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Research suggests that beginner teachers face challenges when transitioning from pre-service to in-service teaching. Both international and local research found that transitioning from preservice to newly qualified teachers can be problematic. This study explores the learning experiences of beginner foundation phase Grade R teachers. The study utilises a qualitative research design embedded in the interpretivist paradigm. Data were collected from six foundation phase Grade R teachers using semi-structured interviews and reflective journals. The findings show that beginner teachers face enormous challenges early in their careers, and their sustainability in the classroom depends on how well they address these challenges. The findings have significant implications for the implementation of formal mentoring in practice. [ABSTRACT FROM AUTHOR]

This article stems from a broader study that foregrounded an existing mentoring programme against the backdrop of low teacher retention in the South African schooling system. It works from the premise that beginner teachers exit the teaching profession within the first three to five years of teaching. This research suggests that one way of addressing low teacher retention is through a formal mentoring programme that will assist in the transition from university graduates into school practitioners. Data were produced through semi-structured individual and group interviews with a principal, two mentors, and two mentees from a purposively sampled high school. Theoretically, we drew on the work of Lave and Wenger (1991) whose constructs of Community of Practice (CoP) and Legitimate Peripheral Participation (LPP) were used as analytical tools to frame this study conceptually. The data revealed that beginner teachers came into the profession with marked shortcomings stemming from their initial training at universities, which meant that they were insufficiently prepared for the realities of teaching at high school level. To overcome this, the data reveal multiple and overlapping CoPs in operation, pointing to viewing mentoring as multidimensional and not only in dyadic terms as a relationship between a mentor and mentee as it has traditionally been viewed. [ABSTRACT FROM AUTHOR]

Mentors often struggle to understand their mentees' needs and to determine effective support strategies that impact the mentor-mentee relationship. This is particularly common among medical faculty, who lack formal training and opportunities to discuss and share. In light of the current situation, we organized an open seminar titled “Empowering Medical Faculty as Mentors” on January 6, 2024, followed by a full-day workshop on February 3, 2024, at Dow University of Health Sciences. This research article aims to involve the medical faculty community of practice to discuss the challenges encountered and coming up with effective strategies in the realm of mentorship. Methods It was an exploratory case study. The event was attended by fifty-one faculty members from 18 medical and dental colleges in Karachi, Pakistan. They were selected based on their teaching experience, seniority, and age. The views and experiences of the participants were documented during discussions and validated through a thorough literature review. The collected data was analysed and coded into themes and subthemes, ultimately identifying strategies for effective mentor-mentee relationships. Results Twelve key strategies for effective mentor-mentee relationship were generated. They were identified as: socialised niceness; transformative capability; adapt a leadership style; psychological resources; manage high assumptions; self-assessment; build a positive connection; avoid pushing personal agenda; reward mentors; efficient time management; recognise gender as a social construct, and to build trust. These should be a valuable resource for new mentors and medical faculty members to be mindful of and consider while involved in the mentoring relationship. Conclusion Both mentor and mentee well-being have received more attention in recent years and is increasingly prioritized in higher education. The identified strategies establish a foundation for future research in health professions education and guidance for educators to be mindful of creating supportive professional relationships that benefit both mentor and mentee.

Mentorship is critical to supporting professional development and growth of new and emerging faculty members. Working with the Gerontological Society of America (GSA), we created the Advancing Gerontology through Exceptional Scholarship (AGES) Initiative as a mentorship model to promote productivity and peer support for new and early career faculty members. In this commentary, we highlight the AGES Program as a prototype to facilitate peer support, collective learning, and co-authorship opportunities to advance new and early career faculty members, especially in the field of aging. Moreover, we identify four crucial strategies that cultivated and refined our AGES Program including: i) ensuring flexibility to address mentee needs; ii) establishing check-ins and accountability to enhance productivity; iii) fostering peer support and collective learning; and iv) delivering motivational and educational activities. Drawing on our experience with the AGES Program, this commentary provides recommendations to support other groups looking to develop high-quality mentorship programs to support new and early career faculty members in academia. [ABSTRACT FROM AUTHOR]

This paper stems from a broader study that foregrounded an existing mentoring programme against the backdrop of low teacher retention in the South African schooling system. It works from the premise that beginner teachers are exiting the teaching profession within the first three to five years of teaching. This research suggests that one way of addressing low teacher retention is through a formal mentoring programme that will assist in the transition from university graduates into school practitioners. Data was produced through semi-structured individual and group interviews with a principal, two mentors, and two mentees. Theoretically, we drew on the work of Lave & Wenger (1991) whose constructs of Community of Practice (CoP) and Legitimate Peripheral Participation (LPP) were used as analytical tools to frame this study conceptually. The data revealed that beginner teachers come into the profession with marked inadequacies stemming from their initial training at universities which meant that they were insufficiently prepared for the realities of schooling. Furthermore, the data reveals multiple and overlapping CoPs in operation, pointing to viewing mentoring as multidimensional and not only in dyadic terms as a relationship between a mentor and mentee as it has traditionally been viewed.

Research suggests that beginner teachers face challenges when transitioning from pre-service to in-service teaching. Both nternational and local research found that transitioning from preservice to newly qualified teachers can be problematic. This study explores the learning experiences of beginner foundation phase Grade R teachers. The study utilises a qualitative research design embedded in the interpretivist paradigm. Data were collected from six foundation phase Grade R teachers using semi-structured interviews and reflective journals. The findings show that beginner teachers face enormous challenges early in their careers, and their sustainability in the classroom depends on how well they address these challenges. The findings have significant implications for the implementation of formal mentoring in practice.

The article presents a descriptive study of the mentoring practice in business education. The approaches, needs and problems of mentoring in the field of entrepreneurship as a factor of socio-economic development of the country are considered. The article focuses on graduates of MBA programs who have a high level of acquired knowledge, good education and experience, occupy fairly high positions or run their own business. In addition, it was noted that entrepreneurial mentoring should be implemented and built through a formal and organized process. At the same time, the achievement of sustainable development goals and initiatives in all spheres of life depends on the effective mentoring of people who play a two-way role, contributing to personal development, skills, talents, experience and education for the development of other individuals, as well as for society as a whole. It is concluded that mentoring offers a potentially transformative impact on the career orientation of business education programs graduates’, positively affects the opportunities for opening, formation and development of business sustainability. The study suggests options for finding a mentor for an MBA graduate in terms of public initiatives, participation in accelerators or special projects and programs, the use of paid mentoring resources, as well as the development of their own mentoring programs based on a business school. The author concludes that the proposed options will allow mentee to more confidently manage business processes and ensure the development of the company, thereby increasing their professional value.

In a mentoring program, two characters are necessarily involved: the mentor and the mentee. In order to achieve an effective, authentic mentoring process, one must start from the intersection of the answers to two questions: What do I expect from the mentor/mentee and What do I bring to the mentoring process? In addition to personality and professional traits, the mentor teacher has to prepare and use a series of working tools, a mentor's kit, which in a general form we will present in this work paper and which need to be adapted according to the needs of the mentee and the school institution. The tools in the mentor's kit were presented and offered for use to the 293 teachers, participants of the Prof I and II course, in two modules. In short research survey we introduce present the views of the mentors who used them. [ABSTRACT FROM AUTHOR]

IntroductionMillennials are emerging as a prominent demographic in the nursing workforce. It is necessary to create an environment that harmonizes the advantages of each generation in a nursing workforce in which various generations coexist. As the importance of mentoring programs for millennial nurses grows, it is believed that the effectiveness of mentoring to support millennial nurses can be enhanced by identifying the attributes of good mentors as perceived by nurses. This study aimed to explore the attributes of good mentors according to millennial nurses in the nursing workforce with a focus on overcoming turnover intention problems.MethodsFour focus group interviews were conducted to collect data, which were subsequently analyzed using Braun and Clarke’s thematic analysis method. A descriptive qualitative design involving 22 millennial nurses employed at a tertiary hospital, Hospital A, in Seoul, Republic of Korea was utilized.Results and discussionFour themes emerged from the analysis: the concept of a significant others, the presence of a driving force to endure, the importance of a guide to a harmonious life, and the value of a partner for growth. The participants themselves identified these themes. To prevent turnover intention among millennial nurses, mentors should employ diverse strategies, and institutional supports are crucial. Furthermore, since it is unrealistic to expect all ideal mentor characteristics to be present in one person, mentor development education is also necessary. This information is valuable for designing mentor development programs and for establishing a solid framework for effective mentoring programs.

Abstract In critical care medicine, where there is a demanding career with a problematic work-life balance, mentoring is an important support tool to grow professionally, creating a network of support throughout the career. The mentoring process consists of evidence-based steps to guide critical care mentors and mentees and pair them with each other according to the correct selection and matching of participants. In order to focus on the active role of a young intensivist selected as a mentee at any level and to support their success in a mentoring relationship, the NEXT Committee of the European Society of Intensive Care Medicine (ESICM) developed 2012 a mentoring program. The critical steps of the mentoring program start from establishing a policy and program objectives, passing through the selection of participants, and matching with mentors up to the definition of the personal development plan supported by checklists, worksheets, and evaluation forms. The present manuscript provides key steps and tips for a good, essential based on our experience in the ESICM NEXT-Mentoring Program so that they guide for future mentoring programs conducted by other scientific societies. In addition, we discuss common challenges and how to avoid them.

Obstetricians know the statistics-1 out of every 10 babies is born premature; preeclampsia affects 1 in 25 pregnant people; the United States has the highest rate of maternal mortality in the developed world. Yet, physicians and scientists still do not fully understand the biology of normal pregnancy, let alone what causes these complications. Obstetrics and gynecology-trained physician-scientists are uniquely positioned to fill critical knowledge gaps by addressing clinically-relevant problems through fundamental research and interpreting insights from basic and translational studies in the clinical context. Within our specialty, however, physician-scientists are relatively uncommon. Inadequate guidance, lack of support and community, and structural barriers deter fellows and early stage faculty from pursuing the physician-scientist track. One approach to help cultivate the next generation of physician-scientists in obstetrics and gynecology is to demystify the process and address the common barriers that contribute to the attrition of early stage investigators. Here, we review major challenges and propose potential pathways forward in the areas of mentorship, obtaining protected research time and resources, and ensuring diversity, equity, and inclusion, from our perspective as early stage investigators in maternal-fetal medicine. We discuss the roles of early stage investigators and leaders at the institutional and national level in the collective effort to retain and grow our physician-scientist workforce. We aim to provide a framework for early stage investigators initiating their research careers and a starting point for discussion with academic stakeholders. We cannot afford to lose the valuable contributions of talented individuals due to modifiable factors or forfeit our voices as advocates for the issues that impact pregnant populations.

The research aims at the identification of factors influencing mentoring services with a particular emphasis on the country of origin of the mentor and the mentee. The quantitative research was conducted in four Central and Eastern European countries, i.e., Bulgaria, Poland, Latvia and Lithuania and one Southern European country, Italy. The implemented methodology covered Exploratory Factor Analysis (EFA) and reliability analysis, which were performed to identify factors influencing the process of communication in the mentor–mentee relationship. Moreover, to diagnose statistically significant differences between individual countries in terms of factors influencing the effectiveness of communication, the Kruskal–Wallis H Test and the Mann–Whitney U Test, as well as pair-wise comparisons, were used. Factors influencing communication in the mentor–mentee relationship are mentor traits, mentor’s personal background, mentor’s professional background, non-verbal communication channels, communication barriers, written communication channels, online communication, quality of content and the ability of content processing by the mentee. There are differences in the perception of individual factors in the analysed countries. So far, no cross-country comparison has been conducted of factors influencing mentoring services. As a direction for future research, more detailed research can be recommended concerning factors of the mentoring process in such countries as Lithuania, Latvia and Italy by developing separate models (or EFA) for mentors and mentees.

In critical care medicine, where there is a demanding career with a problematic work-life balance, mentoring is an important support tool to grow professionally, creating a network of support throughout the career. The mentoring process consists of evidence-based steps to guide critical care mentors and mentees and pair them with each other according to the correct selection and matching of participants. In order to focus on the active role of a young intensivist selected as a mentee at any level and to support their success in a mentoring relationship, the NEXT Committee of the European Society of Intensive Care Medicine (ESICM) developed 2012 a mentoring program. The critical steps of the mentoring program start from establishing a policy and program objectives, passing through the selection of participants, and matching with mentors up to the definition of the personal development plan supported by checklists, worksheets, and evaluation forms. The present manuscript provides key steps and tips for a good, essential based on our experience in the ESICM NEXT-Mentoring Program so that they guide for future mentoring programs conducted by other scientific societies. In addition, we discuss common challenges and how to avoid them. [ABSTRACT FROM AUTHOR]

Introduction: Mentoring programs minimize stress and anxiety in recent graduates and in newly recruited nurses, guiding their careers and enabling them to retain their skills and correctly care for patients. The objective of this scoping review is to explore and summarize the existing literature on mentoring models and programs in the clinical nursing context. Methods: The databases searched include PubMed, Embase, Cochrane Library, Epistemonikos, Cuiden, Scielo, MEDES, OpenGrey, Trove and MedNar. Published and unpublished studies worldwide that included nurse mentoring programs in a clinical context, in public and private systems and primary, secondary and tertiary healthcare settings, and articles published in English, French, Spanish and Portuguese, were included. Nurse students and training specialists were excluded. The papers were screened by two independent reviewers. In cases of discrepancy, a third reviewer made the decision. Results: Eleven studies were included. Most of them were conducted in the USA. A wide range of nurse mentoring programs were identified with highly variable characteristics. The duration of the programs and the evaluation systems were different, but the expected results matched. Conclusions: Mentoring programs need more in-depth and extensive study. In spite of their differences, they all lead to improvements for nurses, patients and organizations. A gender influence was found in our results, which could be studied in future research. [ABSTRACT FROM AUTHOR]

Orientation: The way work is performed changes continuously and mentoring is becoming more prevalent in the workplace and this rapid modification of work profiles mentoring relationships as vital. Research purpose: This study explored the mentor’s and mentee’s experiences in the same relationship at a construction firm offering a formal mentoring programme. Motivation for the study: A more comprehensive understanding of the mentoring relationship was required to aid organisations with agile and robust talent and skills development interventions. Research approach/design and method: A qualitative research design was employed and in-depth semi-structured interviews were conducted. Data were analysed in two phases: (1) direct content analysis and (2) thematic analyses. The study’s findings are singularly reported to comprehensively understand the mentoring relationship’s lived experiences. Main findings: The experiences of the mentoring relationship in a workplace context are viewed as informal, mutualistic, and context-bound. Four key themes emerged from the mentoring relational interaction: (1) positive relationship, (2) growth and enablement, (3) psychological safety, and (4) purposeful. Practical/managerial implications: The findings could assist organisations in realising the importance of mentoring relationships in mentoring programmes, as the interaction proves effective in solving pressing challenges, such as attracting and retaining talent and addressing skills gaps. Contribution/value-add: This study conceptualises the mentoring relationship from an organisational context and contributes to the limited available literature on the topic. Possible recommendations are offered to improve workplace mentoring relationships.

Mentoring programs have received increasing attention in educational institutions since their contributions were acknowledged. Mentoring programs have been employed to pass on knowledge from mentors to mentees with a well-developed annual plan. These programs are prevalent in many different fields apart from education. There are numerous studies to measure the effects of mentoring on mentees. However, a gap in literature has been noticed to get the perceptions of present mentors who used to complete their mentoring programs as mentees. In this regard, 40 current mentors who are responsible for training teacher candidates in 15 countries used the flashback technique to illustrate their previous experiences as mentees. In this qualitative study, the data were collected through a questionnaire and an interview within 8 weeks. The former was conducted via Quizizz application, while the latter was carried out via Microsoft Teams virtual meetings. Both platforms were chosen for their convenience. The findings revealed that present mentors had mostly positive views on the programs. However, they stated that further efforts are required on shared responsibilities, the tone of criticism and reserving time to socialize. The findings of the study can have some implications for future mentoring programs around the world.

Background: Mentorship programs are becoming increasingly common in undergraduate medical education all over the world. However, very few medical colleges are running mentorship programs in India. A mentorship program was introduced in I Q City Medical College for the first year MBBS students to help them cope up with the stress of the new environment. The aim of this study was to evaluate the mentorship program with regard to its efficacy, utility, limitation and potential for improvement after successful completion of one year of the program.Methods: It was a questionnaire based cross sectional study including 143 mentees and 15 mentors conducted in a tertiary care teaching hospital for five months from November 2019 to March 2020. The feedback was collected with a pre validated questionnaire containing 10 questions (8 close ended and 2 open ended). Feedback of closed ended questions were obtained by using a 5-point Likert scale (1 to 5) where 5 indicated ‘Strongly Agree’ and 1 indicated ‘Strongly Disagree’.Results: Out of 143 mentees, 124 (86.7%) and out of 15 mentors, 10 (66.7%) mentioned that mentorship program is necessary for the welfare of the students. However, it was also noted that better communication and frequent meetings can improve the outcome of the program.Conclusion: Mentorship program is deemed essential, however, a well-structured framework and dedicated time from both mentors and mentees will make the program more successful. This type of feedback evaluation is however important to validate such program.

A growing number of studies has been conducted on mentorship programs so far for their implications in educational institutions related to teacher training programs. Additionally, an increasing number of countries has invested much money and time on mentorship programs. Mentors can be regarded as the model for newly teacher candidates. In this study, the suggestions of 15 mentors who have worked overseas for long years were investigated through the interview by employing grounded theory method. This qualitative study lasted 5 weeks and the data were collected virtually. The results revealed insightful points for teacher candidates. The mentors expressed their genuine opinions under 15 headings to assist newly graduated teachers on the way of being a professional and experienced teacher. Analyzed data can have some implications for future studies on a global scale.

Background: Mentorship is an age-long act in most fields of learning. It plays a pivotal role in medical education. The strength of any mentorship relationship could have a direct bearing on the character traits of the mentor. We aimed to determine factors that influence the choice of mentors by potential mentees in a formal mentorship relationship among medical doctors in Rivers State, Nigeria. Methodology: This was a descriptive cross-sectional survey that recruited potential mentees by convenience sampling. A semi-structured questionnaire was distributed via a monkey survey. The tool had sections that addressed mentees' expectations, perceived factors that influence the choice of mentors, and ways to improve the mentors-mentee relationship, using a 5-point Likert scale. Data were analyzed. Results: Of the 162 mentees recruited, 95 (58.6%) were females. The predominant age group was 31-40 years (40.1%). The majority, 137 (84.6%), practiced in public hospitals, and 102 (63%) were non-specialist doctors. The most common factor that influenced the choice of mentors as indicated by 156 (96.3%) participants was the ability of the mentors to help the mentees advance in their fields and connect them to opportunities. The two most cited areas of interest for mentorship were leadership in health organizations and research. Over 90% of mentees agreed that the roles of effective mentors are discussing possible solutions to difficult issues, identifying opportunities, and sharing personal experiences. Conclusion: Mentorship enables the targeted development of mentees. When developing mentoring programs and evaluating mentors, it is important to consider mentees' opinions on the factors that impact their choice of mentors. [ABSTRACT FROM AUTHOR]

Orientation: The way work is performed changes continuously and mentoring is becoming more prevalent in the workplace and this rapid modification of work profiles mentoring relationships as vital. Research purpose: This study explored the mentor's and mentee's experiences in the same relationship at a construction firm offering a formal mentoring programme. Motivation for the study: A more comprehensive understanding of the mentoring relationship was required to aid organisations with agile and robust talent and skills development interventions. Research approach/design and method: A qualitative research design was employed and in-depth semi-structured interviews were conducted. Data were analysed in two phases: (1) direct content analysis and (2) thematic analyses. The study's findings are singularly reported to comprehensively understand the mentoring relationship's lived experiences. Main findings: The experiences of the mentoring relationship in a workplace context are viewed as informal, mutualistic, and context-bound. Four key themes emerged from the mentoring relational interaction: (1) positive relationship, (2) growth and enablement, (3) psychological safety, and (4) purposeful. Practical/managerial implications: The findings could assist organisations in realising the importance of mentoring relationships in mentoring programmes, as the interaction proves effective in solving pressing challenges, such as attracting and retaining talent and addressing skills gaps. Contribution/value-add: This study conceptualises the mentoring relationship from an organisational context and contributes to the limited available literature on the topic. Possible recommendations are offered to improve workplace mentoring relationships. [ABSTRACT FROM AUTHOR]

Mentoring programs have received increasing attention in educational institutions since their contributions were acknowledged. Mentoring programs have been employed to pass on knowledge from mentors to mentees with a well-developed annual plan. These programs are prevalent in many different fields apart from education. There are numerous studies to measure the effects of mentoring on mentees. However, a gap in literature has been noticed to get the perceptions of present mentors who used to complete their mentoring programs as mentees. In this regard, 40 current mentors who are responsible for training teacher candidates in 15 countries used the flashback technique to illustrate their previous experiences as mentees. In this qualitative study, the data were collected through a questionnaire and an interview within 8 weeks. The former was conducted via Quizizz application, while the latter was carried out via Microsoft Teams virtual meetings. Both platforms were chosen for their convenience. The findings revealed that present mentors had mostly positive views on the programs. However, they stated that further efforts are required on shared responsibilities, the tone of criticism and reserving time to socialize. The findings of the study can have some implications for future mentoring programs around the world. [ABSTRACT FROM AUTHOR]

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The study reported on here was undertaken to understand the impact of mentoring novice science teachers. The study was conducted within the Gauteng province, because there have been many debates and concerns on the necessity to devise ways of improving the understanding of science in schools in the province. The purpose of this study was to understand the effects and impact of mentoring novice natural science teachers within the Gauteng province. We used the qualitative research approach and this was motivated by the need to understand the perceptions and experiences of the research participants. Purposive sampling was used as sampling method to select novice science teachers and relevant teachers to be part of the sample. Through the use of semi-structured interviews as data collection method, it was discovered that mentoring of novice teachers refers to the method of empowering new teachers to be effective in their work-related tasks to become true professionals in the academic profession. We concluded that several mentoring initiatives and mechanisms were used to assist novice teachers. Among these programmes, training, skills development and technical support to enhance communication skills and manage the curriculum were underscored. We concluded that the mentoring of novice teachers was important within Gauteng, as it raised awareness and lead to expert science teachers being equipped with a wide range of skills to achieve the best results in the classroom. Mentoring also capacitates novice teachers on how to handle laboratory equipment and chemicals to benefit learners. We also gathered that mentoring had a direct impact on novice science teachers. It lead to the creation of an effective and excellent teaching environment, resulted in higher levels of teacher retention and improved teachers’ service delivery. It also strengthened the emotional and psychological well-being of teachers. We thus recommend training, development, and the allocation of finances towards enhancing the mentoring of novice science teachers.

Introduction: Mentoring programs minimize stress and anxiety in recent graduates and in newly recruited nurses, guiding their careers and enabling them to retain their skills and correctly care for patients. The objective of this scoping review is to explore and summarize the existing literature on mentoring models and programs in the clinical nursing context. Methods: The databases searched include PubMed, Embase, Cochrane Library, Epistemonikos, Cuiden, Scielo, MEDES, OpenGrey, Trove and MedNar. Published and unpublished studies worldwide that included nurse mentoring programs in a clinical context, in public and private systems and primary, secondary and tertiary healthcare settings, and articles published in English, French, Spanish and Portuguese, were included. Nurse students and training specialists were excluded. The papers were screened by two independent reviewers. In cases of discrepancy, a third reviewer made the decision. Results: Eleven studies were included. Most of them were conducted in the USA. A wide range of nurse mentoring programs were identified with highly variable characteristics. The duration of the programs and the evaluation systems were different, but the expected results matched. Conclusions: Mentoring programs need more in-depth and extensive study. In spite of their differences, they all lead to improvements for nurses, patients and organizations. A gender influence was found in our results, which could be studied in future research.

In recent decades, the interest that education systems give to mentoring has been growing, given its decisive role in professional integration. Based on the definitions offered by several researchers and the presentation of the objectives of mentoring, this article will try to analyse the way in which the relationship between the experienced teacher and the beginner is built and what are the stages to be followed. Special attention will be given to the mentor and mentee, their expectations, responsibilities and difficulties

Introduction: The Coronavirus Disease 2019 (COVID-19) pandemic situation propelled the regular student mentorship program into a virtual mode. Various surveys and studies have uncovered the ramifications on mental health and academic upheaval caused by the changing academic regulations and protocols. Aim: To evaluate the perception of mentors and mentees regarding the utility of virtual mentorship and to deduce barriers in continuing virtual mode mentorship program for 1st-year medical students. Materials and Methods: The present observational study was conducted at Sri Siddhartha Institute of Medical Sciences and Research Centre, from April-June 2020. A feedback form was administered to all participants after two months of the online mentorship program, via a semistructured questionnaire. The questionnaire had four open and eight close-ended responses for mentees. The contents were related to the frequency of meetings, mode of communication, perceived barriers, and futility of course, along with one open and five close-ended responses for mentors on barriers to effective conduct and perceived level of the mentoring relationship forged with students. A total of 12 mentors and 125 students responded. results: It was observed that 96% of mentees felt that the program helped to fight alienation and stay connected, 89.6% felt inspired to study and 83% felt oriented to the online teaching programs. Both 91.7% of mentors and 82.4% of mentees asked for better applications, connectivity, and network support. In fact, the major barrier to effective communication was quoted as being poor network connectivity and applications support (47%). A comparable trend was noted among both mentees and mentors with respect to the program being rated good and above (91.7% mentors and 85.6% mentees). Hence, in the observational study, via thematic analysis and content analysis of qualitative data, two points were observed-1. The virtual mentorship program helped mentees to get emotionally and academically connected, cleared their doubts, and helped to reduce stress. 2. Poor technical and connectivity support were deduced as major barriers to the successful conduct of virtual mentorship. conclusion: A well-structured virtual mentorship program guides the mentors to effectively chaperone mentees through a stressful uninterrupted academic course period, enhance academic performances and help alleviate the feeling of alienation. [ABSTRACT FROM AUTHOR]

A growing number of studies has been conducted on mentorship programs so far for their implications in educational institutions related to teacher training programs. Additionally, an increasing number of countries has invested much money and time on mentorship programs. Mentors can be regarded as the model for newly teacher candidates. In this study, the suggestions of 15 mentors who have worked overseas for long years were investigated through the interview by employing grounded theory method. This qualitative study lasted 5 weeks and the data were collected virtually. The results revealed insightful points for teacher candidates. The mentors expressed their genuine opinions under 15 headings to assist newly graduated teachers on the way of being a professional and experienced teacher. Analyzed data can have some implications for future studies on a global scale. [ABSTRACT FROM AUTHOR]

Background: Mentorship can have a profound impact on the success and happiness of a mentee while also providing a sense of fulfillment and enrichment for the mentor. Both officially designated and spontaneously chosen mentors can be useful for protégés as they navigate through their training and professional work environment while striving to obtain the optimal work–life balance. Different genders can have variable experiences, in both their personal lives managing family obligations and their professional lives as dermatologists, which may affect the advice and guidance offered. Objective: We studied the impact of gender on the mentor–mentee relationship for both official and spontaneous mentorships through a voluntary survey with a focus on reported outcomes from the perspective of the mentee. Methods: Participants were selected through e-mail invitation via the Women's Dermatologic Society and program directors of the Association of Professors of Dermatology membership lists and given a link to the anonymous survey tool. The survey included 13 questions looking at official and spontaneous mentorships, the role of gender, and success in the dermatology field. Results: Of the 288 respondents, 202 (69.9%) were women, 86 (29.8%) were men, and one identified as other. Of the survey participants, 81% had official mentors and 91% had spontaneous mentors, with the overlap indicating that there may have been a history of multiple mentors per individual. Mentoring had an overall significant positive impact, and 98.5% of those in the spontaneous-mentor group rated the mentor as helpful compared with 87.6% in the official-mentor cohort. For official mentorships, 60.1% involved gender-similar mentors, and of those who had officially designated mentors of any type, 55% indicated a preference for mentors of the same gender. When specifically looking at respondents who participated in same-gender official mentorships, 65.5% preferred this type; of those who had a gender-dissimilar equivalent, only 36.7% indicated a preference for gender similarity in a mentor. Comparably, 59% of protégés with spontaneous mentors had a gender-similar one, and of those who had spontaneous mentors of any type, 59.2% preferred gender similarity. When considering only those in gender-similar spontaneous mentorships, 74.5% favored a same-gender pairing compared with 32.9% of those in the gender-dissimilar group. For female–female official mentorships, 75% preferred a female mentor, similar to 80.5% of the spontaneous-mentor cohort. Conclusion: Spontaneous mentors may provide a greater benefit than officially designated ones. For the majority of the categories, there was no statistical difference between female same-gender mentorships and gender-dissimilar relationships, which is in contrast with previously published literature. Overall, based on the feedback provided, the respondents believed that the quality of the relationship was the most important defining factor, but some noted that same-gender mentorships can provide additional benefit geared toward similar interests and experiences in life.

This study sought the perception of College of Education students on the importance of mentoring, in the teacher education program at Enugu State College of Education Technical. The study also examines the roles that mentors and mentees play in a mentoring relationship and how they interconnect. The study was a descriptive study guided by two research questions and one hypothesis. The population comprised 153 Postgraduate diploma in education students in the College during the 2017/2018 academic year participated in the study. The instrument for data collection was a designed researchers’ structured questionnaire in three parts – A, B, and C. part A contained information on respondents’ bio-data; part B elicited information on the roles played by mentors who have experienced trained teachers as mentors to the mentees while part C sought information on the strategies used in mentoring the college students. Data were analyzed using frequency counts, percentages, mean, and Pearson Product Moment Correlation statistics. Based on the findings, some recommendations were made.

Introduction: The Coronavirus Disease 2019 (COVID-19) pandemic situation propelled the regular student mentorship program into a virtual mode. Various surveys and studies have uncovered the ramifications on mental health and academic upheaval caused by the changing academic regulations and protocols. Aim: To evaluate the perception of mentors and mentees regarding the utility of virtual mentorship and to deduce barriers in continuing virtual mode mentorship program for 1st-year medical students. Materials and Methods: The present observational study was conducted at Sri Siddhartha Institute of Medical Sciences and Research Centre, from April-June 2020. A feedback form was administered to all participants after two months of the online mentorship program, via a semistructured questionnaire. The questionnaire had four open and eight close-ended responses for mentees. The contents were related to the frequency of meetings, mode of communication, perceived barriers, and futility of course, along with one open and five close-ended responses for mentors on barriers to effective conduct and perceived level of the mentoring relationship forged with students. A total of 12 mentors and 125 students responded. Results: It was observed that 96% of mentees felt that the program helped to fight alienation and stay connected, 89.6% felt inspired to study and 83% felt oriented to the online teaching programs. Both 91.7% of mentors and 82.4% of mentees asked for better applications, connectivity, and network support. In fact, the major barrier to effective communication was quoted as being poor network connectivity and applications support (47%). A comparable trend was noted among both mentees and mentors with respect to the program being rated good and above (91.7% mentors and 85.6% mentees). Hence, in the observational study, via thematic analysis and content analysis of qualitative data, two points were observed-1. The virtual mentorship program helped mentees to get emotionally and academically connected, cleared their doubts, and helped to reduce stress. 2. Poor technical and connectivity support were deduced as major barriers to the successful conduct of virtual mentorship. Conclusion: A well-structured virtual mentorship program guides the mentors to effectively chaperone mentees through a stressful uninterrupted academic course period, enhance academic performances and help alleviate the feeling of alienation.

In the South African educational system, student teachers are deployed to schools for practical experience, where they are monitored by lecturers from their universities. Student teachers are also mentored by teachers allocated to them by the school principal. Some of these mentoring teachers are themselves newly qualified and may have little or no teaching experience. This study analysed the relationship between these various role players during the teaching of mathematics in General Education and Training (GET) phase, at secondary schools in the Western Cape. The theoretical framework for the study was provided by Lave and Wenger’s Communities of Practice. An ethnographic qualitative research design was used for collecting data from classroom observations and semi-structured interviews. The selected participants comprised four novice mathematics teachers, four mathematics student teachers in the GET phase, two lecturers and one school principal. The purposive selection method was used to select these participants. The findings revealed that novice mentor teachers were challenged by facing (1) no or little communication and collaboration between themselves and lecturers, (2) limited cooperation between mentor and mentee in the teaching of mathematics in GET phase, (3) limited mathematics content knowledge by student teachers and (4) limited mentoring skills of novice mentors. It is recommended that universities create a sound educational partnership with mentor teachers. Universities should also consider the voices of novice mentor teachers in their mentoring of student teachers.

The article presents the experience of using mentoring as the most effective method of adapting new employees to fully include them in the work of the Rostov-on-don anti-plague Institute. The purpose of the study was to analyze the work on mentoring in the Rostov-on-Don anti-plague Institute and to compare the experience of the Institute with the work in this direction in other institutions in Russia and abroad. It was shown how important the mentoring process was when working with pathogens of groups I–II of pathogenicity, including during the fight against the novel coronavirus infection COVID-19. The importance of mentoring when immersed in the scientific environment, when motivating to acquire new knowledge, and striving for innovative results in their research was also noted. Mentoring is a modern method of personnel work that provides quick adaptation, professional development, and career growth, and has a positive effect on the stability of the institution as a whole.

The business world is changing due to the occupational climate and a large proportion of business executives that are bound to retire in the nearest future leading to an anticipated great loss of knowledge and performance. The paper seeks to evaluate job performance by considering the effect of mentoring on employee performance in the Nigerian service sector. Research focuses on finding out the level at which exposure, counseling, and role modelling affect employee performance in the Nigerian service sector.

Objective Mentorship programmes have been shown to boost camaraderie, enlightenment and positive motivation, as well as, generate a mentoring culture in the workplace. There is limited literature focusing on medical mentorship programmes in Trinidad and Tobago. The research team plans to implement and evaluate a year-long mentorship programme within the Eastern Regional Health Authority on the island. Prior to this undertaking, a pilot study was conducted at the Sangre Grande Hospital to identify potential obstacles. Methods The pilot was conducted between September 1st and November 30th, 2020 with participants being recruited from three departments at the Sangre Grande Hospital. Mentors were pre-selected and mentees matched based on responses from a pre-pilot study questionnaire. Participants were required to complete a questionnaire once per month during the three-month pilot to evaluate programme effectiveness. Descriptive statistics were used to analyze data. Results Participants included five mentors and seven mentees. This resulted in an overall participation rate of 15%. Post-mentorship questionnaire indicated that time commitment was a major challenge in participation. Even though each participant was required to complete a monthly feedback questionnaire at the end of each month, there was only a 38% mentee and 33% mentor feedback response rate. Conclusion Implementation of a mentorship programme may face many challenges including obtaining participants and feedback during the programme. For the planned continuation and expansion of this mentorship programme, modifications would be made to increase participation rates and encourage feedback.

Despite evidence of mentoring's importance in training researchers, studies to date have not yet determined which mentoring relationships have the most impact and what specific factors in those mentoring relationships contribute to key outcomes, such as the commitment to and persistence in research career paths for emerging researchers from diverse populations. Efforts to broaden participation and persistence in biomedical research careers require an understanding of why and how mentoring relationships work and their impact, not only to research training but also to promoting career advancement. This paper proposes core attributes of effective mentoring relationships, as supported by the literature and suggested by theoretical models of academic persistence. In addition, both existing and developing metrics for measuring the effectiveness of these attributes within mentoring relationships across diverse groups are presented, as well as preliminary data on these metrics from the authors' work.

In the South African educational system, student teachers are deployed to schools for practical experience, where they are monitored by lecturers from their universities. Student teachers are also mentored by teachers allocated to them by the school principal. Some of these mentoring teachers are themselves newly qualified and may have little or no teaching experience. This study analysed the relationship between these various role players during the teaching of mathematics in General Education and Training (GET) phase, at secondary schools in the Western Cape. The theoretical framework for the study was provided by Lave and Wenger's Communities of Practice. An ethnographic qualitative research design was used for collecting data from classroom observations and semi-structured interviews. The selected participants comprised four novice mathematics teachers, four mathematics student teachers in the GET phase, two lecturers and one school principal. The purposive selection method was used to select these participants. The findings revealed that novice mentor teachers were challenged by facing (1) no or little communication and collaboration between themselves and lecturers, (2) limited cooperation between mentor and mentee in the teaching of mathematics in GET phase, (3) limited mathematics content knowledge by student teachers and (4) limited mentoring skills of novice mentors. It is recommended that universities create a sound educational partnership with mentor teachers. Universities should also consider the voices of novice mentor teachers in their mentoring of student teachers. [ABSTRACT FROM AUTHOR]

Women are highly underrepresented in the construction industry. In line with the sustainable development goals (SDGs) of the United Nations of gender quality and reducing inequalities, there is a need to think of innovative and sustainable frameworks to increase women's quota in the construction trade, especially in architecture. The study investigated the mentor-mentee relationship between female Architects and female Architectural students. The study utilized a research survey approach using a questionnaire data instrument. Using a purposive sampling technique, 84 research participants, consisting of female Architects and female Architecture students, participated in this study. The data collected are presented using bar charts, mean scores, principal component analysis (PCA), and categorical regression (CAT-REG). The study identified characteristics associated with good Mentors and good Mentees in the design profession. Mentees identified the main features that make a good mentor as the ability to teach, listen attentively, and communicate effectively. On the other hand, Mentors identified the qualities of a good mentee who communicates, is focused and demonstrates intelligence. The study showed that the significant negative experiences in a mentor-mentee relationship include a clash of personalities between the mentors and mentees, stealing credit for work done by both parties, and unrealistic expectations. Furthermore, these negative experiences result from poor attitude, wrong emotions, and loss of motivation. In conclusion, the study showed that proper implementation of Women mentoring programs among design professionals could lead to potential outcomes such as improved productivity, empowerment of inexperienced personnel, attracting likely female students, retaining women professionals, higher salaries, higher job satisfaction, and an increase in role models/mentors. [ABSTRACT FROM AUTHOR]

In response to the rise in extremist violence within Kenya, the Strengthening Resilience to Violent Extremism Programme was launched to counter the threat of violent extremism (VE) and prevent the radicalisation and recruitment of vulnerable youth. To assess the extent to which the Programme was able to achieve its objective, an evaluation of the Programme's key component – a mentoring and counselling-based project intervention, was conducted between 2017-19. In total, 347 youth, identified as being 'at risk', were included as part of the evaluation. This paper presents the principal findings of the evaluation and assesses the effect of the intervention on three key dimensions: the youth's attitudes, their social networks and levels of awareness of the risks of VE and the strategies for countering violent extremist activities. Using logit models and controlling for any confounding effects of socio-demographic differences, the evaluation finds evidence of improvements in the at-risk groups' knowledge of the risks posed by VE groups as well as the strategies for countering VE. However, mixed results were noted in the groups' attitudes towards violence, their levels of self-confidence and the extent and diversity of their social networks. Across two of the dimensions, more significant effects were also observed among 'at-risk' groups who were employed versus those who were unemployed. Some variability in outcomes was also found among at-risk groups who had been exposed to the intervention for longer compared to those who had been in the Project for shorter periods. Taken together, these findings underscore the need for extending the Project's existing engagements and incorporating a nuanced and sustained approach for engendering more long-term change. The analytical insights presented also offer critical lessons for designing and implementing similar interventions in Kenya and in the wider global context.

Mentor- mentee relationship in any discipline is a professional and interpersonal relationship. It associates a mentor with a protégé or a mentee. Mentoring is a serious business in Ophthalmology, both academically and surgically. The mentors act as role models for future generations by acting as a friend, coach, or guide to the mentee. They do so by giving valuable advice, moral support, and inculcating skills in a mentee. It is difficult to pinpoint the precise function of the mentor-mentee relationship, but the final goal is to achieve personal and professional objectives. In the current article, the authors have shed light on the imperative aspect of one's Ophthalmology career, i.e., the mentor-mentee relationship. This article describes various aspects of mentoring, the traits of a perfect mentor and mentee, the pre-requisites for a good mentee-mentor relationship, the hindrances and obstacles in a good relationship, and the impact of COVID-19 on the same. The potential goal of this article is to ignite the constructive spirit of the mentor-mentee relationship, encourage potential mentors to become ideal mentors, and potential mentees to gain from serious mentors [ABSTRACT FROM AUTHOR]

In recent decades, the interest that education systems give to mentoring has been growing, given its decisive role in professional integration. Based on the definitions offered by several researchers and the presentation of the objectives of mentoring, this article will try to analyse the way in which the relationship between the experienced teacher and the beginner is built and what are the stages to be followed. Special attention will be given to the mentor and mentee, their expectations, responsibilities and difficulties. [ABSTRACT FROM AUTHOR]

Background: Few studies examined specific mentoring needs and preferences of clinician educators (CEs). Further research on CEs' perceptions of mentoring adequacy, as related to educational development and career advancement, is needed.Objective: The study aims were to (1) explore general internal medicine CEs' experiences as mentees within various mentoring models; (2) examine the perceived quality, nature, and impact of mentoring on career development; and (3) determine whether specific models of mentoring impact their attitudes towards mentoring.Design: Sequential mixed methods study design answered the study questions.Participants: Society of General Internal Medicine members identifying themselves as CEs.Main Measures/approach: Participants completed an anonymous online survey and a subsample participated in two semi-structured focus group discussions. Outcomes of interest were perceptions of mentoring experiences, and perspectives on quality of mentoring as well as mentoring needs specific to clinician educators.Key Results: One hundred thirty-nine participants completed the survey (37% response rate) with 20 participants in focus group discussions. Among CEs with perceived high-quality mentor relationships (e.g., reporting strongly agree), peer mentorship was viewed as adequate mentorship (45% (n = 17) vs 24% (n = 24), p < 0.05), as beneficial for career development (77% (n = 40) vs 48% (n = 41), p < 0.01) and as being challenged to become a better CE (58% (n = 30) vs 35% (n = 29), p < 0.05), compared to reporting agree or lower. Qualitative analysis generated four themes: (1) A mentoring team promotes career advancement, (2) peer mentors are important at every stage of a CE's career, (3) there is inadequate mentoring specific to CE needs, and (4) mentoring needs protected time and skill development.Conclusions: The traditional dyadic mentoring relationship may not adequately address all professional needs of CEs. A mentoring team can provide valuable perspectives on career goals. Peer mentoring can be powerful for professional growth. Mentoring needs change at different career stages and training in mentoring skills is essential. [ABSTRACT FROM AUTHOR]

Antonia J Clarke,1 Annette Burgess,2,3 Christie van Diggele,2,3 Craig Mellis11Faculty of Medicine and Health, University of Sydney School of Medicine, Central Clinical School, University of Sydney, Sydney, Australia; 2Faculty of Medicine and Health, University of Sydney School of Medicine, Education Office, University of Sydney, Sydney, Australia; 3Faculty of Medicine and Health, University of Sydney School of Medicine, Sydney Health Education Research Network, University of Sydney, Sydney, AustraliaCorrespondence: Antonia J ClarkeSydney Medical School – Central Clinical School, The University of Sydney, Sydney, NSW 2006, AustraliaEmail acla5747@uni.sydney.edu.auAbstract: Reverse mentoring is a relatively contemporary concept that relies on the reversal of the traditional roles of mentor and mentee and the abolition of the mentorship model as an apprenticeship or hierarchy. Typically, a younger specialist takes on the role of mentor and an older, more experienced specialist the role of mentee. Reverse mentoring is founded in learning and social theories of mentorship and has been practically applied in information technology, business and education fields. However, there is a role for reverse mentoring in medical education and the health sciences, particularly with the inclusion of new technologies in a changing health landscape, and the emphasis on interdisciplinary teamwork and improved workplace culture. Further investigation and analysis of reverse mentoring is warranted, with a particular focus on the implementation of the reverse mentor model in the field of medical education and the health sciences. To assist those considering implementation of mentorship programs in their workplace, this article provides an overview of recent literature, with suggested applications of “reverse mentoring” in the medical education context.Keywords: mentorship, reverse mentor, mentee, medical education, health sciences, academic medicine

Danielle Nimmons,1 Shaista Giny,2 Joe Rosenthal1 1Department of Primary Care and Population Health, UCL Medical School, Royal Free Campus, London, UK; 2Department of Ophthalmology, Royal Surrey County Hospital, Guildford, UK Abstract: Medical school mentoring programs incorporate a wide range of objectives. Clinical mentoring programs help to develop students’ clinical skills and can increase interest in under-subscribed specialties. Those that focus on teaching professionalism are integrated into medical school curriculums in order to overcome the “hidden curriculum”. Positive mentoring plays a part in reversing the decline of academic medicine, by sparking interest through early research experiences. It also has an important role in encouraging recruitment of under-represented minority groups into the medical profession through widening access programs. The aim of our review of the literature, is to analyze current trends in medical student mentoring programs, taking into account their objectives, execution, and evaluation. We outline the challenges encountered, potential benefits, and key future implications for mentees, mentors, and institutions. Keywords: medical education, mentee, mentor, design, delivery, evaluation