scholarly journals Survey of the triple-mentoring program for students at a religious medical school

2021 ◽  
Vol 21 (1) ◽  
Author(s):  
Ting-Chun Tseng ◽  
Tsung-Ying Chen ◽  
Shao-Yin Chu ◽  
Hung-Che Wang ◽  
Ching-Yuan Chang
Keyword(s):  
Medical Students ◽  
School Counselors ◽  
Career Counseling ◽  
Counseling Students ◽  
Mentoring Programs ◽  
Mentoring Program ◽  
Guidance Counseling ◽  
Educational Career ◽  
Faculty Mentors ◽  
Moral Guidance

Abstract Background Tzu Chi University in Taiwan offers a unique mentoring program. This program differs from others as it comprises triple mentorship, namely, faculty mentors, Tzu Cheng/Yi De (TC/YD; senior volunteers), and school counselors. This study aimed to survey the role functions of the mentors from the perspective of medical students. Methods The Role Functions of the Mentoring Program Scale (RFMPS) was developed on the basis of literature reviews and focus groups and it underwent exploratory factor analysis for internal consistency and reliability. RFMPS comprises four role functions, namely, mental, educational, career, and humanistic/moral guidance counseling. The survey was distributed to 171 medical students via an online network with two-month intervals and was analyzed using multivariate analysis of variance. Results The overall response rate was 64% (116/171). The mean scores of the four role functions in descending order belonged to faculty mentors, TC/YD, and school counselors. For humanistic/moral guidance, students had an equal preference for the faculty mentors and TC/YD over school counselors. As for educational, career, and mental guidance counseling, students preferred faculty mentors over TC/YD and school counselors. Faculty mentors provided students with the required guidance counseling for all the four role functions, especially educational guidance; TC/YD in particular offered prominent humanistic/moral guidance and career counseling; school counselors were less preferred but guided students in need. Conclusions Medical students value different role functions provided by faculty mentors, TC/YD, and school counselors. A diversified focus could be provided by the faculty mentors, particularly in educational, career, mental, and humanistic/moral counseling; TC/YD specialized in humanistic/moral guidance; and the school counselors carried out their role function only when needed. Humanistic/moral guidance is equally preferred to other types of guidance, which can be equally valuable in future mentoring programs.

scholarly journals Medical Student’s Perceptions of the Mentoring Program: A Survey from Religious Medical School in Taiwan

2020 ◽  
Author(s):  
Ting-Chun Tseng ◽  
Tsung-Ying Chen ◽  
Shao-Yin Chu ◽  
Hung-Che Wang ◽  
Ching-Yuan Chang
Keyword(s):  
School Counselors ◽  
Career Counseling ◽  
Online Survey ◽  
Assessment Tool ◽  
Mentoring Program ◽  
Guidance Counseling ◽  
Educational Guidance ◽  
Faculty Mentors ◽  
Student's Perceptions ◽  
Moral Guidance

Abstract Background: Tzu Chi University (TCU) in Taiwan offers a mentoring program that differs from others since it comprises triple mentors: faculty mentors, Tzu Cheng/Yi De (TC/YDs who are senior volunteers), and school counselors. This study aimed to analyze medical student’s perceptions of the triple mentors’ role functions using a self-developed assessment tool.Methods: The Role Functions of the Mentoring Program Scale (RFMPS) was developed through literature reviews, focus groups, and underwent exploratory factor analysis for internal consistency and reliability. The RFMPS consists of 16 items measuring the triple mentors’ role functions on a five-point Likert scale. Items covered four role functions: mental counseling, educational guidance, career counseling, and humanistic/moral guidance. Student’s perceptions were collected through an online survey and analyzed using a multivariate analysis of variance (MANOVA).Results: The overall response rate was 64% (116/171). Faculty mentors provided students with preferable guidance counseling in all four role functions; TC/YDs particularly offered prominent humanistic/moral guidance and career counseling; school counselors were less preferred and guided students in need. Besides, students were evenly guided regarding their gender and year. The RFMPS was a reliable tool for evaluating the mentoring program as a whole.Conclusions: Faculty mentors, TC/YDs, and school counselors comprehensively performed their role functions in the mentoring program. Humanistic/moral guidance is current and comparable to educational, career, and mental guidance counseling; the mentoring program can extend its scope by including humanistic, moral, or spiritual connotations.

scholarly journals Mentor-Mentee Program with Medical Students: A Successful Program with Ethical Considerations

2021 ◽  
Vol 2 (2) ◽  
pp. 135-139
Author(s):  
Tin Tin Thein ◽  
Tun Aung ◽  
Aye Aye Wynn ◽  
Win Win Than ◽  
Mie Mie Sein ◽  
...  
Keyword(s):  
Medical Students ◽  
Personal Growth ◽  
Ethical Issues ◽  
Clinical Skills ◽  
Support Network ◽  
Mentoring Programs ◽  
Mentoring Program ◽  
Research Experiences ◽  
Additional Support ◽  
Interest In Research

   Background: Mentoring is the relationship of a guide or a teacher with another person/student augmenting his/her carrier growth, knowledge, skills, and experiences implemented by caring, sharing and helping hands. The aim of this paper is to highlight the mentoring, type of mentoring, how important of matching and consideration of ethical issue in mentoring program. Not missing these significant points, mentoring program could be successful in universities including medical faculty.  Methods: The SMART principles of specific, measurable, attainable, relevant, and time-bound are essential to structure the matching between mentor and mentee. The rule of etiquette and ethical issues are crucial and beneficial for mentor mentee relationship. Clinical mentoring programs help to develop students’ clinical skills and can increase interest in under-subscribed specialties. Positive mentoring plays a part in reversing the decline of academic medicine, by sparking interest through early research experiences.  Results: There is the short term goal which is to introduce an immediate support network for incoming students and the long term goal is to cultivate a mentoring culture to engage all strata of medical students and every faculty member. Medical students expressed that mentoring program is to provide counselling, develop professionalism, increase students' interest in research, and support them in their personal growth.  Conclusion: The goal of mentorship is to provide additional support to student or mentee by steering of the academic needs or social prerequisites to accelerate the personal and professional development of mentee with advice, guide and feed backs from the mentor. 

The Cross-Age Mentoring Program: A Developmental Intervention for Promoting Students’ Connectedness across Grade Levels

2008 ◽  
Vol 12 (2) ◽  
pp. 2156759X0801200 ◽  
Author(s):  
Michael J. Karcher
Keyword(s):  
High School ◽  
High School Students ◽  
School Counselors ◽  
Peer Mentoring ◽  
Mentoring Programs ◽  
Mentoring Program ◽  
School Students ◽  
Positive Effects ◽  
Grade Levels ◽  
National Model

In cross-age peer mentoring programs, high school students mentor younger students. Prior research demonstrates the positive effects for mentees as well as for mentors. This context-based, strengths-promoting intervention is designed to help school counselors foster high school students’ leadership and collaboration skills while simultaneously promoting elementary and middle school mentees’ connectedness, self-esteem, and academic achievement. Using a tiered set of students as intervention agents, cross-age peer mentoring programs provide a unique strengths-based intervention for school counselors at any grade level. Consistent with the ASCA National Model®, but unlike most approaches to youth mentoring, cross-age mentoring programs can be structured by a calendar of connectedness themes that informs school counselors’ action and accountability plans and can utilize a connectedness curriculum to guide the delivery of guidance lessons by students to students.

scholarly journals Towards a better understanding of medical students’ mentorship needs: a self-determination theory perspective

2021 ◽  
Author(s):  
Adam Neufeld ◽  
Bryden Hughton ◽  
Javeria Muhammadzai ◽  
Meredith McKague ◽  
Greg Malin
Keyword(s):  
Medical Education ◽  
Medical Students ◽  
Clinical Skills ◽  
Perceived Competence ◽  
Psychological Needs ◽  
Basic Psychological Needs ◽  
Self Determination ◽  
Mentoring Programs ◽  
Mentoring Program ◽  
Learning And Teaching

Introduction: Mentorship programs are ubiquitous in medical education. However, few emphasize equal development for learners and mentors, or incorporate clinical skills, which may be important for promoting medical students’ self-determination. Central to this consideration are the three basic psychological needs for autonomy, competence, and relatedness, described by Self-Determination Theory (SDT). Grounded in SDT, this study assesses the extent that meeting these needs, in a near-peer mentoring program, impacts learners’ and mentors’ motivation and perceived competence about learning and teaching of clinical knowledge, respectively. Methods: Medical students from the University of Saskatchewan, who participated in its near-peer mentoring program (PULSE: Peers United in Leadership & Skills Enhancement), were invited to complete an anonymous survey. Regression was used to determine how the program’s learning climate impacted learners’ and mentors’ psychological need satisfaction and perceived competence within their mentorship role. Results: Learners and mentors both rated PULSE as highly needs-satisfying. In turn, this was associated with greater perceived competence about learning and teaching of the material. Conclusions: Findings from this study suggest that mentoring programs in medical education, which support learners’ basic psychological needs, may promote their motivation and perceived competence—both about learning and also teaching of clinical skills. The implications of these results are discussed from an SDT perspective, with respect to mentoring programs in medical education.

scholarly journals Group mentoring for junior medical students: perceptions of mentees and mentors

2009 ◽  
Vol 33 (4) ◽  
pp. 670-675 ◽  
Author(s):  
Maria de Fátima Aveiro Colares ◽  
Margaret de Castro ◽  
Cristiane Martins Peres ◽  
Afonso Diniz Costa Passos ◽  
José Fernando de Castro Figueiredo ◽  
...  
Keyword(s):  
Professional Development ◽  
Medical Students ◽  
Personal Development ◽  
Faculty Members ◽  
Mentoring Programs ◽  
First Year ◽  
Mentoring Program ◽  
First Year Students ◽  
Group Mentoring ◽  
One Year

Entering medical school can be associated with a number of difficulties that can hinder students' performance. Mentoring programs are designed to help students circumvent difficulties and improve their learning and personal development. The current study aimed to evaluate the perceptions of both students and mentors regarding a recently introduced, group-based mentoring program designed to support first-year students. After one year of regular meetings, students and mentors' perceptions of the program were assessed by means of structured questionnaires. Response content categories were identified through multiple readings. Both regular attendees and non-participating students had positive opinions about the program. Mentors were highly satisfied at having participated and acknowledged that the program has been useful not only for assisting students, but also for fostering their own personal and professional development. In conclusion, the group-based mentoring program is feasible and can elicit positive views from both mentors and students. In addition, faculty members' participation as mentors can also be beneficial, since the program appears to contribute to their own personal and professional development

scholarly journals Lack of residents due to COVID-19 pandemic. Can a mentor–mentee program during medical studies have a positive influence on the choice for specialist training in gynecology and obstetrics? A review of current literature and results of a national wide survey of medical students

2021 ◽  
Author(s):  
Stefan Hertling
Keyword(s):  
Medical Students ◽  
Career Planning ◽  
Epidemiological Data ◽  
Cross Sectional Study ◽  
Positive Influence ◽  
Mentoring Programs ◽  
Mentoring Program ◽  
Cross Sectional ◽  
Clinical Phase ◽  
Gynecology And Obstetrics

Abstract Objective The COVID-19 pandemic restricting clinical practice and exacerbating the lack of medical staff. There is currently a lack of young residents who are deciding on further training in gynecology and obstetrics. Design: review and prospective, cross-sectional study. Setting: the aim of this study was to investigate if structured mentoring programs can counteract this deficiency. Population: medical students took part from Germany in the clinical phase. Methods An anonymous questionnaire was developed and distributed to students from January to October 2020. Epidemiological data, questions about mentoring experiences, necessity and their expected influence on career planning were collected and statistically evaluated. Main outcome measures: structured mentoring-programs can influence the choice of subject. In particular, men are still underrepresented. Research on the topic of mentoring during in the field of gynaecology and obstetrics is completely lacking. Results A representative number of 927 medical students took part in the survey. 22% (170/906) of the students had already participated in a mentoring program with a significantly higher proportion of men (69%; 117/170; p < 0.001). Of these, 94% (453/170) said this was helpful. 6% (55/906) wanted to pursue a career in gynecology and obstetrics. When asked about their appreciation for structured mentoring programs in gynecology and obstetrics, 95% (880/906) would participate and 94% agreed (871/906) that this could have an impact on their choice of specialist and career planning. Conclusions An active provision of mentoring programs and more content can be a way of counteracting the shortage of residents in gynecology and obstetrics.

scholarly journals A Theoretical Framework for the Development of Views of One’s Own Aging

2020 ◽  
Vol 4 (Supplement_1) ◽  
pp. 6-6
Author(s):  
Sarah Marrs ◽  
Jennifer Inker ◽  
Madeline McIntyre ◽  
Leland Waters ◽  
Tracey Gendron
Keyword(s):  
Older Adults ◽  
Medical Students ◽  
Assisted Living ◽  
Health Professions ◽  
Theoretical Framework ◽  
Community Dwelling ◽  
Mentoring Program ◽  
Term Care ◽  
Before And After ◽  
Students Attitudes

Abstract Senior mentoring programs have been established that provide medical students exposure to a community-dwelling older adult mentor. The goal of these programs is to expose students to healthy older adults, increase knowledge of geriatrics, and prepare them to care for an aging population. However, even while participating in a senior mentoring program, health professions students still demonstrate some discriminatory language towards older adults (e.g., Gendron, Inker, & Welleford, 2018). In fact, research suggests ageist practices occur, intentionally or not, among all health professions and within assisted living and long-term care facilities (e.g., Bowling, 1999; Dobbs et al., 2008; Kane & Kane, 2005). There is reason to believe that how we feel about other older adults is a reflection of how we feel about ourselves as aging individuals. As part of an evaluation of a Senior Mentoring program, we found that students’ attitudes towards older adults were not significantly improved (t (92) = .38, p = .70). To further explore this, we collected subsequent qualitative data. Specifically, we asked students to respond to the open-ended prompt before and after completing their senior mentoring program: How do you feel about your own aging? Our findings have revealed just how complex students’ views towards aging and elderhood are, pointing to a need to develop a theoretical framework for how these views are formed. Thus, the results of this qualitative grounded theory study illustrate the stages of development medical students’ progress through as they come to accept themselves as aging humans.

scholarly journals A study of satisfaction of medical students on their mentoring programs at one medical school in Korea

2017 ◽  
Vol 29 (4) ◽  
pp. 253-262 ◽  
Author(s):  
Yedam Ho ◽  
Oh Young Kwon ◽  
So Youn Park ◽  
Tai Young Yoon
Keyword(s):  
Medical Students ◽  
Medical School ◽  
Mentoring Programs

scholarly journals DINAMIKA PENALARAN MORAL REMAJA YANG MENGIKUTI MENTORING AGAMA ISLAM DI KOTA BANDA ACEH

2021 ◽  
Vol 5 (2) ◽  
pp. 195
Author(s):  
Vera Nova ◽  
Ida Fitria ◽  
M Reza Rifki
Keyword(s):  
Moral Reasoning ◽  
Religious Education ◽  
Mentoring Programs ◽  
Mentoring Program ◽  
Research Subjects ◽  
Moral Orientation ◽  
One Year ◽  
Collection Methods ◽  
Banda Aceh

This study aims to determine the dynamics of moral reasoning among adolescents who take part in the Islamic mentoring program in Banda Aceh. This study used a case study qualitative approach involving six research subjects from 3 high schools in Banda Aceh who had participated in Islamic mentoring for more than one year. The data collection methods used was interviews, observation and FGD. The data analysis used is thematic analysis. The results of this study shows that the moral reasoning of six research subjects has been at the level of post conventional moral reasoning, social contract orientation stage of legality and moral orientation with universal ethical principles. Dynamic moral reasoning in the six subjects is formed from several factors, namely religious education from parents, religious education in schools especially the mentoring programs, curriculum and mentoring implementation methods, length of time for implementing mentoring, mentoring environment, and continuity of mentoring or length of time following mentoring. 

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