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

Investigating the Impacts of a Mentoring Model on Experienced EFL Teachers at Tertiary Level

2018 ◽  
pp. 153-169
Author(s):  
Gulcin Cosgun ◽  
Derin Atay
Keyword(s):  
Professional Development ◽  
Preservice Teachers ◽  
Personal Development ◽  
Experienced Teachers ◽  
Mentoring Programs ◽  
Teacher Education Programs ◽  
Mentoring Program ◽  
Structured Interviews ◽  
Efl Teachers ◽  
Professional Development Needs

In teacher education programs, mentoring is generally regarded as a major component of the practicum of preservice teachers; mentors guide the development of preservice teachers and evaluate their readiness to teach independently. Mentoring can also be a highly valuable tool for the professional development of in-service teachers, who need to update their knowledge and skills as they progress in their career and gain familiarity with the expectations of an institution. However, mentoring programs offered for experienced teachers are very rare in Turkey. In-service teachers fulfill their professional development needs by attending seminars or courses and/or try to cope with challenges through informal talks with their colleagues. This chapter reports on a mentoring program provided to experienced EFL teachers and explores the effects of it on the participants. Data were gathered through semi-structured interviews with 12 teachers. Findings indicate that experienced teachers feel the mentoring program contributes to their professional as well as personal development.

scholarly journals The Benefits of Academically Oriented Peer Mentoring for At-Risk Student Populations

2020 ◽  
Vol 8 (2) ◽  
pp. 184-199
Author(s):  
Bryan Hall ◽  
Joseph Serafin ◽  
Danielle Lundgren
Keyword(s):  
At Risk ◽  
Peer Mentoring ◽  
Transition To College ◽  
Mentoring Programs ◽  
First Year ◽  
Mentoring Program ◽  
First Year Students ◽  
Student Mentors ◽  
The University ◽  
Major Discipline

This article examines an academically oriented peer-mentoring program at St. John’s University. The program targeted at-risk first-year students who were having difficulty making the transition to college and matched them with trained student mentors within their major discipline. In addition to meeting with one another bi-weekly, all of the students came together for a series of organized events over the course of the academic year. The goals of the program were that mentees would (1) feel an increased sense of belonging at the university, (2) raise their GPAs, and (3) show improved retention to the second year. After examining how successful the program was relative to these goals, the authors recommend some best practices for peer-mentoring programs. These recommendations are based on both features of the program in the study that contributed to its success and areas where the program could have been improved based on the results.  

scholarly journals Perceptions of intercultural competence and institutional intercultural inclusiveness among first year medical students: a 4-year study

2019 ◽  
Vol 19 (1) ◽  
Author(s):  
Bunmi S. Malau-Aduli ◽  
Simone Ross ◽  
Mary D. Adu
Keyword(s):  
Medical Students ◽  
Intercultural Competence ◽  
Institutional Support ◽  
Faculty Members ◽  
Descriptive Statistics ◽  
First Year ◽  
First Year Students ◽  
Item Questionnaire ◽  
Participant Characteristics ◽  
First Year Medical Students

Abstract Background This study sought to examine the awareness/perception of intercultural competence and institutional intercultural inclusiveness among first year students at an Australian medical school over four consecutive years (2014–2017); to identify existing gaps in the curriculum and proffer recommendations. Methods The study employed an adapted 20-item questionnaire for data collection. The reliability and interrelations of the survey items were examined. Descriptive statistics was used to examine students’ perceptions, while Mann-U Whitney and Kruskal-Wallis tests were used to assess items scores in relation to participant characteristics. Results Over the 4 years of study, there were 520 respondents with between 53 to 69% response rates per year. Cronbach’s alpha for the instrument was 0.88 and factor analysis showed all items loading strongly on two components. Participants’ mean score on self-reported intercultural competence levels ranged from 3.8–4.6 out of 5; indicating relatively high awareness, valuing and understanding of cultural differences among this group of students. However, their mean scores (3.4–4.2) for institutional intercultural inclusiveness were slightly lower. Conclusion The instrument used in this study is effective in assessing level of intercultural competence among medical students. However, the results highlight the need for increased institutional support and professional development for faculty members to foster institutional intercultural inclusiveness.

The medical career choice motivations — Results from a Hungarian study

Open Medicine ◽  
2011 ◽  
Vol 6 (4) ◽  
pp. 502-509 ◽  
Author(s):  
Edmond Girasek ◽  
Regina Molnár ◽  
Edit Eke ◽  
Miklós Szócska
Keyword(s):  
Medical Students ◽  
Career Choice ◽  
Medical Profession ◽  
Medical Doctor ◽  
First Year ◽  
First Year Students ◽  
Economic Changes ◽  
Traditional Health ◽  
Medical Career ◽  
First Year Medical Students

AbstractSome decades ago being a medical doctor was characterized unambiguously as a profession that offers help and serves the patients’ needs during medical treatment. In today’s society, this image of the medical profession has been substantially changed. The present paper aims to examine medical career choice motivations and preferences of choosing speciality, in the light of current social and economic changes in Hungary. The study was carried out by using a voluntary, self-administrated, questionnaire among first-year medical students and resident doctors in four medical faculties in Hungary. The career choice motivations of the first-year medical students and resident doctors are similar and match to the traditional health profession career choice motivations. Nevertheless the first-year students consider high income as one of the most important factors. They appear more conscious and more ambitious regarding their future speciality choice. The Hungarian health care system and medical education must be prepared for the presence of students that are aware of the high market value of a medical diploma, have excellent language skills, and consider migration as one main factor in their motivation when choosing a medical profession.

Reliability and Validity of a Simulation-based Acute Care Skills Assessment for Medical Students and Residents

2003 ◽  
Vol 99 (6) ◽  
pp. 1270-1280 ◽  
Author(s):  
John R. Boulet ◽  
David Murray ◽  
Joe Kras ◽  
Julie Woodhouse ◽  
John McAllister ◽  
...  
Keyword(s):  
Medical Students ◽  
Acute Care ◽  
Reliability And Validity ◽  
Faculty Members ◽  
First Year ◽  
Clinical Experiences ◽  
Critical Events ◽  
Simulation Based ◽  
Broad Domain ◽  
Simulation Exercises

Background Medical students and residents are expected to be able to manage a variety of critical events after training, but many of these individuals have limited clinical experiences in the diagnosis and treatment of these conditions. Life-sized mannequins that model critical events can be used to evaluate the skills required to manage and treat acute medical conditions. The purpose of this study was to develop and test simulation exercises and associated scoring methods that could be used to evaluate the acute care skills of final-year medical students and first-year residents. Methods The authors developed and tested 10 simulated acute care situations that clinical faculty at a major medical school expects graduating physicians to be able to recognize and treat at the conclusion of training. Forty medical students and residents participated in the evaluation of the exercises. Four faculty members scored the students/residents. Results The reliability of the simulation scores was moderate and was most strongly influenced by the choice and number of simulated encounters. The validity of the simulation scores was supported through comparisons of students'/residents' performances in relation to their clinical backgrounds and experience. Conclusion Acute care skills can be validly and reliably measured using a simulation technology. However, multiple simulated encounters, covering a broad domain, are needed to effectively and accurately estimate student/resident abilities in acute care settings.

A FIRST-YEAR STUDENTS’ ADAPTATION TO DIFFICULTIES AT HIGH EDUCATIONAL ESTABLISHMENTS

2021 ◽  
pp. 97-113
Author(s):  
Nailya R. Salikhova ◽  
◽  
Aida R. Fakhrutdinova ◽  
Keyword(s):  
Higher Education ◽  
Personal Growth ◽  
Personal Development ◽  
Early Stage ◽  
Educational Process ◽  
First Year ◽  
First Year Students ◽  
Social Community ◽  
Transition To Higher Education ◽  
Study Participants

Data from an empirical study aimed at identifying the difficulties faced by students in their transition to higher education, the overcoming of which is important for personal development, are presented in the article. The study participants (n=179) were asked to describe the difficulties of transition from school to University in the 1st year based on analysis of their autobiographical memory. The content analysis of texts allowed identifying the main themes and compiling a list of challenges, and then the frequency of occurrence of each of them was determined. According to the results, the most actual difficulties are the different aspects of integrating into the new social community due to sharp changes in the social environment during the transition from school to University. A big challenge is the need for self-organization in educational and everyday matters, planning and organizing your time. The third most frequently mentioned is learning difficulties, especially those related to mastering the material in the new educational environment. Problematic areas of adaptation to higher education that have not been previously reflected in the sources are the establishment of a common life in the dormitory, pressure from parents, the manifestation of their individuality, the increase in the length of classes and the pace of learning, romantic relationships and language barriers. The difficulties of the first examination session are much less frequently mentioned, and are more frequently mentioned when examining the current adaptation process. The results of the study can be used for the development and subsequent implementation of a system of practical measures aimed at helping students to adapt to the new environment and conditions. Such assistance to students in building a new way of life at a university, especially at an early stage of study, is necessary not only to improve the effectiveness of the educational process, but also to facilitate the processes of personal growth and development of students

Use of Trained Mothers to Teach Interviewing Skills to First-Year Medical Students: A Follow-up Study

PEDIATRICS ◽  
1977 ◽  
Vol 60 (2) ◽  
pp. 165-169 ◽  
Author(s):  
Paula L. Stillman ◽  
Darrell L. Sabers ◽  
Doris L. Redfield
Keyword(s):  
Medical Students ◽  
School Curriculum ◽  
Control Group ◽  
First Year ◽  
Feedback Session ◽  
Optimal Learning ◽  
Interviewing Skills ◽  
One Year ◽  
First Year Medical Students

This report describes an attempt to evaluate the effectiveness of "trained mother" interviews early in the medical school curriculum. As an adjunct to a first-year course that teaches interviewing techniques, half of the students were exposed to an interview with one of three trained mothers early in the course. This treatment interview was immediately followed by a feedback session which concentrated on the content and process of interviewing. At the end of the course, all students had an evaluative interview. Those students who had an initial interview and feedback session with a trained mother scored significantly higher on both the content and process of their interviews than the control group. This technique is an effective and efficient way to teach interviewing skills to medical students prior to entering any of their clinical clerkships. A follow-up assessment conducted one year later indicated that one interview with a trained mother is sufficient for optimal learning and that the skills learned are retained over at least that period of time.

The Impact of a Novel Outdoor Orientation Program on Incoming Medical Students

2021 ◽  
pp. 105382592110486
Author(s):  
Jacquelyn B. Kercheval ◽  
Alec Bernard ◽  
Hanna Berlin ◽  
Nicole Byl ◽  
Boone Marois ◽  
...  
Keyword(s):  
Medical Students ◽  
Medical School ◽  
Personal Development ◽  
Medical Schools ◽  
Orientation Program ◽  
Outdoor Orientation Programs ◽  
One Year ◽  
The Impact ◽  
Outdoor Orientation ◽  
Outdoor Orientation Program

Background: Undergraduate outdoor orientation programs facilitate students’ transition into college. Research has yet to be conducted on the few programs at medical schools, which may have unique benefits given the specific challenges of transitioning to medical school and high rates of burnout among medical students. Purpose: This mixed methods study examines the impact of one medical school's outdoor orientation program on its participants. Methodology/Approach: A survey was administered immediately following the 2018 trip ( N = 56 responses). Follow-up focus groups were conducted with a sample of the same participants ( N = 18) in 2019. Responses were analyzed using descriptive statistics and thematic analysis. Findings/Conclusions: Participants felt that the program helped ease their transition into medical school, establish a support system, and hone personal development and wellness skills. Many of these effects persisted up to one year later. Implications: These findings are of particular interest to the medical and experiential education communities because many outcomes persisted for at least one year after the original trip and aligned with factors believed to protect against medical student burnout. There is opportunity for additional research as well as expansion of similar programs to other medical schools.

scholarly journals THE DYNAMICS OF THE SUBSTANTIVE CHARACTERISTICS OF THE VALUE-MOTIVATIONAL COMPONENT OF STUDENTS’ PSYCHOLOGICAL READINESS FOR PROFESSIONAL ACTIVITY AT VARIOUS STAGES OF STUDYING AT THE UNIVERSITY

2016 ◽  
pp. 120-125 ◽  
Author(s):  
I. S. Morozova ◽  
E. V. Voronova
Keyword(s):  
Professional Development ◽  
Longitudinal Study ◽  
Future Orientation ◽  
Professional Knowledge ◽  
Professional Activity ◽  
First Year ◽  
Life Meaning ◽  
First Year Students ◽  
Semantic Component ◽  
The University

The paper discusses the problem of studying the relations of substantive characteristics of the value-semantic component of students’ psychological readiness for professional activity at various stages of studying at the Universityand presents the results of a longitudinal study of this issue. The results of the study indicated that the content characteristics (objective, process, result, overall rate of life-meaning orientations) are the basis of the value-motivational component of students’ psychological readiness for professional activity at various stages of studying at the University. According to the results of the study the axiological component of students’ psychological readiness of for professional activity into which first-year students includes orientation to the professional knowledge, skills. Students have 2 years of training to increase the value of the chosen profession, the desire to become a professional. In the 3rd year students’ valuemotivational component is represented in the experience of the crisis of professional development. In their 4th year of study, students have changing views about their professional future, orientation to future professional development.

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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