed and the gray literature. Studies were excluded in stages based on reviews of titles, abstracts, and full text. A review of 491 publications yielded a total of 19 articles that were included in the final review. The majority of the publications examined the impact of the one-to-one mentoring model in the United States. However, a good proportion examined the impact of both one-on-one and group-based interventions globally. The few interventions that followed a group-based model demonstrated more promise; evaluations of this model demonstrated a positive impact on RH knowledge and behavior, academic achievement, financial behavior, and social networks, as well as reductions in the experience of violence. Group-based mentoring programs demonstrated the most promise in building AGYW's protective assets and improving their RH outcomes. The most successful interventions consisted of multiple components, including mentoring, that sought to directly improve AGYW's protective assets and met with more frequency over a longer duration. Despite the promising evidence, more research is needed to better understand the relationship between assets and RH; the characteristics of successful mentoring programs; and the influence mentoring alone has on RH outcomes, versus mentoring as part of a larger RH program. Copyright © 2017 Society for Adolescent Health and Medicine. All rights reserved.

Operational research training: the course and beyond

PubMed Central

Harries, A. D.; Reid, A. J.; Edginton, M.; Hinderaker, S. G.; Satyanarayana, S.; Enarson, D. A.; Zachariah, R.

2012-01-01

Insufficient operational research (OR) is generated within programmes and health systems in low- and middle-income countries, partly due to limited capacity and skills to undertake and publish OR in peer-reviewed journals. To address this, a three-module course was piloted by the International Union Against Tuberculosis and Lung Disease and Médecins Sans Frontières in 2009–2010, with 12 participants. Five received mentorship and financial support as OR Fellows. Eleven of 12 participants submitted a paper to a peer-reviewed journal within 4 weeks of the end of the course. Evaluation shows that participants continued OR activities beyond the course. During the subsequent year, they submitted and/or published 19 papers, made 10 posters and/or presentations, and many participated in training, mentoring and/or paper reviewing. Some described changes in policy and practice influenced by their research, and changes in their organisation’s approach to OR. They provided recommendations for improving and expanding OR. We conclude that participants can, with certain enabling conditions, take research questions through to publication, use skills gained to undertake and promote OR thereafter and contribute to improvement in policy and practice. An internet-based network will provide participants and graduates with a platform for collection of course outcomes and ongoing mentor- and peer-based support, resources and incentives. PMID:26392960

Faculty Mentoring Practices in Academic Emergency Medicine.

PubMed

Welch, Julie; Sawtelle, Stacy; Cheng, David; Perkins, Tony; Ownbey, Misha; MacNeill, Emily; Hockberger, Robert; Rusyniak, Daniel

2017-03-01

Mentoring is considered a fundamental component of career success and satisfaction in academic medicine. However, there is no national standard for faculty mentoring in academic emergency medicine (EM) and a paucity of literature on the subject. The objective was to conduct a descriptive study of faculty mentoring programs and practices in academic departments of EM. An electronic survey instrument was sent to 135 department chairs of EM in the United States. The survey queried faculty demographics, mentoring practices, structure, training, expectations, and outcome measures. Chi-square and Wilcoxon rank-sum tests were used to compare metrics of mentoring effectiveness (i.e., number of publications and National Institutes of Health [NIH] funding) across mentoring variables of interest. Thirty-nine of 135 departments completed the survey, with a heterogeneous mix of faculty classifications. While only 43.6% of departments had formal mentoring programs, many augmented faculty mentoring with project or skills-based mentoring (66.7%), peer mentoring (53.8%), and mentoring committees (18%). Although the majority of departments expected faculty to participate in mentoring relationships, only half offered some form of mentoring training. The mean number of faculty publications per department per year was 52.8, and 11 departments fell within the top 35 NIH-funded EM departments. There was an association between higher levels of perceived mentoring success and both higher NIH funding (p = 0.022) and higher departmental publications rates (p = 0.022). In addition, higher NIH funding was associated with mentoring relationships that were assigned (80%), self-identified (20%), or mixed (22%; p = 0.026). Our findings help to characterize the variability of faculty mentoring in EM, identify opportunities for improvement, and underscore the need to learn from other successful mentoring programs. This study can serve as a basis to share mentoring practices and stimulate conversation around strategies to improve faculty mentoring in EM. © 2016 by the Society for Academic Emergency Medicine.

An Added Layer of Support: Introducing a Heterarchical Peer Mentoring Intervention to a Preservice Science Teacher Education Cohort

NASA Astrophysics Data System (ADS)

Neesemann, Lisa Ann

In an effort to support preservice science teachers during their concurrent student teaching experiences and masters coursework, I created and implemented a Peer Mentoring Intervention to add an additional layer of support to those most traditionally curated. In this intervention, preservice secondary science teachers were paired into heterarchical (as contrasted with hierarchical) mentoring groups, instructed in norms of collaboration and given class time to work as dyads offering support and feedback to one another. During the three-semester span of the intervention data was collected in many forms, such as prompted journal entries, course assignments and semi-structured interviews. Qualitative findings are reported and the case study of one dyad is also presented. Findings included concerns and solutions regarding relating to the assigned peer, developing academic and organizational skills, navigating and learning to appreciate different layers of support, a deeper level of reflection, varying levels of commitment to social justice, and realized self-efficacy. Next steps include refining and implementing the program with a new cohort of students as well as following the participants as they move forward in their teaching careers as well as rethinking the role of mentorship to realize equality among members and challenge the traditionally established hierarchies in mentor relationships.

Peer Coaching: Principals Learning from Principals. Pairing Novice and Experienced Principals Provides Both with Opportunities To Promote Reflective Thinking In Their Decision-Making

ERIC Educational Resources Information Center

Rich, Robert A.; Jackson, Sherion H.

2005-01-01

Unlike mentoring relationships, peer coaching is a voluntary partnership that uses reflections of past experiences to influence decision-making. The authors provide a step-by-step guide for establishing and maintaining peer-coaching partnerships.

Developing Peer Supports for College Students with Intellectual and Developmental Disabilities

ERIC Educational Resources Information Center

Griffin, Megan M.; Wendel, Kelly F.; Day, Tammy L.; McMillan, Elise D.

2016-01-01

Many postsecondary education programs for students with intellectual and developmental disabilities (IDD) provide support to these students by matching them with peer mentors. Though this practice is widely used, the scholarly literature offers little information about successful peer support models in higher education settings. To address this…

Humanizing the High School: The Power of Peers.

ERIC Educational Resources Information Center

Stader, David L.; Gagnepain, F. J.

2000-01-01

Discusses what high schools can do to improve student relationships, highlighting a St. Louis area school's efforts to develop peer-mentoring and peer-mediation programs. Offers guidelines to help other schools develop a school culture that promotes caring, teaches constructive conflict resolution, and reduces potential for violence. (MLH)

The Changing Faces of Mentorship: Application of a Developmental Network Framework in a Health Services Research Career Development Program

PubMed Central

Finney, John W.; Bi, Xiaoyu; Maisel, Natalya C.; Hayashi, Ko P.; Weitlauf, Julie C.; Cronkite, Ruth C.

2015-01-01

Abstract Historically, mentorship has been conceived of as a dyadic relationship between a senior mentor and an early‐career investigator. Models involving multiple mentors have gained favor in recent years, but empirical research on multiple‐mentor models has been lacking. The current work aims to fill this gap by describing a long‐standing health services research mentoring program at the U.S. Department of Veterans Affairs which has adopted a network‐based approach to mentoring. As part of a broader project, we surveyed VA HSR&D Career Development Awardees who received an award between 2000 and 2012. In total, 133 awardees participated (84%). Awardees reported on the structure of mentoring relationships with their two most influential mentors. Awardees were mentored by teams consisting of one to five mentors (M = 2.7 mentors). Most often, one mentor served as primary mentor while one or more mentors played a supporting role. In most cases, an awardee‘s primary mentor was co‐located with the awardee, with fewer secondary mentors co‐located. More recently funded CDAs had more mentors and were less likely to be co‐located with secondary mentors. The VA HSR&D CDA program incorporates current thinking about Developmental Network models of mentorship into a comprehensive program providing a rich mentorship experience for its awardees. PMID:26663417

Mentoring Literacy Professionals: Continuing the Spirit of CRA/ALER after 50 Years. The Thirty-First Yearbook: A Doubled Peer Reviewed Publication of the College Reading Association

ERIC Educational Resources Information Center

Szabo, Susan, Ed.; Sampson, Mary Beth, Ed.; Foote, Martha M., Ed.; Falk-Ross, Francine, Ed.

2010-01-01

This volume is a milestone year for the Yearbook, the conference, and the College Reading Association (CRA). At this conference, CRA celebrated its 50th year. The title of this thirty-first yearbook mirrors the theme of the 2008 conference--"Mentoring Literacy Professionals for 50 Years." The title "Mentoring Literacy Professionals:…

From Dissertation Defense to Dissemination: Jump Start Your Academic Career With a Scholar Mentor Group.

PubMed

Lehna, Carlee; Hermanns, Melinda; Monsivais, Diane B; Engebretson, Joan

2016-01-01

The dissertation provides an excellent source of scholarly productivity for new doctoral faculty, yet is often neglected because of the demands inherent in the faculty role. The purpose of this paper is to present a case study of a scholar mentor group composed of three graduates of a PhD nursing program and their shared dissertation chair, who acted as a senior scholar mentor to the group. By working together, we have been able to enhance our scholarly productivity by disseminating our dissertations through presentations and publications. The paper will present the evolving process of this working group, summarize outcomes, analyze the challenges, and provide suggestions for future doctoral students and faculty who are working with them. Our experience and scholar mentor model captures the best of both worlds-the benefits of interaction with academic peers and the benefits of having a senior scholar mentor. This was accomplished while all members were at different schools in different cities and states. Although other literatures that document successful collaborations using a peer-mentorship model are available, we were unable to locate any that documents a post-doctoral group with a senior scholar mentor who continued working together after graduation. © 2015 Wiley Periodicals, Inc.

A trait based approach to defining valued mentoring qualities

NASA Astrophysics Data System (ADS)

Pendall, E.

2012-12-01

Graduate training in the sciences requires strong personal interactions among faculty, senior lab members and more junior members. Within the lab-group setting we learn to frame problems, to conduct research and to communicate findings. The result is that individual scientists are partly shaped by a few influential mentors. We have all been influenced by special relationships with mentors, and on reflection we may find that certain qualities have been especially influential in our career choices. In this presentation I will discuss favorable mentoring traits as determined from an informal survey of scientists in varying stages of careers and from diverse backgrounds. Respondents addressed questions about traits they value in their mentors in several categories: 1) personal qualities such as approachability, humor and encouragement; background including gender, ethnicity, and family status; 2) scientific qualities including discipline or specialization, perceived stature in discipline, seniority, breadth of perspective, and level of expectations; and 3) community-oriented qualities promoted by mentors, such as encouraging service contributions and peer-mentoring within the lab group. The results will be compared among respondents by gender, ethnicity, stage of career, type of work, and subdiscipline within the broadly defined Biogeoscience community. We hope to contribute to the growing discussion on building a diverse and balanced scientific workforce.

Virtual Mentorship Network to Address the Rural Shortage of Mental Health Providers.

PubMed

Keeler, Heidi; Sjuts, Tara; Niitsu, Kosuke; Watanabe-Galloway, Shinobu; Mackie, Paul Force-Emery; Liu, Howard

2018-06-01

The process of identifying effective responses to the challenges of placing and retaining a rural behavioral health workforce remains elusive. The Virtual Mentorship Network was developed to test the feasibility of using distance technology to connect rural students interested in mental health careers with mentors. In Year 1, college and high school students were virtually mentored using a near-peer approach both live and asynchronously as a cohort over 7 months. In Year 2, college students only were virtually intensely mentored live over 1 month. High school students were asynchronously provided with informational videos produced by mentors. Program benefits were measured using the Mentoring Functions Questionnaire, and an activity satisfaction survey captured student response to the content and delivery methods. Retrospective analysis of Years 1 and 2 mentoring and satisfaction variables mean differences was performed and overall feasibility assessed. Mentoring Functions Questionnaire scores, overall interaction, and reported satisfaction significantly improved in Year 2 over Year 1. These data suggest that distance mentoring is a feasible option, but that the near-peer benefits of virtually mentoring high school and college students together are overshadowed by different mentoring needs expressed for each group. High school students expressed needs for basic information about career possibilities, whereas college student needs are specific to achieving career goals. Shorter mentoring sessions may be more sustainable long-term and focus limited mentoring resources. This project may serve as a professional pipeline model for others who face a critical shortage of mental health providers. This article is part of a supplement entitled The Behavioral Health Workforce: Planning, Practice, and Preparation, which is sponsored by the Substance Abuse and Mental Health Services Administration and the Health Resources and Services Administration of the U.S. Department of Health and Human Services. Copyright © 2018 American Journal of Preventive Medicine. Published by Elsevier Inc. All rights reserved.

Exploring deliberate mentoring approaches aimed at improving the recruitment and persistence of undergraduate women in the geosciences

NASA Astrophysics Data System (ADS)

Pollack, I. B.; Adams, A. S.; Barnes, R.; Bloodhart, B.; Bowker, C.; Burt, M. A.; Clinton, S. M.; Godfrey, E.; Henderson, H.; Hernandez, P. R.; Sample McMeeking, L. B.; Sayers, J.; Fischer, E. V.

2016-12-01

In fall 2015, an interdisciplinary team with expertise in the geosciences, psychology, education, and STEM persistence began a five-year longitudinal project focused on understanding whether a multi-part mentoring program can increase the persistence of undergraduate women in the geosciences. The program focuses on mentoring 1st and 2nd year female undergraduate students from five universities in Colorado and Wyoming and four universities in North and South Carolina, and includes a weekend workshop, mentoring by professional women across geoscience fields, and both in-person and virtual peer networks. In fall 2015, we recruited 85 students from both regions into cohort 1 as well as a propensity score matched group of 255 female students that did not participate in the program. An equal or greater number of students are anticipated for cohort 2 from recruitment in fall 2016. Both cohorts will have attended weekend-long workshops (cohort 1 in October 2015, and cohort 2 in October 2016), which aimed to introduce students to various careers and lifestyles of those working in the geosciences, guide students through their strengths and interests, and address gender biases that students may face. Early analyses indicate that students who are interested in participating in the program are more likely to reject stereotypes and beliefs that the sciences are masculine, and to see science as being compatible with benefitting society. The web-platform (http://geosciencewomen.org/), designed to enable peer-mentoring and provide resources, was launched in fall 2015 and is used by both cohorts. We will present an overview of the major components of the program, early findings from focus group and survey-based feedback from participants, and discuss lessons learned during 2015 that were applied to 2016.

Virtual Instruction: A Qualitative Research Laboratory Course

ERIC Educational Resources Information Center

Stadtlander, Lee M.; Giles, Martha J.

2010-01-01

Online graduate programs in psychology are becoming common; however, a concern has been whether instructors in the programs provide adequate research mentoring. One issue surrounding research mentoring is the absence of research laboratories in the virtual university. Students attending online universities often do research without peer or lab…

Cross-Level Peer Mentoring

ERIC Educational Resources Information Center

Goel, Sanjay

2011-01-01

With increasing demand for engineering education in India, universities and colleges are finding it increasingly difficult to build enough faculty capacity to provide a long term individual attention to all students. A few hours of weekly engagement of senior students in mentoring junior students can greatly supplement faculty efforts to enhance…

Companeros: High school students mentor middle school students to address obesity among Hispanic adolescents

USDA-ARS?s Scientific Manuscript database

Promotoras, Hispanic community health workers, are frequently employed to promote health behavioral change with culturally bound Hispanic lifestyle behaviors. Peer health mentors have been used in schools to promote healthy nutrition and physical activity behaviors among students. This study investi...

Bridging the Otolaryngology Peer Review Knowledge Gap: A Call for a Residency Development Program.

PubMed

Schmalbach, Cecelia E

2016-07-01

Current otolaryngology literature and future scientific direction rely heavily on a rigorous peer review process. Just as manuscripts warrant thoughtful review with constructive feedback to the authors, the same can be said for critiques written by novice peer reviewers. Formal scientific peer review training programs are lacking. Recognizing this knowledge gap, Otolaryngology-Head and Neck Surgery is excited to offer its new Resident Reviewer Development Program. All otolaryngology residents who are postgraduate year 2 and above and in excellent academic standing are eligible to participate in this mentored program, during which they will conduct 6 manuscript reviews under the direction of a seasoned reviewer in his or her subspecialty area of interest. By completing reviews alongside a mentor, participants gain the required skills to master the peer review process-a first step that often leads to journal editorial board and associate editor invitations. © American Academy of Otolaryngology—Head and Neck Surgery Foundation 2016.

Exploring Mentees' Perceptions of an Undergraduate Nurse Peer Mentorship Program.

PubMed

Lombardo, Celia; Wong, Carissa; Sanzone, Lia; Filion, Françoise; Tsimicalis, Argerie

2017-04-01

A nurse peer mentorship program was implemented to address the needs of undergraduate nursing students at an academic institution. The purpose of this study was to explore the perceptions of mentees who participated in the nurse peer mentorship program. A qualitative descriptive study was conducted. Data were collected using semistructured interviews that were transcribed verbatim and descriptively analyzed using an inductive approach. Eleven participants were interviewed. Participant narratives revealed themes related to the student experience as they transitioned to university and their unique needs that motivated them to join the program. Mentees described helpful mentor behaviors and provided insight into the academic, social, professional, and mental health benefits and personal growth experienced from peer mentorship. Participants shared factors that affected mentoring relationships. Study findings support the need for broad evaluations of peer mentorship programs and can inform educational leaders to improve mentorship support available for nursing students. [J Nurs Educ. 2017;56(4):227-230.]. Copyright 2017, SLACK Incorporated.

A Grounded Theory Study of the Mentoring Process Involved With Undergraduate Athletic Training Students

PubMed Central

Pitney, William A; Ehlers, Greg G

2004-01-01

Objective: To gain insight regarding the mentoring processes involving students enrolled in athletic training education programs and to create a mentoring model. Design and Setting: We conducted a grounded theory study with students and mentors currently affiliated with 1 of 2 of the athletic training education programs accredited by the Commission on Accreditation of Allied Health Education Programs. Participants: Sixteen interviews were conducted, 13 with athletic training students and 3 with individuals identified as mentors. The students ranged in age from 20 to 24 years, with an average of 21.6 years. The mentors ranged from 24 to 38 years of age, with an average of 33.3 years. Participants were purposefully selected based on theoretic sampling and availability. Data Analysis: The transcribed interviews were analyzed using open-, axial-, and selective-coding procedures. Member checks, peer debriefings, and triangulation were used to ensure trustworthiness. Results: Students who acknowledged having a mentor overwhelmingly identified their clinical instructor in this role. The open-coding procedures produced 3 categories: (1) mentoring prerequisites, (2) interpersonal foundations, and (3) educational dimensions. Mentoring prerequisites included accessibility, approachability, and protégé initiative. Interpersonal foundations involved the mentor and protégé having congruent values, trust, and a personal relationship. The educational dimensions category involved the mentor facilitating knowledge and skill development, encouraging professional perspectives, and individualizing learning. Although a student-certified athletic trainer relationship can be grounded in either interpersonal or educational aspects, the data support the occurrence of an authentic mentoring relationship when the dimensions coalesced. Conclusions: Potential mentors must not only be accessible but also approachable by a prospective protégé. Mentoring takes initiative on behalf of a student and the mentor. A mentoring relationship is complex and involves the coalescence of both interpersonal and educational aspects of an affiliation. As a professional-socialization tactic, mentoring offers students a way to anticipate the future professional role in a very personal and meaningful way. PMID:15592607

AstroPAL: A Mentoring Program for Grad Students

NASA Astrophysics Data System (ADS)

Cabrera, Nicole

2016-01-01

The Astronomy Peer Advising Leaders program (AstroPAL) provides guidance for incoming grad students from a team of student volunteers who have passed their 2nd year Qualifier Exam. The purpose is to pair first years with a mentor who can help them through some of the stresses or difficulties that come with being a new grad student. AstroPALs and mentees meet privately about once a month in a casual setting to talk about how they're adjusting to the new surroundings, how they're handling the workload, etc. New students can join AstroPAL at any time during their first two years, and can stop receiving guidance once they feel comfortable in the program. Mentees will be assigned an AstroPAL based on preference and availability, and an AstroPAL Liason will always be in place to facilitate mentor reassignments or other issues if necessary. After passing the 2nd year Qualifier Exam, mentees are eligible to serve as mentors to incoming students.

A randomized controlled trial of physical activity with individual goal-setting and volunteer mentors to overcome sedentary lifestyle in older adults at risk of cognitive decline: the INDIGO trial protocol.

PubMed

Cox, Kay L; Cyarto, Elizabeth V; Etherton-Beer, Christopher; Ellis, Kathryn A; Alfonso, Helman; Clare, Linda; Liew, Danny; Ames, David; Flicker, Leon; Almeida, Osvaldo P; LoGiudice, Dina; Lautenschlager, Nicola T

2017-09-13

Increasing physical activity (PA) effectively in those who are inactive is challenging. For those who have subjective memory complaints (SMC) or mild cognitive impairment (MCI) this is a greater challenge necessitating the need for more engaging and innovative approaches. The primary aim of this trial is to determine whether a home-based 6-month PA intervention with individual goal-setting and peer mentors (GM-PA) can significantly increase PA levels in insufficiently active older adults at increased risk of developing Alzheimer's disease (AD). Community living 60-80 year olds with SMC or MCI who do not engage in more than 60 min per week of moderate intensity PA will be recruited from memory clinics and the community via media advertisements to participate in this randomized, single-blind controlled trial. All participants will receive an individually tailored home-based PA program of 150 min of moderate intensity walking/week for 6 months. The intervention group will undertake individual goal-setting and behavioral education workshops with mentor support via telephone (GM-PA). Those randomized to the control group will have standard education workshops and Physical Activity Liaison (PAL) contact via telephone (CO-PA). Increase in PA is the primary outcome, fitness, cognitive, personality, demographic and clinical parameters will be measured and a health economic analysis performed. A saliva sample will be collected for APOE e4 genotyping. All participants will have a goal-setting interview to determine their PA goals. Active volunteers aged 50-85 years will be recruited from the community randomized and trained to provide peer support as mentors (intervention group) or PALS (control group) for the 6-month intervention. Mentors and PALS will have PA, exercise self-efficacy and mentoring self-efficacy measured. Participants in both groups are asked to attend 3 workshops in 6 months. At the first workshop, they will meet their allocated Mentor or PAL who will deliver their respective programs and support via 6 telephone calls during the intervention. If the GM-PA program is successful in increasing the PA levels of the target group it will potentially provide another strategy and community resource that can be translated into practice. Australia New Zealand Clinical Trials Registry ACTRN12613001181796 . (29/10/2013) retrospectively registered.

The Effect of a Peer Mentorship Program on Perceptions of Success in Choral Ensembles: Pairing Students with and without Disabilities

ERIC Educational Resources Information Center

VanWeelden, Kimberly; Heath-Reynolds, Julia; Leaman, Scott

2017-01-01

The purpose of this research was to investigate the effects of a peer mentorship program on students' perceptions of comfort, skills obtained, and feelings of success while working with a peer with dissimilar abilities. The participants (N = 14), enrolled in choral ensemble classes, were divided into two groups: the peer mentors (n = 7), who were…

Supporting Mentors Working with Students with Intellectual Disabilities in Higher Education

ERIC Educational Resources Information Center

Giust, Amanda M.; Valle-Riestra, Diana M.

2017-01-01

Project Panther LIFE is an inclusive postsecondary transition program for students with intellectual disabilities providing university access and participation with the primary goal of employment at program completion. Students in the program receive support from their academic mentors and peer coaches during the academic year. This study examines…

Augmented Reality Mentor for Training Maintenance Procedures: Interim Assessment

DTIC Science & Technology

2014-08-01

USABILITY QUESTIONNAIRE ........................................................ C-1 APPENDIX D: AR MENTOR USABILITY INTERVIEW PROTOCOL...APPENDIX F. INSTRUCTOR INTERVIEW PROTOCOL ......................................... F-1 APPENDIX G: MECHANIC INTERVIEW PROTOCOL...thus freeing up the opportunity for instruction around higher-order problem solving. They may also reduce the burden on peer “ helpers ” who read

Does paired mentoring work? A study of the effectiveness and affective value of academically asymmetrical peer mentoring in supporting disadvantaged students in school science

NASA Astrophysics Data System (ADS)

Sharpe, Rachael; Abrahams, Ian; Fotou, Nikolaos

2018-04-01

In England, there is a growing need to improve the lives of secondary school students who are defined as disadvantaged and to support these students in their attainment and attitudes to secondary school science.

A Mentoring Volunteer Program for Orthodox Jewish Adults with Disabilities

ERIC Educational Resources Information Center

Katz, Robin Fran

2012-01-01

Prevocational and vocational training are interventions that are widely recognized as personally satisfying forms of occupation that can increase self-determination and employability while improving a person's health and well-being. In recent years a related intervention, structured peer mentoring, has been associated with increased community…

Supporting the Writing up of Teacher Research: Peer and Mentor Roles

ERIC Educational Resources Information Center

Dikilitas, Kenan; Mumford, Simon E.

2016-01-01

This study focuses specifically on the writing up process of relatively inexperienced teacher researchers. The data consist of interviews with 11 teacher researchers at a private university in Turkey. There was evidence that mentor-supported collaboration created a socio-constructivist learning environment, leading to the development of academic…

Does mentoring matter: results from a survey of faculty mentees at a large health sciences university

PubMed Central

Feldman, Mitchell D.; Arean, Patricia A.; Marshall, Sally J.; Lovett, Mark; O'Sullivan, Patricia

2010-01-01

Background To determine the characteristics associated with having a mentor, the association of mentoring with self-efficacy, and the content of mentor–mentee interactions at the University of California, San Francisco (UCSF), we conducted a baseline assessment prior to implementing a comprehensive faculty mentoring program. Method We surveyed all prospective junior faculty mentees at UCSF. Mentees completed a web-based, 38-item survey including an assessment of self-efficacy and a needs assessment. We used descriptive and inferential statistics to determine the association between having a mentor and gender, ethnicity, faculty series, and self-efficacy. Results Our respondents (n=464, 56%) were 53% female, 62% white, and 7% from underrepresented minority groups. More than half of respondents (n=319) reported having a mentor. There were no differences in having a mentor based on gender or ethnicity (p≥0.05). Clinician educator faculty with more teaching and patient care responsibilities were statistically significantly less likely to have a mentor compared with faculty in research intensive series (p<0.001). Having a mentor was associated with greater satisfaction with time allocation at work (p<0.05) and with higher academic self-efficacy scores, 6.07 (sd = 1.36) compared with those without a mentor, 5.33 (sd = 1.35, p<0.001). Mentees reported that they most often discussed funding with the mentors, but rated highest requiring mentoring assistance with issues of promotion and tenure. Conclusion Findings from the UCSF faculty mentoring program may assist other health science institutions plan similar programs. Mentoring needs for junior faculty with greater teaching and patient care responsibilities must be addressed. PMID:20431710

Mentoring Early-Career Faculty Researchers Is Important-But First "Train the Trainer".

PubMed

Sood, Akshay; Tigges, Beth; Helitzer, Deborah

2016-12-01

It has long been known that mentoring is critical to the success of junior faculty researchers. The controlled intervention study by Libby et al published in this issue of Academic Medicine demonstrates that institutional investment in a mentored research career development program for early-career faculty investigators provided significant long-term gains in grant productivity. Academic institutions hoping to replicate this program's success by launching similar mentoring programs for their junior faculty investigators will, however, find that the Achilles' heel lies in the scarcity of skilled research mentors and the relative lack of attention to and recognition of the importance of a supportive institutional climate for mentoring. It is essential, therefore, to begin by developing programs to "train the trainer" as well as programs and policies to support mentors. As a recent trial at 16 Clinical and Translational Science Award institutions demonstrated, competency-based, structured research mentor training can improve mentors' skills.In this Commentary, the authors offer a comprehensive two-pronged framework for mentor development with elements that address both individual mentoring competencies and the institutional climate for mentoring. The framework depicts the gaps, activities, and outcomes that a mentor development program can address. Activities directed at changing the institutional climate related to mentor development should complement training activities for individual mentors. The authors propose that employing this framework's approach to mentor development will lead to the desired impact: to increase the competence, productivity, and retention of a diverse clinical and translational research workforce.

Supporting mentors working with students with intellectual disabilities in higher education.

PubMed

Giust, Amanda M; Valle-Riestra, Diana M

2017-06-01

Project Panther LIFE is an inclusive postsecondary transition program for students with intellectual disabilities providing university access and participation with the primary goal of employment at program completion. Students in the program receive support from their academic mentors and peer coaches during the academic year. This study examines the skills and activities mentors use during their weekly sessions with students with intellectual disabilities and identifies areas in which mentors may require further support or training. Data analysis revealed major themes related to inclusion, self-determination, and adaptive behavior skills. Upon review of the data, we suggest that mentors need ongoing support from transition programs especially in areas related to encouraging self-advocacy and supporting time management.

Mentoring and Academic Performance of Black and Under-Resourced Urban Middle Grade Students

ERIC Educational Resources Information Center

Biggs, Shirley A.; Musewe, Lucas O.; Harvey, Jean P.

2014-01-01

Our study examines the impact of adult mentoring on Black, under-resourced, urban, middle grade students. First, we explore impact of mentoring on grades earned in the context of a comprehensive program which included one-on-one mentoring and an array of out-of-school enrichment activities. We also examine the nature of mentor-mentee engagement…

Professionalization and retention outcomes of a university-service mentoring program partnership.

PubMed

Latham, Christine L; Ringl, Karen; Hogan, Mikel

2011-01-01

With the use of a university-service partnership to introduce mentoring and shared governance, the aim of this study was to evaluate the effect of these interventions on nurse perceptions of the supportive culture of the workplace environment, professional skill development, decisional involvement, and retention and vacancy rates. A nonequivalent pretest-posttest, noncontrol group design was used with mentors of newly hired mentees to evaluate their workplace perspectives following mentor classes, ongoing mentor support, and a formal mentor-management workforce governance board. A convenience sample of 89 RNs from two acute care facilities attended mentoring and professionalization classes and worked with 109 mentees over 1-3 years. Mentors reported improved teamwork and the ability to deal with conflict but wanted more administrative oversight of the quality and scope of practice of support staff and additional interdepartmental collaboration. One hospital's vacancy rate decreased by 80%, and the other facility's retention rate improved by 21%. The data suggest that a mentor program with comprehensive education and mentor-management alliances through formal workforce environment governance enhances professionalization of frontline nurses and helps sustain a positive, constructive workplace environment. Mentoring classes on communication and cultural sensitivity skills and other leadership concepts, followed by mentor support and mentor-administrative forums, have positive implications for sustained improvement of a supportive culture as perceived by hospital-based RNs and new nurse graduates. Copyright © 2011 Elsevier Inc. All rights reserved.

Peer Mediation and Its Effects on Elementary Student Perceptions of Self-Esteem and Social Competence

ERIC Educational Resources Information Center

Cardoza, Deanna Janine

2013-01-01

The purpose of this research study was to examine the effectiveness of training students in peer mediation (Mediator Mentors Curriculum), and how peer mediation-training influences third- through fifth-grade student perceptions of self-esteem, resiliency, and social competence. The research was a mixed-methods design with both quantitative and…

Effects of a Peer Engagement Program on Socially Withdrawn Children with a History of Maltreatment

ERIC Educational Resources Information Center

Mathews, Therese L.; Fawcett, Stephen B.; Sheldon, Jan B.

2009-01-01

Children with a history of child maltreatment often have limited social interactions with other children and adults. This study examined the effects of a Peer Engagement Program, consisting of peer mentoring and social skills training with positive reinforcement, in three children with low levels of oral and social interaction. A multiple…

Phenomenal Woman: The Legacy of Janet E. Helms and Racial Identity Theory

ERIC Educational Resources Information Center

Jernigan, Maryam M.

2012-01-01

Janet E. Helms has been nominated by her peers as influential in the field of counseling psychology "and beyond." She is the recipient of numerous awards and honors based on her contributions to multicultural issues, specifically race and culture. She is well known for her exceptional mentoring to next generation of counseling psychologists.…

Direct Instruction and Guided Practice Matter in Conflict Resolution and Social-Emotional Learning

ERIC Educational Resources Information Center

DeVoogd, Karen; Lane-Garon, Pamela; Kralowec, Charles A.

2016-01-01

Seven schools in an economically challenged area of an urban school district in central California implemented mentored peer mediation programs under the guidance of a university-K-12 partnership project, Mediator Mentors. Individual student outcomes for social-cognitive dispositions, perceptions of school climate, conflict strategy choices, and…

Maori Mentors: Expectations and Perceptions

ERIC Educational Resources Information Center

Barnett, Shirley; Te Wiata, Ina

2017-01-01

This article is informed by a kaupapa Maori methodology and reports on a "by Maori for Maori" peer mentoring programme. The programme, offered by the College of Business at Massey University, focuses on Maori students who are studying at a distance. We outline the programme and the experiences and perceptions from kanohi ki te kanohi…

Creating a Culture of Student Success: The SEEK Scholars Peer Mentoring Program

ERIC Educational Resources Information Center

Zevallos, Ana L.; Washburn, Mara

2014-01-01

Over the past decades, Vincent Tinto, Edmund Thile, Francis Ianni, and others all link mentoring to better academic performance, improved social adjustment, enhanced academic experiences, and greater rates of degree completion. Even more specifically, Jean E. Rhodes, Renée Spencer, Thomas E. Keller, Belle Liang, and Gil Noam describe three…

"The Most Defining Experience": Undergraduate University Students' Experiences Mentoring Students with Intellectual and Developmental Disabilities

ERIC Educational Resources Information Center

Ryan, Susan M.; Nauheimer, Jeanne M.; George, Cassandra L.; Dague, E. Bryan

2017-01-01

In this three-year qualitative study we investigated the experiences and perspectives of university undergraduate students who were peer mentors for students with intellectual and developmental disabilities (ID/DD) in a postsecondary education certificate program at a public university in the northeastern United States. The findings were…

PASS Student Leader and Mentor Roles: A Tertiary Leadership Pathway

ERIC Educational Resources Information Center

Skalicky, Jane; Caney, Annaliese

2010-01-01

In relation to developing leadership skills during tertiary studies, this paper considers the leadership pathway afforded by a Peer Assisted Study Sessions (PASS) program which includes the traditional PASS Leader role and a more senior PASS Mentor role. Data was collected using a structured survey with open-ended questions designed to capture the…

Exploring deliberate mentoring approaches aimed at improving the recruitment and persistence of undergraduate women in the geosciences

NASA Astrophysics Data System (ADS)

Pollack, I. B.; Adams, A. S.; Barnes, R. T.; Burt, M. A.; Clinton, S. M.; Godfrey, E.; Hernandez, P.; Bloodhart, B.; Donaldson, L.; Henderson, H.; Sayers, J.; Sample McMeeking, L. B.; Bowker, C.; Fischer, E. V.

2015-12-01

In the United States, men outnumber women in many science and engineering fields by nearly 3 to 1. In fields like physics or the geosciences, the gender gap can be even wider. Previous studies have identified the early college years as a critical point where many women exit STEM disciplines. An interdisciplinary team including experts in the geosciences, psychology, education, and STEM persistence have recently begun a 5-year project focused on understanding whether mentoring can increase the interest, persistence, and achievement of undergraduate women in the geosciences. The program focuses on mentoring first and second year female undergraduate students from three universities in Colorado and Wyoming and four universities in North and South Carolina. The mentoring program includes a weekend workshop, access to professional women across geoscience fields and both in-person and virtual peer networks. The first weekend workshops will be held in October 2015. We will present an overview of the major components and lessons learned from these workshops and showcase the web center, including the online peer-networking forum.

Mentoring Matters.

ERIC Educational Resources Information Center

Highsmith, Robert J.; Denes, Ronni; Pierre, Marie M.

1998-01-01

The National Action Council for Minorities in Engineering (NACME) mentors underrepresented students and encourages their significant achievements in science, mathematics, and engineering. NACME develops many of its mentoring strategies through its Corporate Scholars Program (CSP), a comprehensive scholarship program that links engineering…

Anatomy teaching assistants: facilitating teaching skills for medical students through apprenticeship and mentoring.

PubMed

Lachman, Nirusha; Christensen, Kevin N; Pawlina, Wojciech

2013-01-01

Significant increase in the literature regarding "residents as teachers" highlights the importance of providing opportunities and implementing guidelines for continuing medical education and professional growth. While most medical students are enthusiastic about their future role as resident-educators, both students and residents feel uncomfortable teaching their peers due to the lack of necessary skills. However, whilst limited and perhaps only available to select individuals, opportunities for developing good teaching practice do exist and may be identified in courses that offer basic sciences. The Department of Anatomy, College of Medicine, Mayo Clinic offers a teaching assistant (TA) elective experience to third- and fourth-year medical students through integrated apprenticeship and mentoring during the human structure didactic block. This article, aims to describe a curriculum for a TA elective within the framework of a basic science course through mentoring and apprenticeship. Opportunities for medical students to become TAs, process of TAs' recruitment, mentoring and facilitation of teaching and education research skills, a method for providing feedback and debriefing are described. Developing teaching practice based on apprenticeship and mentoring lends to more accountability to both TA's and course faculty by incorporating universal competencies to facilitate the TA experience.

Hawai'i Youth at Risk? Conceptual Challenges in Communicating a Statewide Mentoring Initiative.

ERIC Educational Resources Information Center

Pollard, Vincent Kelly

This paper discusses several issues considered as part of a statewide mentoring initiative. It is divided into three sections. The first section summarizes the key issues associated with short-term mentoring and mentoring in a longer-term, socially transformative context. Data from Comprehensive School Alienation Program is discussed concerning…

Persistence of physics and engineering students via peer mentoring, active learning, and intentional advising

NASA Astrophysics Data System (ADS)

McCavit, K.; Zellner, N. E. B.

2016-11-01

Albion College, a private, undergraduate-only, liberal arts college in Michigan, USA, has developed and implemented a low-cost peer-mentoring programme that blends personal and academic support to help students achieve academic success in the introductory courses required for the Physics Major or the Dual-Degree Program in Engineering. This enhanced mentoring programme provides much-needed assistance for undergraduate students to master introductory physics and mathematics coursework, to normalise the struggle of learning hard material, and to accept their identity as physics or engineering students (among other goals). Importantly, this programme has increased retention among entering science, technology, engineering and mathematics students at Albion College as they move through the introductory classes, as shown by a 20% increase in retention from first-semester to third-semester physics courses compared to years when this programme was not in place.

Can We Foster a Culture of Peer Support and Promote Mental Health in Adolescence Using a Web-Based App? A Control Group Study

PubMed Central

Crameri, Aureliano; Eich-Stierli, Brigitte; Telesko, Rainer; von Wyl, Agnes

2016-01-01

Background Adolescence with its many transitions is a vulnerable period for the development of mental illnesses. Establishing effective mental health promotion programs for this age group is a challenge crucial to societal health. Programs must account for the specific developmental tasks that adolescents face. Considering peer influence and fostering adolescent autonomy strivings is essential. Participation in a program should be compelling to young people, and their affinity to new technologies offers unprecedented opportunities in this respect. Objective The Companion App was developed as a Web-based app giving adolescents access to a peer mentoring system and interactive, health-relevant content to foster a positive peer culture among adolescents and thereby strengthen social support and reduce stress. Methods In a control group study design, a group of employed (n=546) and unemployed (n=73) adolescents had access to the Companion App during a 10-month period. The intervention was evaluated using a combination of quantitative and qualitative approaches. Linear mixed effects models were used to analyze changes in chronic stress levels and perception of social support. Monthly feedback on the app and qualitative interviews at the end of the study allowed for an in-depth exploration of the adolescents’ perception of the intervention. Results Adolescents in the intervention group did not use the Companion App consistently. The intervention had no significant effect on chronic stress levels or the perception of social support. Adolescents reported endorsing the concept of the app and the implementation of a peer mentoring system in particular. However, technical difficulties and insufficiently obvious benefits of using the app impeded more frequent usage. Conclusions The Companion Project implemented a theory-driven and innovative approach to mental health promotion in adolescence, taking into account the specifics of this developmental phase. Particularities of the implementation context, technical aspects of the app, and insufficient incentives may have played considerable roles concerning the difficulties of the Companion Project to establish commitment. However, adopting peer mentoring as a strategy and using an app still seems to us a promising approach in mental health promotion in adolescents. Future projects should be careful to invest enough resources into the technical development of an app and consider a large use of incentives to establish commitment. When targeting risk groups, such as unemployed adolescents, it may be expedient to use more structured approaches including face-to-face support. PMID:27663691

Learning to Lead Reading Comprehension Discussion

ERIC Educational Resources Information Center

Silver, Rita Elaine; Png, Jessie

2016-01-01

In this article, we describe and reflect on a collaborative, school-based professional development project (an "intervention") intended to encourage innovation in classroom teaching. Specifically, the intervention included a collaboration between university-based researchers/mentors and primary school teachers in Singapore who were…

An institutional postdoctoral research training program: predictors of publication rate and federal funding success of its graduates.

PubMed

Ross, Randal G; Greco-Sanders, Linda; Laudenslager, Mark; Reite, Martin

2009-01-01

The National Institute of Mental Health funds institutional National Research Service Awards (NRSA) to provide postdoctoral research training. While peer-reviewed publications are the most common outcome measure utilized, there has been little discussion of how publications should be counted or what factors impact the long-term publication rates of trainees in these programs. The authors reviewed current curricula vitae from 92 graduates of an institutional NRSA and from the faculty mentors of that program to assess publications through 2005. Publications were weighted based on peer versus non-peer-reviewed and authorship position. Trainee and mentor factors were assessed for their impact on publication rates and on becoming principal investigators of larger scale federal grants such as a National Institutes of Health (NIH) R01. Weighted publication scores correlate with total publication rates at such a high rate that the two scores can be used interchangeably. Forty-three percent of graduates average at least one publication per year after completing the postdoctoral program; 20% were listed as an independent investigator on a larger federal grant. The number of publications published during postdoctoral training and additional funded training beyond that provided by the institutional NRSA are correlated with increased posttraining program publication rates; other factors including gender, terminal degree, number of publications prior to postdoctoral training, and mentor variables had no significant impact. Additional funded training, male gender, and increased time since completion of the training are associated with increased likelihood of larger grant federal funding. Weighting publications by whether they were peer-reviewed and by authorship position appears to have little benefit over a simple counting of the number of publications. Publication during research training and the pursuit of funding for additional individual research training may be appropriate short-term goals within an institutional research training program.

Mentorship programs for faculty development in academic general pediatric divisions.

PubMed

Takagishi, Jennifer; Dabrow, Sharon

2011-01-01

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.

International Exchange with a Disability: Enhancing Experiences Abroad through Advising and Mentoring (Practice Brief)

ERIC Educational Resources Information Center

Holben, Ashley; Özel, Claire

2015-01-01

Through interaction with an advisor or peer mentor and through exposure to the experiences of role models, students with disabilities gain an appreciation of the potential challenges and benefits of international exchange and make informed choices about whether, where, and how to go abroad. By adopting strategies for inclusive advising and role…

Want to Improve Undergraduate Thesis Writing? Engage Students and Their Faculty Readers in Scientific Peer Review

ERIC Educational Resources Information Center

Reynolds, Julie A.; Thompson, Robert J., Jr.

2011-01-01

One of the best opportunities that undergraduates have to learn to write like a scientist is to write a thesis after participating in faculty-mentored undergraduate research. But developing writing skills doesn't happen automatically, and there are significant challenges associated with offering writing courses and with individualized mentoring.…

ESL Mentoring for Secondary Rural Educators: Math and Science Teachers Become Second Language Specialists through Collaboration

ERIC Educational Resources Information Center

Hansen-Thomas, Holly; Grosso Richins, Liliana

2015-01-01

This article draws on data from the capstone graduate course in a specially designed professional development program for rural math and science teachers that describes how participant teachers translated their newly acquired knowledge about English as a second language (ESL) into a mentoring experience for their rural content specialist peers.…

The Influence of Mentoring on Developing Leaders: Participants Share Their Perspectives

ERIC Educational Resources Information Center

Augustine-Shaw, Donna; Funk, Elizabeth

2013-01-01

The experience and reflection of participants of the Kansas Educational Leadership Institute (KELI) program are the focus of this article. Many Kansas superintendents face the challenge of working hundreds of miles from colleagues who wear similar hats and work in comparable roles. Often the closest professional mentors or peers live hours away,…

Supporting Education for Students with Children through Mobile Technology

ERIC Educational Resources Information Center

Varner, Brenda

2017-01-01

The original goal of this project was to build a peer e-mentoring program for parents and measure the effect of the program on persistence. In spite of strong mentor participation, two terms of focused recruiting did not attract mentees. This sparked the question of why those who had successfully navigated the higher education system thought a…

Peer Mentoring Second Language Teachers: A Mutually Beneficial Experience?

ERIC Educational Resources Information Center

Kissau, Scott P.; King, Elena Tosky

2015-01-01

Studies have shown that there are not enough qualified foreign language and English as a second language teachers in this country. To increase the number of new second language teachers who remain in the profession, and to promote their use of best teaching practices, the ACTFL has identified mentoring as a national research priority. The…

Elements of Emotional Intelligence that Facilitate Exper-to-Peer Tacit Knowledge Transfer

ERIC Educational Resources Information Center

Berry, Catherine M.

2010-01-01

The purpose of this quantitative study was to compare the emotional intelligence competencies of a group of technical experts with high skills in problem-solving, leadership and mentoring (Group A) with a group of technical experts with lower skills in problem solving, leadership, and mentoring (Group B) at a semiconductor manufacturing factory in…

Enhancing the Educational Environment for Diverse Nursing Students Through Mentoring and Shared Governance.

PubMed

Latham, Christine L; Singh, Harsimran; Ringl, Karen K

2016-11-01

A structured peer-mentoring program for diverse nursing students culminated in shared governance meetings between mentors and program coordinators to address mentees' concerns and issues. After informed consent, mentees reviewed mentor profiles online and selected mentors. Baseline data were collected on ethnic identity, lifestyle, social support, and academic habits. Outcome data included mentors' self-reflective journal themes and student satisfaction surveys and focus group evaluation of the program. Students reported weak scores in the areas of wellness, exercise, and stress management. Journaling revealed valuable information about challenges faced by mentees that could impair their success. Mentors' proactive suggestions to handle major mentee journal themes were shared with nursing school administrators using a shared governance approach. The mentoring program supported students and culminated in a shared governance process to discuss ways to address mentee challenges that might improve the educational environment for future students. [J Nurs Educ. 2016;55(11):605-614.]. Copyright 2016, SLACK Incorporated.

The Earth Science Women's Network: The Principles That Guide Our Mentoring

NASA Astrophysics Data System (ADS)

Adams, M. S.; Steiner, A. L.; Wiedinmyer, C.

2015-12-01

The Earth Science Women's Network (ESWN) began informally in 2002 as a way for six early career female atmospheric chemists to stay in contact and support each other. Twelve years later (2014), the ESWN formally became a non-profit organization with over 2000 members. The ESWN includes scientists from all disciplines of the geosciences with members located in over 50 countries. The ESWN is dedicated to career development, peer mentoring and community building for women in the geosciences. The mentoring philosophy of ESWN has evolved to include five main principles: 1.) Support community-driven mentoring, 2.) Encourage diverse mentoring approaches for diverse individuals, 3.) Facilitate mentoring across career phases, 4.) Promote combined personal and professional mentoring, 5.) Champion effective mentoring in a safe space. Surveys of ESWN members report gains in areas that are often considered barriers to career advancement, including recognition that they are not alone, new understanding of obstacles faced by women in science, and access to professional resources.

Designing a National Longitudinal Faculty Development Curriculum Focused on Educational Scholarship: Process, Outcomes, and Lessons Learned.

PubMed

Chandran, Latha; Gusic, Maryellen E; Lane, J Lindsey; Baldwin, Constance D

2017-01-01

Clinical educators at U.S. academic health centers are frequently disadvantaged in the academic promotion system, lacking needed faculty development, mentoring, and networking support. In 2006, we implemented the national Educational Scholars Program to offer faculty development in educational scholarship for early career educators in pediatrics. We aimed to provide them with skills, experience, and initial success in educational scholarship and dissemination. The 3-year curriculum is delivered in interactive sessions at the annual pediatric academic meetings and online intersession modules. Curriculum content progresses from educational scholarship and implementing scholarly projects to dissemination and professional networking. Intersession modules address project planning, building an educator portfolio, reviewing the literature, using technology, authorship, and peer review. Concurrently, all scholars must complete a mentored educational project and demonstrate national dissemination of a peer-reviewed product to obtain a Certificate of Excellence in Educational Scholarship. The setting of this study was a national, longitudinal, cohort-based faculty development program built within the Academic Pediatric Association, a 2,000-member professional organization. In 10 years, the Educational Scholars Program has enrolled 172 scholars in 8 cohorts; 94 have graduated so far. We describe how formative evaluation guided curriculum refinement and process improvement. Summative evaluations show that faculty and scholars were satisfied with the program. Participant outcomes from Cohort 1, assessed at Kirkpatrick's four levels of evaluation, demonstrate increases in scholarly productivity, leadership activities, and academic promotions. Curriculum building is a dynamic process of ongoing evaluation and modification. Our program benefited from designing an integrated and focused curriculum, developing educational principles to guide program improvements, creating curricular tools to help learners organize and document their efforts, supporting project-based learning with expert mentoring, and facilitating peer and faculty networking and collaboration. A national, longitudinal faculty development program can support growth in academic knowledge and skills, promote professional networking, and thereby enrich educators' career opportunities.

Forging a link between mentoring and collaboration: a new training model for implementation science.

PubMed

Luke, Douglas A; Baumann, Ana A; Carothers, Bobbi J; Landsverk, John; Proctor, Enola K

2016-10-13

Training investigators for the rapidly developing field of implementation science requires both mentoring and scientific collaboration. Using social network descriptive analyses, visualization, and modeling, this paper presents results of an evaluation of the mentoring and collaborations fostered over time through the National Institute of Mental Health (NIMH) supported by Implementation Research Institute (IRI). Data were comprised of IRI participant self-reported collaborations and mentoring relationships, measured in three annual surveys from 2012 to 2014. Network descriptive statistics, visualizations, and network statistical modeling were conducted to examine patterns of mentoring and collaboration among IRI participants and to model the relationship between mentoring and subsequent collaboration. Findings suggest that IRI is successful in forming mentoring relationships among its participants, and that these mentoring relationships are related to future scientific collaborations. Exponential random graph network models demonstrated that mentoring received in 2012 was positively and significantly related to the likelihood of having a scientific collaboration 2 years later in 2014 (p = 0.001). More specifically, mentoring was significantly related to future collaborations focusing on new research (p = 0.009), grant submissions (p = 0.003), and publications (p = 0.017). Predictions based on the network model suggest that for every additional mentoring relationships established in 2012, the likelihood of a scientific collaboration 2 years later is increased by almost 7 %. These results support the importance of mentoring in implementation science specifically and team science more generally. Mentoring relationships were established quickly and early by the IRI core faculty. IRI fellows reported increasing scientific collaboration of all types over time, including starting new research, submitting new grants, presenting research results, and publishing peer-reviewed papers. Statistical network models demonstrated that mentoring was strongly and significantly related to subsequent scientific collaboration, which supported a core design principle of the IRI. Future work should establish the link between mentoring and scientific productivity. These results may be of interest to team science, as they suggest the importance of mentoring for future team collaborations, as well as illustrate the utility of network analysis for studying team characteristics and activities.

"We All We Got": Considering Peer Relationships as Multi-Purpose Sustainability Outlets among Millennial Black Women Graduate Students Attending Majority White Urban Universities

ERIC Educational Resources Information Center

Apugo, Danielle L.

2017-01-01

This article explores the use of peer relationships among graduate millennial Black women (GMBW) in majority white urban universities as methods of mentorship and sustainability. Though informally constructed, the women in this study purposed their peer relationships to fill a void often satisfied through formal mentor relationships. Findings from…

The Physics Learning Center at the University of Wisconsin-Madison

NASA Astrophysics Data System (ADS)

Nossal, S. M.; Watson, L. E.; Hooper, E.; Huesmann, A.; Schenker, B.; Timbie, P.; Rzchowski, M.

2013-03-01

The Physics Learning Center at the University of Wisconsin-Madison provides academic support and small-group supplemental instruction to students studying introductory algebra-based and calculus-based physics. These classes are gateway courses for majors in the biological and physical sciences, pre-health fields, engineering, and secondary science education. The Physics Learning Center offers supplemental instruction groups twice weekly where students can discuss concepts and practice with problem-solving techniques. The Center also provides students with access on-line resources that stress conceptual understanding, and to exam review sessions. Participants in our program include returning adults, people from historically underrepresented racial/ethnic groups, students from families in lower-income circumstances, students in the first generation of their family to attend college, transfer students, veterans, and people with disabilities, all of whom might feel isolated in their large introductory course and thus have a more difficult time finding study partners. We also work with students potentially at-risk for having academic difficulty (due to factors academic probation, weak math background, low first exam score, or no high school physics). A second mission of the Physics Learning Center is to provide teacher training and leadership experience for undergraduate Peer Mentor Tutors. These Peer Tutors lead the majority of the weekly group sessions in close supervision by PLC staff members. We will describe our work to support students in the Physics Learning Center, including our teacher-training program for our undergraduate Peer Mentor Tutors

A Mentoring Opportunity: A Joint Effort in Writing Letters of Recommendation.

PubMed

Master, Zubin

2017-01-01

Integrity in writing letters of recommendation is important to academic research because it is an influential criterion used pervasively in peer review. While research in the integrity of recommendation letters has concentrated on contents of the letter, bias, and reliability, few have questioned the process of letter writing. Here, I argue that letter writing should be a joint opportunity between mentor/supervisor/advisor and trainee. It results in more compelling letters, may prevent errors and the use of biased language, and serves as an excellent mentoring opportunity promoting self-reflection.

The Peer Assisted Teaching Model for Undergraduate Research at a HBCU

ERIC Educational Resources Information Center

Wu, Liyun; Lewis, Marilyn W.

2018-01-01

Despite wide application of research skills in higher education, undergraduate students reported research and computer anxiety, and low association between research and their professional goals. This study aims to assess whether peer-assisted mentoring programs would promote positive changes in undergraduates' attitudes toward research. Using a…

The Collaborative Development of Teacher Training Skills

ERIC Educational Resources Information Center

Stillwell, Christopher

2009-01-01

This paper describes "mentor development", a means of collaborative professional development through peer observation that was initiated by the author with 18 peers, all native English speaker EFL teachers at Kanda University of International Studies in Chiba, Japan. It shows how such a programme allows teachers to learn from one another…

A Personalized Faculty Peer Support Program: Less Can Be More

ERIC Educational Resources Information Center

Fox, Laurie

2012-01-01

This program description presents a unique, radically simple mentoring model for post-secondary institutions. The Faculty Peer Support Program invites all faculty members, regardless of rank, to connect for personalized professional development support. Participants self-select partner(s), meeting times, places, and topics. They also self-direct…

Lessons Learned from a Collaborative Approach to Research and Mentorship for Minority-Serving Institutions

ERIC Educational Resources Information Center

Rosen-Reynoso, Myra; Kwan, Ngai; Blackburn, Nerlie; Sotnik, Paula; Manyibe, Edward O.; Moore, Corey L.

2017-01-01

Purpose: To describe the experience of implementing a collaborative model for research mentorship across various minority-serving institutions, specifically, historically Black colleges/universities (HBCUs), Hispanic-serving institutions (HSIs), and American Indian tribal colleges/universities (AITCUs). Methods: The peer-to-peer mentor research…

Approaching Authentic Peer Review

ERIC Educational Resources Information Center

Graff, Nelson

2009-01-01

Some scholars writing about improving students' reading and integrating reading and writing instruction suggest using think-aloud techniques to teach students reading comprehension skills. Using think-alouds to teach reading comprehension and then the read-aloud protocol technique (which is based on think-alouds) for peer review has two major…

An Evaluation of a Comprehensive Mentoring Program on Selected At-Risk Students with Specific School Problems

ERIC Educational Resources Information Center

Washington, Taren L.

2015-01-01

This study evaluated a comprehensive mentoring program on selected at-risk students with specific school problems (attendance, discipline referrals, and core area grades). The sample included youths in Grades 4-8 who differed on some characteristics including grade-level, ethnicity, and gender. For the purpose of this mixed methods study, the…

More mentoring needed? A cross-sectional study of mentoring programs for medical students in Germany.

PubMed

Meinel, Felix G; Dimitriadis, Konstantinos; von der Borch, Philip; Störmann, Sylvère; Niedermaier, Sophie; Fischer, Martin R

2011-09-24

Despite increasing recognition that mentoring is essential early in medical careers, little is known about the prevalence of mentoring programs for medical students. We conducted this study to survey all medical schools in Germany regarding the prevalence of mentoring programs for medical students as well as the characteristics, goals and effectiveness of these programs. A definition of mentoring was established and program inclusion criteria were determined based on a review of the literature. The literature defined mentoring as a steady, long-lasting relationship designed to promote the mentee's overall development. We developed a questionnaire to assess key characteristics of mentoring programs: the advocated mentoring model, the number of participating mentees and mentors, funding and staff, and characteristics of mentees and mentors (e.g., level of training). In addition, the survey characterized the mentee-mentor relationship regarding the frequency of meetings, forms of communication, incentives for mentors, the mode of matching mentors and mentees, and results of program evaluations. Furthermore, participants were asked to characterize the aims of their programs. The questionnaire consisted of 34 questions total, in multiple-choice (17), numeric (7) and free-text (10) format. This questionnaire was sent to deans and medical education faculty in Germany between June and September 2009. For numeric answers, mean, median, and standard deviation were determined. For free-text items, responses were coded into categories using qualitative free text analysis. We received responses from all 36 medical schools in Germany. We found that 20 out of 36 medical schools in Germany offer 22 active mentoring programs with a median of 125 and a total of 5,843 medical students (6.9 - 7.4% of all German medical students) enrolled as mentees at the time of the survey. 14 out of 22 programs (63%) have been established within the last 2 years. Six programs (27%) offer mentoring in a one-on-one setting. 18 programs (82%) feature faculty physicians as mentors. Nine programs (41%) involve students as mentors in a peer-mentoring setting. The most commonly reported goals of the mentoring programs include: establishing the mentee's professional network (13 programs, 59%), enhancement of academic performance (11 programs, 50%) and counseling students in difficulties (10 programs, 45%). Despite a clear upsurge of mentoring programs for German medical students over recent years, the overall availability of mentoring is still limited. The mentoring models and goals of the existing programs vary considerably. Outcome data from controlled studies are needed to compare the efficiency and effectiveness of different forms of mentoring for medical students.

More mentoring needed? A cross-sectional study of mentoring programs for medical students in Germany

PubMed Central

2011-01-01

Background Despite increasing recognition that mentoring is essential early in medical careers, little is known about the prevalence of mentoring programs for medical students. We conducted this study to survey all medical schools in Germany regarding the prevalence of mentoring programs for medical students as well as the characteristics, goals and effectiveness of these programs. Methods A definition of mentoring was established and program inclusion criteria were determined based on a review of the literature. The literature defined mentoring as a steady, long-lasting relationship designed to promote the mentee's overall development. We developed a questionnaire to assess key characteristics of mentoring programs: the advocated mentoring model, the number of participating mentees and mentors, funding and staff, and characteristics of mentees and mentors (e.g., level of training). In addition, the survey characterized the mentee-mentor relationship regarding the frequency of meetings, forms of communication, incentives for mentors, the mode of matching mentors and mentees, and results of program evaluations. Furthermore, participants were asked to characterize the aims of their programs. The questionnaire consisted of 34 questions total, in multiple-choice (17), numeric (7) and free-text (10) format. This questionnaire was sent to deans and medical education faculty in Germany between June and September 2009. For numeric answers, mean, median, and standard deviation were determined. For free-text items, responses were coded into categories using qualitative free text analysis. Results We received responses from all 36 medical schools in Germany. We found that 20 out of 36 medical schools in Germany offer 22 active mentoring programs with a median of 125 and a total of 5,843 medical students (6.9 - 7.4% of all German medical students) enrolled as mentees at the time of the survey. 14 out of 22 programs (63%) have been established within the last 2 years. Six programs (27%) offer mentoring in a one-on-one setting. 18 programs (82%) feature faculty physicians as mentors. Nine programs (41%) involve students as mentors in a peer-mentoring setting. The most commonly reported goals of the mentoring programs include: establishing the mentee's professional network (13 programs, 59%), enhancement of academic performance (11 programs, 50%) and counseling students in difficulties (10 programs, 45%). Conclusions Despite a clear upsurge of mentoring programs for German medical students over recent years, the overall availability of mentoring is still limited. The mentoring models and goals of the existing programs vary considerably. Outcome data from controlled studies are needed to compare the efficiency and effectiveness of different forms of mentoring for medical students. PMID:21943281

Informal Mentors and Education: Complementary or Compensatory Resources?*

PubMed Central

Erickson, Lance D.; McDonald, Steve; Elder, Glen H.

2011-01-01

Few studies have examined the impact that mentoring (i.e., developing a special relationship with a non-parental adult) has on educational achievement and attainment in the general population. In addition, prior research has yet to clarify the extent to which mentoring relationships reduce inequality by enabling disadvantaged youth to compensate for a lack of social resources or promote inequality by serving as a complementary resource for advantaged youth. Results from a nationally representative sample of youth show (1) a powerful net influence of mentors on the educational success of youth and (2) how social background, parental, peer, and personal resources condition the formation and effectiveness of mentoring relationships. The findings uncover an interesting paradox—that informal mentors may simultaneously represent compensatory and complementary resources. Youth with many resources are more likely than other young people to have mentors, but those with few resources are likely to benefit more from having a mentor—particularly teacher mentors—in their lives. PMID:21912440

Female and Male Interns and Their Mentors? Perception of Workforce Skill Development

NASA Technical Reports Server (NTRS)

Hall, Cathy W.; Pinelli, Thomas E.; Brush, Kimberly M.

2013-01-01

Participants in this study were student interns and mentors taking part in the 2012, 10- week Langley Aerospace Research Student Scholars (LARSS) summer internship program in Hampton, Virginia. The study examined mentors and student interns' ratings of their preparedness in basic knowledge and skills. The study focused on three primary areas: 1) overall evaluation of knowledge and skills by mentors and interns; 2) male and female interns' perceptions of their own skills in these key areas; and 3) mentors' perceptions of their student interns' knowledge and skills in the same areas by gender. Overall mentors were more positive about their interns' improvement in 12 of 17 areas assessed than were the student interns. There were no significant gender differences in how mentors rated their male and female interns' abilities in these workforce skills, but there were four key areas where female interns rated their own abilities lower than did their male peers: analytical thinking, computational skills, computer skills and technical skills. Implications of these findings are discussed.

Mentoring for Inclusion: The Impact of Mentoring on Undergraduate Researchers in the Sciences

PubMed Central

Haeger, Heather; Fresquez, Carla

2016-01-01

Increasing inclusion of underrepresented minority and first-generation students in mentored research experiences both increases diversity in the life sciences research community and prepares students for successful careers in these fields. However, analyses of the impact of mentoring approaches on specific student gains are limited. This study addresses the impact of mentoring strategies within research experiences on broadening access to the life sciences by examining both how these experiences impacted student success and how the quality of mentorship affected the development of research and academic skills for a diverse population of students at a public, minority-serving institution. Institutional data on student grades and graduation rates (n = 348) along with postresearch experience surveys (n = 138) found that students mentored in research had significantly higher cumulative grade point averages and similar graduation rates as a matched set of peers. Examination of the relationships between student-reported gains and mentoring strategies demonstrated that socioemotional and culturally relevant mentoring impacted student development during mentored research experiences. Additionally, extended engagement in research yielded significantly higher development of research-related skills and level of independence in research. Recommendations are provided for using mentoring to support traditionally underrepresented students in the sciences. PMID:27543635

Participating in a Community of Learners enhances resident perceptions of learning in an e-mentoring program: proof of concept

PubMed Central

2011-01-01

Background Community learning and e-mentoring, learning methods used in higher education, are not used to any extent in residency education. Yet both have the potential to enhance resident learning and, in the case of community learning, introduce residents to basic lifelong learning skills. We set out to determine whether residents participating in an Internet based e-mentoring program would, with appropriate facilitation, form a community of learners (CoL) and hold regular community meetings. We also determined resident and faculty perceptions of CoL and Internet sessions as effective learning experiences. Methods A six-month e-mentoring pilot was offered to 10 Radiology residents in the Aga Khan University Postgraduate Medical Education Program in Nairobi, Kenya (AKUHN) with a Professor of Radiology, located at University of Virginia, USA, acting as the e-mentor. Monthly Internet case-based teaching sessions were facilitated by the e-mentor. In addition, residents were coached by a community facilitator to form CoL and collectively work through clinical cases at weekly face-to-face CoL sessions. Event logs described observed resident activity at CoL sessions; exit survey and interviews were used to elicit perceptions of CoL and Internet sessions as effective learning experiences. Results Resident adoption of CoL behaviors was observed, including self-regulation, peer mentoring and collaborative problem solving. Analysis revealed high resident enthusiasm and value for CoL. Surveys and interviews indicated high levels of acceptance of Internet learning experiences, although there was room for improvement in audio-visual transmission technologies. Faculty indicated there was a need for a larger multi-specialty study. Conclusions The pilot demonstrated resident acceptance of community building and collaborative learning as valued learning experiences, addressing one barrier to its formal adoption in residency education curricula. It also highlighted the potential of e-mentoring as a means of expanding faculty and teaching materials in residency programs in developing countries. PMID:21266070

Relating mentor type and mentoring behaviors to academic medicine faculty satisfaction and productivity at one medical school.

PubMed

Shollen, S Lynn; Bland, Carole J; Center, Bruce A; Finstad, Deborah A; Taylor, Anne L

2014-09-01

To examine relationships among having formal and informal mentors, mentoring behaviors, and satisfaction and productivity for academic medicine faculty. In 2005, the authors surveyed full-time faculty at the University of Minnesota Medical School to assess their perceptions of variables associated with job satisfaction and productivity. This analysis focused on perceptions of mentoring as related to satisfaction with current position and productivity (articles published in peer-reviewed journals [article production] and role as a primary investigator [PI] or a co-PI on a grant/contract). Of 615 faculty, 354 (58%) responded. Satisfied faculty were not necessarily productive, and vice versa. Outcomes differed somewhat for mentor types: Informal mentoring was more important for satisfaction, and formal mentoring was more important for productivity. Regardless of mentor type, the 14 mentoring behaviors examined related more to satisfaction than productivity. Only one behavior-serves as a role model-was significantly, positively related to article production. Although participants reported that formal and informal mentors performed the same mentoring behaviors, mentees were more satisfied or productive when some behaviors were performed by formal mentors. The results emphasize the importance of having both formal and informal mentors who perform mentoring behaviors associated with satisfaction and productivity. The results provide a preliminary indication that mentor types and specific mentoring behaviors may have different effects on satisfaction and productivity. Despite the differences found for some behaviors, it seems that it is more essential that mentoring behaviors be performed by any mentor than by a specific type of mentor.

The Flipped Classroom: An active teaching and learning strategy for making the sessions more interactive and challenging.

PubMed

Sultan, Amber Shamim

2018-04-01

Flipping the classroom is a pedagogical model that employs easy to use, readily accessible technology based resources such as video lectures, reading handouts, and practice problems outside the classroom, whereas interactive group-based, problem-solving activities conducted in the classroom. This strategy permits for an extended range of learning activities during the session. Using class time for active learning provides greater opportunity for mentoring and peer to peer collaboration. Instead of spending too much time on delivering lectures, class time can best be utilized by interacting with students, discussing their concerns related to the particular topic to be taught, providing real life examples relevant to the course content, challenging students to think in a broader aspect about complex process and encouraging different team based learning activities.

Case Study: Clinical Governance as an Approach to Improve Maternal and Newborn Health in 22 Hospitals in Indonesia.

PubMed

Amelia, Dwirani; Suhowatsky, Stephanie; Baharuddin, Mohammad; Tholandi, Maya; Hyre, Anne; Sethi, Reena

Clinical governance is a concept used to improve management, accountability and the provision of quality healthcare. An approach to strengthen clinical governance as a means to improve the quality of maternal and newborn care in Indonesia was developed by the Expanding Maternal and Neonatal Survival (EMAS) Program. This case study presents findings and lessons learned from EMAS program experience in 22 hospitals where peer-to-peer mentoring supported staff in strengthening clinical governance from 2012-2015. Efforts resulted in improved hospital preparedness and significantly increased the odds of facility-level coverage for three evidence-based maternal and newborn healthcare interventions.

Improving operating room safety

PubMed Central

2009-01-01

Despite the introduction of the Universal Protocol, patient safety in surgery remains a daily challenge in the operating room. This present study describes one community health system's efforts to improve operating room safety through human factors training and ultimately the development of a surgical checklist. Using a combination of formal training, local studies documenting operating room safety issues and peer to peer mentoring we were able to substantially change the culture of our operating room. Our efforts have prepared us for successfully implementing a standardized checklist to improve operating room safety throughout our entire system. Based on these findings we recommend a multimodal approach to improving operating room safety. PMID:19930577

Mentor experiences of international healthcare students' learning in a clinical environment: A systematic review.

PubMed

Mikkonen, Kristina; Elo, Satu; Tuomikoski, Anna-Maria; Kääriäinen, Maria

2016-05-01

Globalisation has brought new possibilities for international growth in education and professional mobility among healthcare professionals. There has been a noticeable increase of international degree programmes in non-English speaking countries in Europe, creating clinical learning challenges for healthcare students. The aim of this systematic review was to describe mentors' experiences of international healthcare students' learning in a clinical environment. The objective of the review was to identify what influences the success or failure of mentoring international healthcare students when learning in the clinical environment, with the ultimate aim being to promote optimal mentoring practice. A systematic review was conducted according to the guidelines of the Centre for Reviews and Dissemination. Seven electronic databases were used to search for the published results of previous research: CINAHL, Medline Ovid, Scopus, the Web of Science, Academic Search Premiere, Eric, and the Cochrane Library. Search inclusion criteria were planned in the PICOS review format by including peer-reviewed articles published in any language between 2000 and 2014. Five peer-reviewed articles remained after the screening process. The results of the original studies were analysed using a thematic synthesis. The results indicate that a positive intercultural mentor enhanced reciprocal learning by improving the experience of international healthcare students and reducing stress in the clinical environment. Integrating international healthcare students into work with domestic students was seen to be important for reciprocal learning and the avoidance of discrimination. Many healthcare students were found to share similar experiences of mentoring and learning irrespective of their cultural background. However, the role of a positive intercultural mentor was found to make a significant difference for international students: such mentors advocated and mediated cultural differences and created a welcoming environment for international students by helping to minimise feelings of social isolation. Copyright © 2016 Elsevier Ltd. All rights reserved.

The Community Mentoring REU: A Novel Paradigm for Research Experiences for Undergraduates Programs

NASA Astrophysics Data System (ADS)

Kobulnicky, Henry; Maierhofer, Lara; Kobulnicky, Carol; Dale, Daniel A.

2018-01-01

Research Experience for Undergraduates programs were conceived to promote entry of college students into STEM disciplines. Evidence suggests that participating in REUs increases interest in STEM, conveys skills leading to STEM jobs and graduate study, increases science self-efficacy, builds professional networks for young scientists, and cultivates identity as a scientist. Nevertheless, the factors that mediate desired outcomes are still poorly understood, and persistence of negative mentoring experiences among REU participants motivates the design and study of novel approaches to preparing future STEM professionals. During five summers spanning 2012-2016 we implemented a "Community Mentoring" paradigm at the University of Wyoming's 10-week Astronomy REU program. In contrast to "traditional model (TM)" REUs that pair a single senior scientist mentor with a single junior mentee, community mentoring (CM) unites 6-8 undergraduates with 3-5 faculty (perhaps assisted by a graduate student or postdoc) on a collaborative team addressing a single science goal. In CM, students have access to a pool of mentors and a peer group reading the same literature, working in a common location, sharing equipment (in this case the WIRO 2.3 meter telescope), sharing data, and learning the same analysis skills. The community interacts daily, modeling the highly collaborative nature of modern scientific teams. Our study used an electronic survey consisting of 24 questions to compare a cohort of 28 CM students to a national control group of 77 students who conducted REUs elsewhere during the same period, typically under the TM. CM students report a significantly higher level of "learning from their peers", "learning to work on a science team", and "sense of community" compared to the TM cohort. The CM cohort also reports a higher overall level of satisfaction with the REU and a lower level of negative experiences, such as finding it difficult to get time with a mentor. This talk will review other lessons learned in five years of community mentoring as it describes an alternative paradigm for REUs.

Pathways to URM Retention: IBP's Professional Development and Mentoring Activities

NASA Astrophysics Data System (ADS)

Johnson, A.; Williamson Whitney, V.; Ricciardi, L.; Detrick, L.; Siegfried, D.; Fauver, A.; Ithier-Guzman, W.; Thomas, S. H.; Valaitis, S.

2013-05-01

As a not for profit organization, the Institute for Broadening Participation (IBP) hosts a variety of initiatives designed to increase the retention of underrepresented minority (URM) students pursuing pathways in STEM. IBP also assists with formative program evaluation design and implementation to help strengthen URM recruitment and retention elements. Successful initiatives include virtual and face-to-face components that bring together URM students with established URM and other scientists in academia, government and industry. These connections provide URMs with mentoring, networking opportunities, and professional skill development contributing to an improved retention rate of URM students. IBP's initiatives include the NASA One Stop Shopping Initiative (NASA OSSI), Pathways to Ocean Science and Engineering, and the Minorities Striving and Pursuing Higher Degrees of Success (MS PHD'S) in Earth System Science (ESS) Professional Development Program. The NASA OSSI recruits and facilitates student engagement in NASA education and employment opportunities. Pathways to Ocean Science connects and supports URM students with Ocean Science REU programs and serves as a resource for REU program directors. Pathways to Engineering has synthesized mentoring resources into an online mentoring manual for URM students that has been extensively vetted by mentoring experts throughout the country. The mentoring manual, which is organized by roles, provides undergraduates, graduates, postdocs, faculty and project directors with valuable resources. MS PHD'S, one of IBP's longest running and most successful initiatives, focuses on increasing the retention rate of URM students receiving advanced degrees in ESS. The program addresses barriers to retention in ESS including isolation, lack of preparation and professional development, and lack of mentoring. Program activities center on peer-to-peer community building, professional development exercises, networking experiences, one-on-one mentoring, and a facilitated virtual community. MS PHD'S students report a reduced sense of isolation, an increased sense of community, and a higher level of confidence about their ability to succeed in their chosen field. 42 MS PHD'S alumni have completed their PhD and are actively engaged in the ESS workforce.

A Youth Mentor-Led Nutritional Intervention in Urban Recreation Centers: A Promising Strategy for Childhood Obesity Prevention in Low-Income Neighborhoods

ERIC Educational Resources Information Center

Sato, Priscila M.; Steeves, Elizabeth A.; Carnell, Susan; Cheskin, Lawrence J.; Trude, Angela C.; Shipley, Cara; Mejía Ruiz, M. J.; Gittelsohn, Joel

2016-01-01

B'More Healthy Community for Kids (BHCK) is an ongoing multi-level intervention to prevent childhood obesity in African-American low-income neighborhoods in Baltimore city, MD. Although previous nutrition interventions involving peer mentoring of youth have been successful, there is a lack of studies evaluating the influence of cross-age peers…

Peer Mentoring in the General Chemistry and Organic Chemistry Laboratories: The Pinacol Rearrangement--An Exercise in NMR and IR Spectroscopy for General Chemistry and Organic Chemistry Laboratories

ERIC Educational Resources Information Center

Arrington, Caleb A.; Hill, Jameica B.; Radfar, Ramin; Whisnant, David M.; Bass, Charles G.

2008-01-01

This article describes a discovery experiment for general chemistry and organic chemistry labs. Although the pinacol rearrangement has been employed in undergraduate organic laboratories before, in this application organic chemistry students act as mentors to students of general chemistry. Students work together using distillation--a new technique…

Cathedral High School: Indianapolis, Indiana

ERIC Educational Resources Information Center

Fetter, Corinne

2005-01-01

This article discusses Cathedral High School's peer program that involves seniors serving as mentors to freshmen students to help them transition to high school. Students pour into Cathedral from more than 60 different grade schools, and the administration saw a need to connect these students with their peers in order to retain them. The program…

A Transition Program for Underprepared Students in General Chemistry: Diagnosis, Implementation, and Evaluation

ERIC Educational Resources Information Center

Shields, Shawn P.; Hogrebe, Mark C.; Spees, William M.; Handlin, Larry B.; Noelken, Greg P.; Riley, Julie M.; Frey, Regina F.

2012-01-01

We developed an online exam to diagnose students who are underprepared for college-level general chemistry and implemented a program to support them during the general chemistry sequence. This transition program consists of extended-length recitations, peer-led team-learning (PLTL) study groups, and peer-mentoring groups. We evaluated this…

Is This a Meaningful Learning Experience? Interactive Critical Self-Inquiry as Investigation

ERIC Educational Resources Information Center

Allard, Andrea C.; Gallant, Andrea

2012-01-01

What conditions enable educators to engage in meaningful learning experiences with peers and beginning practitioners? This article documents a self-study on our actions-in-practice in a peer mentoring project. The investigation involved an iterative process to improve our knowledge as teacher educators, reflective practitioners, and researchers.…

Supervising and Supporting Student Nurses in Clinical Placements: The Peer Support Initiative.

ERIC Educational Resources Information Center

Aston, Liz; Molassiotis, Alexander

2003-01-01

A program in which senior nursing students (n=31) supported junior students (n=27) in clinical placements was evaluated. Peer support was considered valuable, but both groups desired more preparation for their roles. Seniors felt their teaching and mentoring skills were enhanced. Juniors reduced anxiety about placements. (Contains 26 references.)…

Innovating for Student Success: The University Leadership Network (ULN) and Tiered Undergraduate Peer Mentor Model

ERIC Educational Resources Information Center

Smith, Jennifer L.

2017-01-01

This paper highlights the innovative approach the Student Success Initiative's unit at the University of Texas at Austin is taking to increase undergraduate persistence and four-year graduation rates. Specifically, this piece explores the large-scale University Leadership Network (ULN) program and examines the tiered undergraduate peer mentor…

'Walk with Us…' Student Peer-Mentoring in Interdisciplinary Cancer Education.

PubMed

Al-Maqrashi, Zainab; Al-Lawati, Yasser; Al-Sadi, Amira; Al-Wahaiby, Malak; Lakhtakia, Ritu

2017-02-27

'Walk with us…' reflects on a series of innovative educational journeys that have offered value addition in cancer education of health professions students. It provides an insight into interdisciplinary peer education through extra-curricular pathways. It taps on student creativity and inspirational techniques in health education that stimulate student-centered learning.

The Flipped Classroom: An Opportunity to Engage Millennial Students through Active Learning Strategies

ERIC Educational Resources Information Center

Roehl, Amy; Reddy, Shweta Linga; Shannon, Gayla Jett

2013-01-01

"Flipping" the classroom employs easy-to-use, readily accessible technology in order to free class time from lecture. This allows for an expanded range of learning activities during class time. Using class time for active learning versus lecture provides opportunities for greater teacher-to-student mentoring, peer-to-peer collaboration…

Peer Facilitated Writing Groups: A Programmatic Approach to Doctoral Student Writing

ERIC Educational Resources Information Center

Kumar, Vijay; Aitchison, Claire

2018-01-01

Very few empirical studies have investigated programmes in which doctoral students act as peer facilitators in faculty writing groups. We report on the development of a centrally delivered doctoral student writing programme in which twenty student participants were mentored and provided with the resources to initiate their own faculty-based…

Diversity dynamics: The experience of male Robert Wood Johnson Foundation nurse faculty scholars.

PubMed

Brody, Abraham A; Farley, Jason E; Gillespie, Gordon L; Hickman, Ronald; Hodges, Eric A; Lyder, Courtney; Palazzo, Steven J; Ruppar, Todd; Schiavenato, Martin; Pesut, Daniel J

Managing diversity dynamics in academic or clinical settings for men in nursing has unique challenges resulting from their minority status within the profession. The purpose of this study was to share challenges and lessons learned identified by male scholars in the Robert Wood Johnson Foundation Nurse Faculty Scholars program and suggest strategies for creating positive organizations promoting inclusive excellence. Multiple strategies including informal mentored discussions and peer-to-peer dialogue throughout the program, formal online surveys of scholars and National Advisory Committee members, and review of scholar progress reports were analyzed as part of the comprehensive evaluation plan of the program. Diversity dynamic issues include concerns with negative stereotyping, microaggression, gender intelligence, and differences in communication and leadership styles. Male nurse faculty scholars report experiencing both opportunities and challenges residing in a predominately female profession. This article attempts to raise awareness and suggest strategies to manage diversity dynamics in service of promoting the development of a culture of health that values diversity and inclusive excellence for both men and women in academic, research, and practice contexts. Copyright © 2017 Elsevier Inc. All rights reserved.

Electronic Communities: a Forum for Supporting Women Professionals and Students in Technical and Scientific Fields

NASA Astrophysics Data System (ADS)

Single, Peg Boyle; Muller, Carol B.; Cunningham, Christine M.; Single, Richard M.

In this article, we report on electronic discussion lists (e-lists) sponsored by MentorNet, the National Electronic Industrial Mentoring Network for Women in Engineering and Science. Using the Internet, the MentorNet program connects students in engineering and science with mentors working in industry. These e-lists are a feature of MentorNet's larger electronic mentoring program and were sponsored to foster the establishment of community among women engineering and science students and men and women professionals in those fields. This research supports the hypothesis that electronic communications can be used to develop community among engineering and science students and professionals and identifies factors influencing the emergence of electronic communities (e-communities). The e-lists that emerged into self-sustaining e-communities were focused on topic-based themes, such as balancing personal and work life, issues pertaining to women in engineering and science, and job searching. These e-communities were perceived to be safe places, embraced a diversity of opinions and experiences, and sanctioned personal and meaningful postings on the part of the participants. The e-communities maintained three to four simultaneous threaded discussions and were sustained by professionals who served as facilitators by seeding the e-lists with discussion topics. The e-lists were sponsored to provide women students participating in MentorNet with access to groups of technical and scientific professionals. In addition to providing benefits to the students, the e-lists also provided the professionals with opportunities to engage in peer mentoring with other, mostly female, technical and scientific professionals. We discuss the implications of our findings for developing e-communities and for serving the needs of women in technical and scientific fields.

A Guide to Youth Mentoring: Providing Effective Social Support

ERIC Educational Resources Information Center

Dolan, Pat; Brady, Bernadine

2011-01-01

Youth mentoring can be an effective way of supporting troubled youth, helping them sustain positive mental health, cope with stress, and lead successful lives through adolescence and into adulthood. This book is a comprehensive guide to youth mentoring programmes, illustrating how, if managed well, they can increase the social support available to…

Mentor Networks in Academic Medicine: Moving Beyond a Dyadic Conception of Mentoring for Junior Faculty Researchers

PubMed Central

DeCastro, Rochelle; Sambuco, Dana; Ubel, Peter A.; Stewart, Abigail; Jagsi, Reshma

2013-01-01

Purpose Career development award programs often require formal establishment of mentoring relationships. The authors sought to gain a nuanced understanding of mentoring from the perspective of a diverse national sample of faculty clinician-researchers who were all members of formal mentoring relationships. Method Between February 2010 and August 2011, the authors conducted semi-structured, in-depth telephone interviews with 100 former recipients of National Institutes of Health mentored career development awards and 28 of their mentors. Purposive sampling ensured a diverse range of viewpoints. Multiple analysts thematically coded verbatim transcripts using qualitative data analysis software. Results Three relevant themes emerged: (1) the numerous roles and behaviors associated with mentoring in academic medicine, (2) the improbability of finding a single person who can fulfill the diverse mentoring needs of another individual, and (3) the importance and composition of mentor networks. Many respondents described the need to cultivate more than one mentor. Several participants discussed the utilization of peer mentors, citing benefits such as pooled resources and mutual learning. Female participants generally acknowledged the importance of having at least one female mentor. Some observed that their portfolio of mentors needed to evolve in order to remain effective. Conclusions Those who seek to promote the careers of faculty in academic medicine should focus upon developing mentoring networks, rather than hierarchical mentoring dyads. The members of each faculty member's mentoring team or network should reflect the protégé's individual needs and preferences, with special attention towards ensuring diversity in terms of area of expertise, academic rank, and gender. PMID:23425990

A youth mentor-led nutritional intervention in urban recreation centers: a promising strategy for childhood obesity prevention in low-income neighborhoods

PubMed Central

Sato, Priscila M.; Steeves, Elizabeth A.; Carnell, Susan; Cheskin, Lawrence J.; Trude, Angela C.; Shipley, Cara; Mejía Ruiz, M. J.; Gittelsohn, Joel

2016-01-01

B’More Healthy Community for Kids (BHCK) is an ongoing multi-level intervention to prevent childhood obesity in African-American low-income neighborhoods in Baltimore city, MD. Although previous nutrition interventions involving peer mentoring of youth have been successful, there is a lack of studies evaluating the influence of cross-age peers within interventions targeting youth. This article evaluates the implementation of the BHCK intervention in recreation centers, and describes lessons learned. Sixteen youth leaders delivered bi-weekly, interactive sessions to 10- to 14-y olds. Dose, fidelity and reach are assessed, as is qualitative information regarding what worked well during sessions. Dose is operationalized as the number of interactive sessions, and taste tests, giveaways and handouts per session; fidelity as the number of youth leaders participating in the entire intervention and per session and reach as the number of interactions with the target population. Based on a priori set values, number of interactive sessions was high, and number of taste tests, giveaways and handouts was moderate to high (dose). The number of participating youth leaders was also high (fidelity). Of the 14 planned sessions, the intervention was implemented with high/moderate reach. Data suggest that working with cross-age peers is a promising nutritional intervention for recreation centers. PMID:26936480

Intentional Excellence in the Baldwin Wallace University Neuroscience Program

PubMed Central

Morris, Jacqueline K.; Peppers, Kieth; Mickley, G. Andrew

2015-01-01

The Society for Neuroscience recognized Baldwin Wallace University’s (BWU) undergraduate Neuroscience program as their Program of the Year for 2012. This award acknowledged the “accomplishments of a neuroscience department or program for excellence in educating neuroscientists and providing innovative models to which other programs can aspire.” The Neuroscience program grew out of students interested in studying the biological basis of behavior. BWU’s neuroscience major is research-intensive, and all students are required to produce an empirically-based senior thesis. This requirement challenges program resources, and the demand for faculty attention is high. Thus, we developed an intentional 3-step peer mentoring system that encourages our students to collaborate with and learn from, not only faculty, but each other. Peer mentoring occurs in the curriculum, faculty research labs, and as students complete their senior theses. As the program has grown with over 80 current majors, we have developed a new Neuroscience Methods course to train students on the safety, ethics, and practice of research in the neuroscience laboratory space. Students in this course leave with the skills and knowledge to assist senior level students with their theses and to begin the process of developing their own projects in the laboratory. Further, our students indicate that their “peer mentorship was excellent,” “helped them gain confidence,” and “allowed them to be more successful in their research.” PMID:26240522

A diabetes management mentor program: outcomes of a clinical nurse specialist initiative to empower staff nurses.

PubMed

Modic, Mary Beth; Canfield, Christina; Kaser, Nancy; Sauvey, Rebecca; Kukla, Aniko

2012-01-01

The purpose of this project was to enhance the knowledge of the bedside nurse in diabetes management. A forum for ongoing support and exploration of clinical problems, along with the distribution of educational tools were the components of this program. Diabetes accounts for 30% of patients admitted to the hospital. It has become more challenging to manage as the treatment choices have increased. There are a number of researchers who have identified nurse and physician knowledge of diabetes management principles as suboptimal. DESCRIPTION OF THE INNOVATION: Staff nurses are educated for a role as a Diabetes Management Mentor and are expected to educate/dialogue with peers monthly, model advocacy and diabetes patient education skills, facilitate referrals for diabetes education, and direct staff to resources for diabetes management. Diabetes Management Mentors feel more confident in their knowledge of diabetes and their ability to resolve clinical issues as they arise. The Diabetes Management Mentor role is another avenue for nurses to refine their clinical knowledge base and acquire skills to share with colleagues while remaining at the bedside. The clinical nurse specialist is expertly prepared to foster the professional development of bedside nurses while simultaneously making a positive impact on disease management. Opportunity for future investigation includes efficacy of teaching tools on diabetes mastery, the effect of clinical nurse specialist mentoring on a select group of bedside nurses, and the Diabetes Management Mentor's impact on prevention of near-miss events.

Steps towards equal gender representation: TANDEMplusIDEA - an international mentoring and personal development scheme for female scientists

NASA Astrophysics Data System (ADS)

Schaefli, Bettina; Breuer, Elke

2010-05-01

TANDEMplusIDEA was a European mentoring programme conducted by the technical universities RWTH Aachen, Imperial College London, ETH Zurich and TU Delft between 2007 and 2010 to achieve more gender equality in science. Given the continuing underrepresentation of women in science and technology and the well-known structural and systematic disadvantages in male-dominated scientific cultures, the main goal of this programme was to promote excellent female scientists through a high-level professional and personal development programme. Based on the mentoring concept of the RWTH Aachen, TANDEMplusIDEA was the first mentoring programme for female scientists realized in international cooperation. As a pilot scheme funded by the 6th Framework Programme of the European Commission, the scientific evaluation was an essential part of the programme, in particular in view of the development of a best practice model for international mentoring. The participants of this programme were female scientists at an early stage of their academic career (postdoc or assistant professor) covering a wide range of science disciplines, including geosciences. This transdisciplinarity as well as the international dimension of the programme have been identified by the participants as one of the keys of success of the programme. In particular, the peer-mentoring across discipline boarders proved to have been an invaluable component of the development programme. This presentation will highlight some of the main findings of the scientific evaluation of the programme and focus on some additional personal insights from the participants.

Female surgeons' mentoring experiences and success in an academic career in Switzerland.

PubMed

Kaderli, Reto; Muff, Brigitte; Stefenelli, Ulrich; Businger, Adrian

2011-07-18

An increasing proportion of women are working in medicine, although only very few choose surgical specialties and the interest in an academic pursuit is generally smaller among women compared to their male colleagues. The aim of the present study was to analyse factors critical for a successful academic career for female surgeons in Switzerland and to assess the value of mentor-mentee relationships in this context. An anonymous national survey among board-certified female surgeons and female residents was conducted in Switzerland during spring 2008. The support in career advancement was investigated with five scales: networking, career planning, coaching, role model and emotional support scale. Career development was assessed based on the following criteria: number of talks at scientific conferences, number of peer-reviewed publications, participation in research projects, months of research as a fulltime activity, amount of awarded scholarships, amount of obtained third-party funds and number of research awards obtained. In total, 189/318 (59.4%) questionnaires were returned. Mentor-mentee relationships were reported by 109/189 (58%) respondents. The bivariate analysis showed a positive influence on the sum score regarding the respondents who were in a mentor-mentee relationship or who had support in doing household work (p = 0.09). A supporting network, especially in terms of a mentor, is crucial so that female physicians interested in an academic career get the opportunity to accomplish their purpose. There is considerable potential for improvement as almost half of the respondents did not have a mentor in this survey.

Evaluating a nurse mentor preparation programme.

PubMed

Gray, Olivia; Brown, Donna

Following the introduction of a regional nurse mentor preparation programme, research was undertaken within a health and social care trust to explore both the trainee mentors' and their supervisors' perception of this new programme. A qualitative study involving focus groups was undertaken. The focus groups comprised a total of twelve participants including five trainee mentors and seven supervisors (experienced mentors) who had recently completed a mentor preparation programme. Data were analysed using Braun and Clarke's thematic analysis. Three themes were identified from the data: personal investment (including the emotional impact of mentoring) contextual perceptions (environmental factors such as time) and intellectual facets (related to personal and professional growth). Comprehensive preparation for mentors appears to be effective in developing mentors with the ability to support nursing students in practice. However, further study is required to explore how to support mentors to balance the demands of the mentoring role with the delivery of patient care.

Does Paired Mentoring Work? A Study of the Effectiveness and Affective Value of Academically Asymmetrical Peer Mentoring in Supporting Disadvantaged Students in School Science

ERIC Educational Resources Information Center

Sharpe, Rachael; Abrahams, Ian; Fotou, Nikolaos

2018-01-01

Background: In England, there is a growing need to improve the lives of secondary school students who are defined as disadvantaged and to support these students in their attainment and attitudes to secondary school science. Purpose: This paper reports on a project designed to support students from disadvantaged backgrounds by pairing them with…

Peer Mentoring Experiences of Psychology Students at the London Metropolitan University Writing Centre

ERIC Educational Resources Information Center

Bakhshi, Savita; Harrington, Kathy; O'Neill, Peter

2008-01-01

"It really helps knowing that you are going to have someone around to help you..." This short article reports on research taking place into peer writing tutorials at London Metropolitan University and examines in particular, the experiences of psychology students who have taken part in the scheme. Some of the implications of this…

Implementing a Peer Mentoring Model in the Clemson Eportfolio Program

ERIC Educational Resources Information Center

Ring, Gail L.

2015-01-01

Since the implementation of the ePortfolio Program in 2006, Clemson University has incorporated peer review for the formative feedback process. One of the challenges with this large-scale implementation has been ensuring that all work is reviewed and constructive feedback is provided in a timely manner. In this article, I discuss the strategies…

Brief Report: An Online Support Intervention--Perceptions of Adolescents with Physical Disabilities

ERIC Educational Resources Information Center

Stewart, Miriam; Barnfather, Alison; Magill-Evans, Joyce; Ray, Lynne; Letourneau, Nicole

2011-01-01

Adolescents with cerebral palsy and spina bifida report restricted interactions with peers and gaps in social support. A pilot online support intervention offered interactions with peers. Five mentors with cerebral palsy or spina bifida and 22 adolescents with the same disabilities met weekly online for 25 group sessions over six months.…

Much ado about mentors.

PubMed

Roch, G R

1979-01-01

An international management firm conducted a study of executives that included questions regarding compensations, personal data, and current position. It was of special interest to determine the effect of mentor and protege relationships on business careers. Of the individuals surveyed, two-thirds reported a relationship with a senior person who took a special interest in their career, during the first five years of their professional development. In general, executives who had a mentor are better educated, earn more money at an earlier age, more apt to follow a career plan and report high job satisfaction. The majority of sponsors are older businessmen holding positions of authority and who feel that personnel development and management succession are key responsibilities. The following characteristics of a mentor are judged most important: willingness to share experiences, knowledge of the organization, organizational power and respect from peers. Mentor-protege relationships frequently develop into lengthy friendships which in turn encourage young executives to eventually sponsor their own proteges.

The impact of mentor mother programs on PMTCT service uptake and retention-in-care at primary health care facilities in Nigeria: a prospective cohort study (MoMent Nigeria).

PubMed

Sam-Agudu, Nadia A; Cornelius, Llewellyn J; Okundaye, Joshua N; Adeyemi, Olusegun A; Isah, Haroun O; Wiwa, Owens M; Adejuyigbe, Ebun; Galadanci, Hadiza; Afe, Abayomi J; Jolaoso, Ibidun; Bassey, Emem; Charurat, Manhattan E

2014-11-01

Nigeria is a key target country in the global effort toward elimination of mother-to-child transmission of HIV. Low coverage of prevention of mother-to-child transmission (PMTCT) interventions, adherence, and retention-in-care rates in HIV-positive pregnant women are contributing factors to high mother-to-child transmission of HIV (MTCT) rates. In Nigeria, rural areas, served largely by primary health care facilities, have particularly poor indicators of PMTCT coverage. Mentor Mothers are HIV-positive women who serve as peer counselors for PMTCT clients, provide guidance, and support in keeping appointments and promoting antiretroviral adherence and retention-in-care. The Mother Mentor (MoMent) study aims to investigate the impact of structured Mentor Mother programs on PMTCT outcomes in rural Nigeria. A prospective cohort study will compare rates of retention-in-care among PMTCT clients who are supported by formally-trained supervised Mentor Mothers versus clients who receive standard-of-care, informal peer support. Study sites are 20 primary health care centers (10 intervention, 10 control) in rural North-Central Nigeria. The study population is HIV-positive mothers and exposed infant pairs (MIPs) (N = 480; 240 MIPs per study arm). Primary outcome measures are the proportion of exposed infants receiving early HIV testing by age 2 months, and the proportion of MIPs retained in care at 6 months postpartum. Secondary outcome measures examine antiretroviral adherence, 12-month postpartum MIP retention, and MTCT rates. This article presents details of the study design, the structured Mentor Mother programs, and how their impact on PMTCT outcomes will be assessed.

"Having the right chemistry": a qualitative study of mentoring in academic medicine.

PubMed

Jackson, Vicki A; Palepu, Anita; Szalacha, Laura; Caswell, Cheryl; Carr, Phyllis L; Inui, Thomas

2003-03-01

To develop a deeper understanding of mentoring by exploring lived experiences of academic medicine faculty members. Mentoring relationships are key to developing productive careers in academic medicine, but such alliances hold a certain "mystery." Using qualitative techniques, between November 1999 and March 2000, the authors conducted individual telephone interviews of 16 faculty members about their experiences with mentoring. Interviews were taped and transcribed and authors identified major themes through multiple readings. A consensus taxonomy for classifying content evolved from comparisons of coding by four reviewers. Themes expressed by participants were studied for patterns of connection and grouped into broader categories. Almost 98% of participants identified lack of mentoring as the first (42%) or second (56%) most important factor hindering career progress in academic medicine. Finding a suitable mentor requires effort and persistence. Effective mentoring necessitates a certain chemistry for an appropriate interpersonal match. Prized mentors have "clout," knowledge, and interest in the mentees, and provide both professional and personal support. In cross-gender mentoring, maintaining clear boundaries is essential for an effective relationship. Same-gender or same-race matches between mentor and mentee were not felt to be essential. Having a mentor is critical to having a successful career in academic medicine. Mentees need to be diligent in seeking out these relationships and institutions need to encourage and value the work of mentors. Participants without formalized mentoring relationships should look to peers and colleagues for assistance in navigating the academic system.

Improving the diagnosis and treatment of osteoporosis using a senior-friendly peer-led community education and mentoring model: a randomized controlled trial

PubMed Central

Kloseck, Marita; Fitzsimmons, Deborah A; Speechley, Mark; Savundranayagam, Marie Y; Crilly, Richard G

2017-01-01

Background This randomized controlled trial (RCT) evaluated a 6-month peer-led community education and mentorship program to improve the diagnosis and management of osteoporosis. Methods Ten seniors (74–90 years of age) were trained to become peer educators and mentors and deliver the intervention. In the subsequent RCT, 105 seniors (mean age =80.5±6.9; 89% female) were randomly assigned to the peer-led education and mentorship program (n=53) or control group (n=52). Knowledge was assessed at baseline and 6 months. Success was defined as discussing osteoporosis risk with their family physician, obtaining a bone mineral density assessment, and returning to review their risk profile and receive advice and/or treatment. Results Knowledge of osteoporosis did not change significantly. There was no difference in knowledge change between the two groups (mean difference =1.3, 95% confidence interval [CI] of difference −0.76 to 3.36). More participants in the intervention group achieved a successful outcome (odds ratio 0.16, 95% CI 0.06–0.42, P<0.001). Conclusion Peer-led education and mentorship can promote positive health behavior in seniors. This model was effective for improving osteoporosis risk assessment, diagnosis, and treatment in a community setting. PMID:28553091

Improving the diagnosis and treatment of osteoporosis using a senior-friendly peer-led community education and mentoring model: a randomized controlled trial.

PubMed

Kloseck, Marita; Fitzsimmons, Deborah A; Speechley, Mark; Savundranayagam, Marie Y; Crilly, Richard G

2017-01-01

This randomized controlled trial (RCT) evaluated a 6-month peer-led community education and mentorship program to improve the diagnosis and management of osteoporosis. Ten seniors (74-90 years of age) were trained to become peer educators and mentors and deliver the intervention. In the subsequent RCT, 105 seniors (mean age =80.5±6.9; 89% female) were randomly assigned to the peer-led education and mentorship program (n=53) or control group (n=52). Knowledge was assessed at baseline and 6 months. Success was defined as discussing osteoporosis risk with their family physician, obtaining a bone mineral density assessment, and returning to review their risk profile and receive advice and/or treatment. Knowledge of osteoporosis did not change significantly. There was no difference in knowledge change between the two groups (mean difference =1.3, 95% confidence interval [CI] of difference -0.76 to 3.36). More participants in the intervention group achieved a successful outcome (odds ratio 0.16, 95% CI 0.06-0.42, P <0.001). Peer-led education and mentorship can promote positive health behavior in seniors. This model was effective for improving osteoporosis risk assessment, diagnosis, and treatment in a community setting.

The Effects of New Jersey's Teacher Mentoring Program on Teacher Job Satisfaction: A Study on the Influence of the Standardization of Mentoring Programs in Northern New Jersey

ERIC Educational Resources Information Center

Block, Matthew Jared

2017-01-01

The purpose of this study was to evaluate the influence of the 2006 New Jersey Department of Education's initiative to improve mentoring supports for first-year new teachers throughout the state. As part of this initiative, every school district in the state was required to develop a comprehensive mentoring plan to support new teachers. Districts…

'Ike Wai Professional Development Model for Students and Post-docs

NASA Astrophysics Data System (ADS)

Bruno, B. C.

2016-12-01

'Ike Wai: Securing Hawaii's Water Future, funded by NSF EPSCoR, is an interdisciplinary research collaboration among geophysicists, geochemists, engineers, microbiologists, computational modelers, data scientists and social scientists. Key questions include: How much water is there? How does it flow? How long will it last? Undergraduate students, graduate students and post-docs are actively involved in the research, and their professional development is a key part of the project. An underlying principle is that students assume responsibility for their own learning and professional development. Based on the model created by the NSF Center for Microbial Oceanography: Research and Education (C-MORE) (Bruno et al, 2008; Guannel et al 2014, Bottjer et al 2014), the 'Ike Wai professional development program includes (1) Leadership. Each student and post-doc creates an Individualized Professional Development plan, which includes leadership training (provided by external facilitators) and assuming leadership roles (such as developing and implementing trainings for their peers). (2) EDventures. Based on the C-MORE model, EDventures combines proposal-writing training with the incentive of seed money. Rather than providing training a priori, the EDventures model encourages students and post-docs to write a proposal based on guidelines provided. Training occurs during a two-stage review stage: proposers respond to panel reviews and resubmit their proposal within a single review cycle. C-MORE EDventures alumni self-report statistically significant confidence gains on all questions posed. Their subsequent proposal success is envious: of the 12 proposals submitted by to NSF, 50% were funded. (Wood Charlson & Bruno, 2015) (3) Layered Mentoring Network. All ´Ike Wai participants serve as both mentor and mentee. Students are matched with a non-research mentor in addition to their advisor to promote a holistic approach to career development. They will also serve as mentors to more junior students. All mentors are trained and mentoring relationships are carefully monitored to allow for sharing of best practices and early detection of issues that could adversely impact retention.

Peer-assisted learning--beyond teaching: How can medical students contribute to the undergraduate curriculum?

PubMed

Furmedge, Daniel S; Iwata, Kazuya; Gill, Deborah

2014-09-01

Peer-assisted learning (PAL) has become increasingly popular over recent years with many medical schools now formally incorporating peer-teaching programs into the curriculum. PAL has a sound evidence base with benefit to both peer-teacher and peer-learner. Aside from in teaching delivery, empowering students to develop education in its broadest sense has been much less extensively documented. Five case studies with supportive evaluation evidence illustrate the success of a broad range of peer-led projects in the undergraduate medical curriculum, particularly where these have been embedded into formal teaching practices. These case studies identify five domains of teaching and support of learning where PAL works well: teaching and learning, resource development, peer-assessment, education research and evaluation and mentoring and support. Each case offers ways of engaging students in each domain. Medical students can contribute significantly to the design and delivery of the undergraduate medical program above and beyond the simple delivery of peer-assisted "teaching". In particular, they are in a prime position to develop resources and conduct research and evaluation within the program. Their participation in all stages enables them to feel involved in course development and education of their peers and ultimately leads to an increase in student satisfaction.

Strengthening Self-efficacy through Supportive Mentoring

NASA Astrophysics Data System (ADS)

Haacker, R.

2015-12-01

The geosciences have had a chronic problem of underrepresentation of students from diverse ethnic, cultural, gender and socio-economic backgrounds. As a community we need to strengthen our support of young scientists from all backgrounds to sustain their enthusiasm and ensure their success in our field. Investing in mentoring programs that empower students and young professionals is one of the best ways to do so. The Significant Opportunities in Atmospheric Research and Science (SOARS) program, now entering its 20th year, has successfully developed and tested several mentoring models. The personalized, caring and consistent support is one of the key elements of the program's success; since its inception, 90% of SOARS participants have entered graduate school, research or science related careers after graduation. Many of our alumni who are now faculty apply the same mentoring strategies to build self-esteem and perseverance in their students. This presentation will cover the design and implementation of our four mentoring strategies, and provide insights on potential challenges, training aspects and impact assessment. The mentoring strategies include: 1) Multi-faceted, long-term mentoring of undergraduate and graduate students from diverse backgrounds. 2) Empowering advanced students to serve as peer mentors and role models. 3) Training faculty and professional scientists from all backgrounds to become mentors who are aware of diversity issues. 4) Providing mentor training for partner programs and laboratories. All four strategies have contributed to the creation of a mentoring culture in the geosciences.

Three decades of disasters: a review of disaster-specific literature from 1977-2009.

PubMed

Smith, Erin; Wasiak, Jason; Sen, Ayan; Archer, Frank; Burkle, Frederick M

2009-01-01

The potential for disasters exists in all communities. To mitigate the potential catastrophes that confront humanity in the new millennium, an evidence-based approach to disaster management is required urgently. This study moves toward such an evidence-based approach by identifying peer-reviewed publications following a range of disasters and events over the past three decades. Peer-reviewed, event-specific literature was identified using a comprehensive search of the electronically indexed database, MEDLINE (1956-January 2009). An extended comprehensive search was conducted for one event to compare the event-specific literature indexed in MEDLINE to other electronic databases (EMBASE, CINAHL, AMED, CENTRAL, Psych Info, Maternity and Infant Care, EBM Reviews). Following 25 individual disasters or overwhelming crises, a total of 2,098 peer-reviewed, event-specific publications were published in 789 journals (652 publications following disasters/events caused by natural hazards, 966 following human-made/technological disasters/events, and 480 following conflict/complex humanitarian events).The event with the greatest number of peer-reviewed, event-specific publications was the 11 September 2001 terrorist attacks (686 publications). Prehospital and Disaster Medicine published the greatest number of peer-reviewed, event-specific publications (54), followed by Journal of Traumatic Stress (42), Military Medicine (40), and Psychiatric Services (40). The primary topics of event-specific publications were mental health, medical health, and response. When an extended, comprehensive search was conducted for one event, 75% of all peer-reviewed, event-specific publications were indexed in MEDLINE. A broad range of multi-disciplinary journals publish peer reviewed, event-specific publications. While the majority of peer-reviewed, event-specific literature is indexed in MEDLINE, comprehensive search strategies should include EMBASE to increase yield.

The role of E-mentorship in a virtual world for youth transplant recipients.

PubMed

Cantrell, Kathryn; Fischer, Amy; Bouzaher, Alisha; Bers, Marina

2010-01-01

Because of geographic distances, many youth transplant recipients do not have the opportunity to meet and form relationships with peers who have undergone similar experiences. This article explores the role of E-mentorship in virtual environments. Most specifically, by analyzing data from a study conducted with the Zora virtual world with pediatric transplant recipients, suggestions and recommendations are given for conceiving the role of virtual mentors and allocating the needed resources. Zora is a graphical virtual world designed to create a community that offers psychoeducational support and the possibility of participating in virtual activities following a curriculum explicitly designed to address issues of school transition and medical adherence. Activities are designed to foster relationships, teach technological skills, and facilitate the formation of a support network of peers and mentors.This article addresses the research question, "What makes a successful E-mentorship model in virtual worlds for children with serious illnesses?" by looking at E-mentoring patterns such as time spent online, chat analysis, initiation of conversation, initiation of activities, and out-of-world contact.

Nurse Mentors to Advance Quality Improvement in Primary Health Centers: Lessons From a Pilot Program in Northern Karnataka, India.

PubMed

Fischer, Elizabeth A; Jayana, Krishnamurthy; Cunningham, Troy; Washington, Maryann; Mony, Prem; Bradley, Janet; Moses, Stephen

2015-12-01

High-quality care during labor, delivery, and the postpartum period is critically important since maternal and child morbidity and mortality are linked to complications that arise during these stages. A nurse mentoring program was implemented in northern Karnataka, India, to improve quality of services at primary health centers (PHCs), the lowest level in the public health system that offers basic obstetric care. The intervention, conducted between August 2012 and July 2014, employed 53 full-time nurse mentors and was scaled-up in 385 PHCs in 8 poor rural districts. Each mentor was responsible for 6 to 8 PHCs and conducted roughly 6 mentoring visits per PHC in the first year. This paper reports the results of a qualitative inquiry, conducted between September 2012 and April 2014, assessing the program's successes and challenges from the perspective of mentors and PHC teams. Data were gathered through 13 observations, 9 focus group discussions with mentors, and 25 individual and group interviews with PHC nurses, medical officers, and district health officers. Mentors and PHC staff and leaders reported a number of successes, including development of rapport and trust between mentors and PHC staff, introduction of team-based quality improvement processes, correct and consistent use of a new case sheet to ensure adherence to clinical guidelines, and increases in staff nurses' knowledge and skills. Overall, nurses in many PHCs reported an increased ability to provide care according to guidelines and to handle maternal and newborn complications, along with improvements in equipment and supplies and referral management. Challenges included high service delivery volumes and/or understaffing at some PHCs, unsupportive or absent PHC leadership, and cultural practices that impacted quality. Comprehensive mentoring can build competence and improve performance by combining on-the-job clinical and technical support, applying quality improvement principles, and promoting team-based problem solving. © Fischer et al.

Nurse Mentors to Advance Quality Improvement in Primary Health Centers: Lessons From a Pilot Program in Northern Karnataka, India

PubMed Central

Fischer, Elizabeth A; Jayana, Krishnamurthy; Cunningham, Troy; Washington, Maryann; Mony, Prem; Bradley, Janet; Moses, Stephen

2015-01-01

High-quality care during labor, delivery, and the postpartum period is critically important since maternal and child morbidity and mortality are linked to complications that arise during these stages. A nurse mentoring program was implemented in northern Karnataka, India, to improve quality of services at primary health centers (PHCs), the lowest level in the public health system that offers basic obstetric care. The intervention, conducted between August 2012 and July 2014, employed 53 full-time nurse mentors and was scaled-up in 385 PHCs in 8 poor rural districts. Each mentor was responsible for 6 to 8 PHCs and conducted roughly 6 mentoring visits per PHC in the first year. This paper reports the results of a qualitative inquiry, conducted between September 2012 and April 2014, assessing the program's successes and challenges from the perspective of mentors and PHC teams. Data were gathered through 13 observations, 9 focus group discussions with mentors, and 25 individual and group interviews with PHC nurses, medical officers, and district health officers. Mentors and PHC staff and leaders reported a number of successes, including development of rapport and trust between mentors and PHC staff, introduction of team-based quality improvement processes, correct and consistent use of a new case sheet to ensure adherence to clinical guidelines, and increases in staff nurses’ knowledge and skills. Overall, nurses in many PHCs reported an increased ability to provide care according to guidelines and to handle maternal and newborn complications, along with improvements in equipment and supplies and referral management. Challenges included high service delivery volumes and/or understaffing at some PHCs, unsupportive or absent PHC leadership, and cultural practices that impacted quality. Comprehensive mentoring can build competence and improve performance by combining on-the-job clinical and technical support, applying quality improvement principles, and promoting team-based problem solving. PMID:26681711

Peer Leadership as an Emerging High-Impact Practice: An Exploratory Study of the American Experience

ERIC Educational Resources Information Center

Keup, Jennifer R.

2016-01-01

Given the powerful and ubiquitous qualities of peer influence, higher educators have begun to harness this resource in student support and service delivery by using undergraduates as leaders, mentors and educators for their fellow students. This paper analyses data from 1,942 students from 142 institutions in the United States who responded to a…

An Investigation of Strategies for Preparing Teenagers for Cross-Age and Peer Teaching Roles: Implications for Linking Research and Practice.

ERIC Educational Resources Information Center

Lee, Faye C. H.; Murdock, Shelley; Paterson, Carole

In the San Francisco Bay Area (California), community agencies and organizations routinely use teenagers as mentors and teachers of peers and younger children. Despite the literature indicating that teens should derive many benefits from these roles, agency staff have observed teen teachers who appear frustrated, bored, or disengaged, or who have…

ELL Excel: Using Peer Mentoring to Help English Language Learners Excel in American Classrooms

ERIC Educational Resources Information Center

Turney, Kristilynn M.

2013-01-01

This action research study describes implementation of a peer mentorship program to improve the performance of English language learners at the research site, a suburban high school in Ohio. With the rapidly increasing number of English language learners at the research site as well as schools across the country and the expectations of No Child…

34 CFR 200.41 - School improvement plan.

Code of Federal Regulations, 2010 CFR

2010-07-01

... for participating in that professional development; and (iii) Incorporates teacher mentoring...) Within 45 days of receiving a school improvement plan, the LEA must— (i) Establish a peer-review process...

Student Voices: Perspectives on Peer-to-Peer Sexual Health Education

ERIC Educational Resources Information Center

Layzer, Carolyn; Rosapep, Lauren; Barr, Sherry

2017-01-01

Background: This process study is a companion to a randomized evaluation of a school-based, peer-led comprehensive sexual health education program, Teen Prevention Education Program (Teen PEP), in which 11th- and 12th-grade students are trained by school health educators to conduct informative workshops with ninth-grade peers in schools in North…

Qualitative interviews with mentor mothers living with HIV: potential impacts of role and coping strategies.

PubMed

Dhlamini, Lebohang; Knight, Lucia; van Rooyen, Heidi; van Heerden, Alastair; Jane Rotheram-Borus, Mary

2012-07-11

In South Africa where HIV prevalence is high, mentor mother programmes have been used to promote the health and wellbeing of women enrolled in government programmes preventing vertical transmission. The Masihambisane Project trained mentors to be educators and facilitators as "expert patients" in self-help groups. While this and other similar interventions demonstrate positive outcomes for mothers and their children, the long-term repercussions for mentors delivering the intervention are seldom considered. This article explores the personal impact of being a mentor, the potentially traumatizing effects of repeatedly sharing their experiences of living with HIV and the coping strategies they adopt. Towards the end of the Masihambisane intervention, 10 semi-structured qualitative interviews were conducted with locally recruited mentors living with HIV and were thematically analysed. Mentors found the repeated telling of their stories a painful reminder of adverse personal experiences. In some cases, retelling caused a physical reaction. Mentors relied on coping strategies like taking breaks, writing their experiences down and debriefing sessions. Despite the difficulties associated with their role, some mentors found being advisors and the group sessions therapeutic and empowering. These findings indicate that the inclusion of peer mentors comes with certain responsibilities. While the mentors were resilient and some found the experience therapeutic and empowering found creative ways to cope with secondary trauma, the negative implications cannot be ignored. To effectively deliver a mentor-driven intervention to mothers enrolled in a programme to prevent vertical transmission, the possibilities of secondary trauma should be considered and mentors provided with ongoing counselling, training on coping skills and regular debriefing sessions.

Comprehensive Opportunities for Research and Teaching Experience (CORTEX): A mentorship program.

PubMed

Zuzuárregui, José Rafael P; Hohler, Anna D

2015-06-09

We developed a program to promote medical student interest in pursuing a career in neurology. This program focuses on medical student mentorship. It also offers opportunities in teaching and clinical research in order to provide students with marketable skills for an academic career in neurology. Through this program, students are provided with guidance in developing a fourth-year clerkship schedule and an application package for residency programs. Students are involved and mentored in clinical research. Opportunities are also provided for students to teach their peers, with sessions focusing on examination preparation. Since the implementation of this program in 2010, the number of students entering into the field of neurology from our institution significantly increased from 14 students between 2006 and 2010, to 30 students between 2011 and 2014 (p < 0.05). Medical student research productivity increased from 7 publications during 2006-2010, to 22 publications, 14 poster presentations, and a book chapter after implementation of this program in 2010 (p < 0.05). In this mentoring program, students are prepared for residency application and provided with research and teaching opportunities. Students develop a highly desirable academic skill set for residency and have matched at top-ranked institutions. This program has been successful in improving student productivity in clinical research and garnering student interest in neurology. © 2015 American Academy of Neurology.

Improving Program Design and Assessment with Broadening Participation Resources

NASA Astrophysics Data System (ADS)

Siegfried, D.; Johnson, A.; Thomas, S. H.; Fauver, A.; Detrick, L.

2012-12-01

Many theoretical and research-based approaches suggest how to best use mentoring to enhance an undergraduate research program. The Institute for Broadening Participation's Pathways to Engineering and Pathways to Ocean Sciences projects synthesized a set of mentoring studies, theoretical sources, and other texts pertinent to undergraduate research program design into a suite of practical tools that includes an online mentoring manual, an online reference library of mentoring and diversity literature, and practical guides such as Using Social Media to Build Diversity in Your REU. The overall goal is to provide easy-to-access resources that can assist faculty and program directors in implementing or honing the mentoring elements in their research programs for undergraduates. IBP's Online Mentoring Manual addresses common themes, such as modeling, student self-efficacy, career development, retention and evaluation. The Online Diversity Reference Library provides a comprehensive, annotated selection of key policy documents, research studies, intervention studies, and other texts on broadening participation in science, technology, engineering and mathematics. IBP's suite of tools provides the theoretical underpinnings and research findings that can help leaders in education integrate site-appropriate mentoring elements into their educational programs. Program directors and faculty from a variety of program types and disciplines have benefitted from using the Manual and other resources. IBP continues the work of translating and synthesizing theory to practice and welcomes your participation and partnership in that effort.

The Young Women's Program: A health and wellness model to empower adolescents with physical disabilities.

PubMed

Xenakis, Nancy; Goldberg, Judith

2010-04-01

This article introduces a comprehensive health and wellness program that serves young women, ages 14 to 21, with physical disabilities. The program is a component of the Initiative for Women with Disabilities (IWD), a hospital-based center serving women with physical disabilities/conditions that offers accessible gynecology, primary care, physical therapy, nutrition consultations, exercise and fitness classes, and wellness and social work services. Recent literature has shown that young women with physical disabilities often face physical and emotional barriers to their own health and wellness. This group of adolescents often has difficulty developing a healthy image of their bodies, especially compared with their able-bodied peers. Unhealthy attitudes regarding the body image and sexuality of those with physical differences are often perpetuated by the media, peers, and parents. People with disabilities have become increasingly able to live fulfilling lives in recent decades. This is due largely to studies that have confirmed that once barriers are addressed and minimized, young women with physical disabilities lead active and productive lives and have much to contribute to society. The goal of the Young Women's Program (YWP), established in 2006, is to help young women adopt healthy lifestyles by exposing them to a carefully planned curriculum. The program provides a variety of classes and workshops, expert instruction, and access to resources and a network of peers and mentors. The ultimate goal is for the participants to apply the concepts learned in the group sessions to identify and evaluate their personal goals and develop health and wellness plans for achieving these goals. Data were obtained from several sources: a self-administered program evaluation, program recruitment and retention statistics, and an assessment of whether individual health and wellness goals were achieved. All of these measures indicate a favorable response to the program structure and content. Participants are able to integrate and apply the learned concepts to alter aspects of their daily lifestyles and improve their self-confidence, self-worth, and self-competence. The results to date suggest that the YWP addresses the transitional challenges cited in the literature that young women with physical disabilities face from adolescence to adulthood. The structure of the program, which combines individual and group sessions, and the focused content appear to have a positive impact on the participants' lives by exposing them to experiences that promote self-determination and self-competence. By providing opportunities for socialization with peers and mentors and exposure to community resources, and by helping participants to develop self-care skills and to set goals for a healthy lifestyle, the program facilitates leading an independent life. The efficacy of the YWP will be determined by annual follow-up studies as participants enter adulthood. Copyright © 2010 Elsevier Inc. All rights reserved.

"Supporting Early Career Women in the Geosciences through Online Peer-Mentoring: Lessons from the Earth Science Women's Network (ESWN)"

NASA Astrophysics Data System (ADS)

Holloway, T.; Hastings, M. G.; Barnes, R. T.; Fischer, E. V.; Wiedinmyer, C.; Rodriguez, C.; Adams, M. S.; Marin-Spiotta, E.

2014-12-01

The Earth Science Women's Network (ESWN) is an international peer-mentoring organization with over 2000 members, dedicated to career development and community for women across the geosciences. Since its formation in 2002, ESWN has supported the growth of a more diverse scientific community through a combination of online and in-person networking activities. Lessons learned related to online networking and community-building will be presented. ESWN serves upper-level undergraduates, graduate students, professionals in a range of environmental fields, scientists working in federal and state governments, post-doctoral researchers, and academic faculty and scientists. Membership includes women working in over 50 countries, although the majority of ESWN members work in the U.S. ESWN increases retention of women in the geosciences by enabling and supporting professional person-to-person connections. This approach has been shown to reduce feelings of isolation among our members and help build professional support systems critical to career success. In early 2013 ESWN transitioned online activities to an advanced social networking platform that supports discussion threads, group formation, and individual messaging. Prior to that, on-line activities operated through a traditional list-serve, hosted by the National Center for Atmospheric Research (NCAR). The new web center, http://eswnonline.org, serves as the primary forum for members to build connections, seek advice, and share resources. For example, members share job announcements, discuss issues of work-life balance, and organize events at professional conferences. ESWN provides a platform for problem-based mentoring, drawing from the wisdom of colleagues across a range of career stages.

Mentoring undergraduate students in neuroscience research: a model system at baldwin-wallace college.

PubMed

Mickley, G Andrew; Kenmuir, Cynthia; Remmers-Roeber, Dawn

2003-01-01

As neuroscience research and discovery undergoes phenomenal growth worldwide, undergraduate students are seeking complete laboratory experiences that go beyond the classic classroom curriculum and provide mentoring in all aspects of science. Stock, in-class, laboratory experiences with known outcomes are less desirable than discovery-based projects in which students become full partners with faculty in the design, conduct and documentation of experiments that find their way into the peer-reviewed literature. The challenges of providing such experiences in the context of a primarily undergraduate institution (PUI) can be daunting. Faculty teaching loads are high, and student time is spread over a variety of courses and co-curricular activities. In this context, undergraduates are often reluctant, or ill equipped, to take individual initiative to generate and perform empirical studies. They are more likely to become involved in a sustained, faculty-initiated research program. This paper describes such a program at Baldwin-Wallace College. Students frequently start their laboratory activities in the freshman or sophomore year and enter into a system of faculty and peer mentoring that leads them to experience all aspects of the research enterprise. Students begin with learning basic laboratory tasks and may eventually achieve the status of "Senior Laboratory Associate" (SLA). SLAs become involved in laboratory management, training of less-experienced students, manuscript preparation, and grant proposal writing. The system described here provides a structured, but encouraging, community in which talented undergraduates can develop and mature as they are mentored in the context of a modern neuroscience laboratory. Retention is very good - as most students continue their work in the laboratory for 2-3 years. Student self-reports regarding their growth and satisfaction with the experiences in the laboratory have been excellent and our neuroscience students' acceptance rate in graduate, medical and veterinary schools has been well above the College average. The system also fosters faculty productivity and satisfaction in the context of the typical challenges of conducting research at a PUI.

Precious "MeTL": Reflections on the Use of Tablet PCs and Collaborative Interactive Software in Peer- Assisted Study Sessions

ERIC Educational Resources Information Center

Devey, Adrian; Hicks, Marianne; Gunaratnam, Shaminka; Pan, Yijun; Plecan, Alexandru

2012-01-01

Peer-Assisted Study Sessions (PASS) is an academic mentoring program, where high achieving senior students assist small groups of first years in study sessions throughout semester. One of the challenges PASS Leaders face at Monash in conducting their classes is the limited time they have with their students. The current paper explores, through…

Peer Mentoring at the Universidad Europea de Madrid: An Educational Strategy for the Development of General and Specific Competences

ERIC Educational Resources Information Center

Velasco Quintana, Paloma J.; Benito Capa, Agueda

2011-01-01

The current educational model for the European Higher Education Area (EHEA), demands a greater involvement on the behalf of students in all aspects of their education. In this respect, peer mentorship not only provides effective orientation for newly admitted students, a key element of quality in education, but also the active participation of…

Pre-Service Teachers' Construction of Professional Identity through Peer Collaboration during Professional Experience: A Case Study in Australia

ERIC Educational Resources Information Center

Nguyen, Hoa Thi Mai; Loughland, Tony

2018-01-01

Much research in the area of pre-service teacher (PST) identity formation has focused on the mentoring relationship between PSTs and their supervising teachers. While this is important to identity formation, interaction with peers is another area that needs to be examined. Using Wenger's matrix as a theoretical framework, this study aimed to…

A Proposal To Improve Retention Rates of Culturally Diverse Students in the College and University Setting Using Interpreters, Go-Betweens, and Models.

ERIC Educational Resources Information Center

Fant, Hugh J.; And Others

Dropout rates at the college and university level are much higher for students of minority cultures than for their majority culture peers. This paper suggests that the "revolving door" scenario of minority-culture college students can be stemmed by the proper use of mentoring. A combination of successful peers (interpreters), university…

Perceptions of Support Networks During the Graduate-Assistant Athletic Trainer Experience.

PubMed

Mazerolle, Stephanie M; Clines, Stephanie; Eason, Christianne M; Pitney, William A

2015-12-01

The graduate-assistant position can be a highly influential experience because it is often the first time novice athletic trainers (ATs) are practicing autonomously. To gain an understanding of how graduate-assistant ATs (GAATs) perceive professional socialization and mentorship during their assistantships. Semistructured phone interviews. Graduate-assistant ATs in various clinical settings. Twenty-five GAATs (20 women, 5 men) studying in 1 of 3 academic tracks (postprofessional athletic training = 8, athletic training-based curriculum = 11, non-athletic training-based curriculum = 6). Median age was 24 years. Phone interviews were digitally recorded and transcribed verbatim. Data analysis used principles of the general inductive approach. Credibility was maintained using peer review, field notes, and intercoder reliability. Participants identified peer support throughout their experiences, in both academic and clinical settings. The GAATs frequently relied on other GAATs for support due to shared experiences and understanding of workloads. Participants described difficulty receiving supervisor support from full-time staff ATs due to the supervisors' workload and time constraints, limiting their availability for mentoring. Guidance from academic support personnel occurred only in athletic training-centered academic programs. Communication emerged as helpful for incoming GAATs; the previous GAATs provided formal mentorship via job descriptions highlighting role responsibilities and expectations. Differences between assistantship types were noted only in terms of receiving balanced mentorship between the academic and clinical staffs, such that students studying in postprofessional athletic training programs perceived more balanced support. Our results confirm the literature regarding the GAAT's pursuit of continued formal mentoring. The GAATs perceived less support from full-time AT staff members due to limited availability. Therefore, GAATs leaned on their peers for support during the graduate experience.

Perceptions of Support Networks During the Graduate-Assistant Athletic Trainer Experience

PubMed Central

Mazerolle, Stephanie M.; Clines, Stephanie; Eason, Christianne M.; Pitney, William A.

2015-01-01

Context  The graduate-assistant position can be a highly influential experience because it is often the first time novice athletic trainers (ATs) are practicing autonomously. Objective  To gain an understanding of how graduate-assistant ATs (GAATs) perceive professional socialization and mentorship during their assistantships. Design  Semistructured phone interviews. Setting  Graduate-assistant ATs in various clinical settings. Patients or Other Participants  Twenty-five GAATs (20 women, 5 men) studying in 1 of 3 academic tracks (postprofessional athletic training = 8, athletic training-based curriculum = 11, non–athletic training-based curriculum = 6). Median age was 24 years. Data Collection and Analysis  Phone interviews were digitally recorded and transcribed verbatim. Data analysis used principles of the general inductive approach. Credibility was maintained using peer review, field notes, and intercoder reliability. Results  Participants identified peer support throughout their experiences, in both academic and clinical settings. The GAATs frequently relied on other GAATs for support due to shared experiences and understanding of workloads. Participants described difficulty receiving supervisor support from full-time staff ATs due to the supervisors' workload and time constraints, limiting their availability for mentoring. Guidance from academic support personnel occurred only in athletic training-centered academic programs. Communication emerged as helpful for incoming GAATs; the previous GAATs provided formal mentorship via job descriptions highlighting role responsibilities and expectations. Differences between assistantship types were noted only in terms of receiving balanced mentorship between the academic and clinical staffs, such that students studying in postprofessional athletic training programs perceived more balanced support. Conclusions  Our results confirm the literature regarding the GAAT's pursuit of continued formal mentoring. The GAATs perceived less support from full-time AT staff members due to limited availability. Therefore, GAATs leaned on their peers for support during the graduate experience. PMID:26565423

SCI peer health coach influence on self-management with peers: a qualitative analysis.

PubMed

Skeels, S E; Pernigotti, D; Houlihan, B V; Belliveau, T; Brody, M; Zazula, J; Hasiotis, S; Seetharama, S; Rosenblum, D; Jette, A

2017-11-01

A process evaluation of a clinical trial. To describe the roles fulfilled by peer health coaches (PHCs) with spinal cord injury (SCI) during a randomized controlled trial research study called 'My Care My Call', a novel telephone-based, peer-led self-management intervention for adults with chronic SCI 1+ years after injury. Connecticut and Greater Boston Area, MA, USA. Directed content analysis was used to qualitatively examine information from 504 tele-coaching calls, conducted with 42 participants with SCI, by two trained SCI PHCs. Self-management was the focus of each 6-month PHC-peer relationship. PHCs documented how and when they used the communication tools (CTs) and information delivery strategies (IDSs) they developed for the intervention. Interaction data were coded and analyzed to determine PHC roles in relation to CT and IDS utilization and application. PHCs performed three principal roles: Role Model, Supporter, and Advisor. Role Model interactions included CTs and IDSs that allowed PHCs to share personal experiences of managing and living with an SCI, including sharing their opinions and advice when appropriate. As Supporters, PHCs used CTs and IDSs to build credible relationships based on dependability and reassuring encouragement. PHCs fulfilled the unique role of Advisor using CTs and IDSs to teach and strategize with peers about SCI self-management. The SCI PHC performs a powerful, flexible role in promoting SCI self-management among peers. Analysis of PHC roles can inform the design of peer-led interventions and highlights the importance for the provision of peer mentor training.

Mentorship, productivity, and promotion among academic hospitalists.

PubMed

Reid, Mark B; Misky, Gregory J; Harrison, Rebecca A; Sharpe, Brad; Auerbach, Andrew; Glasheen, Jeffrey J

2012-01-01

United States academic hospitals have rapidly adopted the hospitalist model of care. Academic hospitalists have taken on much of the clinical and teaching responsibilities at many institutions, yet little is known about their academic productivity and promotion. We sought to discover the attitudes and attributes of academic hospitalists regarding mentorship, productivity, and promotion. We performed a web-based email survey of academic hospitalists consisting of 61 questions. Four hundred and twenty academic hospitalists. Demographic details, scholarly production, presence of mentorship and attitudes towards mentor, academic rank Two hundred and sixty-six (63%) of hospitalists responded. The majority were under 41 (80%) and had been working as hospitalists for <5 years (62%). Only 42% of academic hospitalists had a mentor. Forty-four percent of hospitalists had not presented a poster or abstract at national meeting; 51% had not been first author on a peer-reviewed publication. Factors positively associated with publication of a peer-reviewed first author paper included: 1) male gender, AOR = 2.38 (95% CI 1.30, 4.33), 2) >20% "protected" time, AOR = 1.92 (95% CI 1.00, 3.69), and 3) a better-than-average understanding of the criteria for promotion, AOR = 3.66 (95% CI 1.76, 7.62). A lack of mentorship was negatively associated with producing any peer-reviewed first author publications AOR = 0.43 (95% CI 0.23, 0.81); any non-peer reviewed publications AOR = 0.45 (95% CI 0.24, 0.83), and leading a teaching session at a national meeting AOR = 0.41 (95% CI 0.19, 0.88). Most hospitalists promoted to the level of associate professor had been first author on four to six peer-reviewed publications. Most academic hospitalists had not presented a poster at a national meeting, authored an academic publication, or presented grand rounds at their institution. Many academic hospitalists lacked mentorship and this was associated with a failure to produce scholarly activity. Mentorship may improve academic productivity among hospitalists.

Mentoring urban Black Middle-School Male Students: Implications for Academic Achievement

PubMed Central

Gordon, Derrick M.; Iwamoto, Derek; Ward, Nadia; Potts, Randolph; Boyd, Elizabeth

2010-01-01

Researchers have called for innovative and culturally responsive intervention programs to enhance male, African American middle school students’ academic achievement. Mentoring has received considerable attention as a novel remedy. Although anecdotal evidence supports the positive role of mentoring on academic achievement, these results are not consistent. The Benjamin E. Mays Institute (BEMI) builds on the ideals of mentoring to counter the effects academic underachievement among adolescent Black males by building a model that is Afro-centric, uses pro-social modeling, and emphasizes cultural strengths and pride, and single-sex instruction in a dual-sex educational environment. Sixty-one middle-school Black males were enrolled (BEMI: n=29; Comparison: n=32) in this study. Results revealed that students in the BEMI program had significantly greater academic attachment scores and academic success than their non-mentored peers. Additionally, racial identity attitudes of immersion/emersion and internalization and identification with academics were also significantly associated with standardized achievement tests and GPA. Policy and practice implications are discussed. PMID:20379371

Mentoring urban Black Middle-School Male Students: Implications for Academic Achievement.

PubMed

Gordon, Derrick M; Iwamoto, Derek; Ward, Nadia; Potts, Randolph; Boyd, Elizabeth

2009-07-01

Researchers have called for innovative and culturally responsive intervention programs to enhance male, African American middle school students' academic achievement. Mentoring has received considerable attention as a novel remedy. Although anecdotal evidence supports the positive role of mentoring on academic achievement, these results are not consistent. The Benjamin E. Mays Institute (BEMI) builds on the ideals of mentoring to counter the effects academic underachievement among adolescent Black males by building a model that is Afro-centric, uses pro-social modeling, and emphasizes cultural strengths and pride, and single-sex instruction in a dual-sex educational environment. Sixty-one middle-school Black males were enrolled (BEMI: n=29; Comparison: n=32) in this study. Results revealed that students in the BEMI program had significantly greater academic attachment scores and academic success than their non-mentored peers. Additionally, racial identity attitudes of immersion/emersion and internalization and identification with academics were also significantly associated with standardized achievement tests and GPA. Policy and practice implications are discussed.

Career Advancement Outcomes in Academic Science, Technology, Engineering and Mathematics (STEM): Gender, Mentoring Resources, and Homophily

NASA Astrophysics Data System (ADS)

Lee, Sang Eun

This dissertation examines gender differences in career advancement outcomes among academic science, technology, engineering and mathematics (STEM) scientists. In particular, this research examines effects of gender, PhD advisors and postdoctoral supervisors mentoring resources and gender homophily in the mentoring dyads on the career advancement outcomes at early career stages. Female academic scientists have disadvantages in the career progress in the academic STEM. They tend to fall behind throughout their career paths and to leave the field compared to their male colleagues. Researchers have found that gender differences in the career advancement are shaped by gender-biased evaluations derived from gender stereotypes. Other studies demonstrate the positive impacts of mentoring and gender homophily in the mentoring dyads. To add greater insights to the current findings of female academic scientists' career disadvantages, this dissertation investigates comprehensive effects of gender, mentoring, and gender homophily in the mentoring dyads on female scientists' career advancement outcomes in academic science. Based on the Status Characteristics Theory, the concept of mentoring, Social Capital Theory, and Ingroup Bias Theory, causal path models are developed to test direct and indirect effects of gender, mentoring resources, and gender homophily on STEM faculty's career advancement. The research models were tested using structural equation modeling (SEM) with data collected from a national survey, funded by the National Science Foundation, completed in 2011 by tenured and tenure-track academic STEM faculty from higher education institutions in the United States. Findings suggest that there is no gender difference in career advancement controlling for mentoring resources and gender homophily in the mentoring dyads and other factors including research productivity and domestic caregiving responsibilities. Findings also show that the positive relationship between gender homophily in mentoring dyads and the reception of the mentoring resources, especially regarding providing help on career development and research collaboration, lead to enhanced early stage career advancement. Insights from the findings contribute both to theoretical understandings of the overall effects of gender, mentoring, and gender homophily in the mentoring dyads on female academic scientists' career advancement at early career stages and to provide evidence of positive effects of same-gender mentoring dyads to universities.