Trainees’ perceptions and expectations of formal academic mentoring during the COVID-19 pandemic in Indonesian cardiology residency programs

Purpose: During medical residency programs, physicians develop their professional identities as specialists and encounter high expectations in terms of achieving competencies. The responsibilities of medical trainees include caring for patients, balancing work with personal life, and weathering stress, depression, and burnout. Formal academic mentoring programs strive to ease these burdens. The coronavirus disease 2019 (COVID-19) pandemic has altered the trainee–academic mentor relationship, and solutions are needed to address these challenges. The present study aimed to evaluate the formal academic mentoring process through trainees’ perceptions and expectations of formal mentoring programs during COVID-19 in Indonesian cardiology residency programs.Methods: This cross-sectional study used a self-administered online questionnaire to capture trainees’ perceptions and expectations regarding academic mentoring programs in 3 cardiology residency programs in Indonesia from October to November 2020. The questionnaire was developed before data collection. Perceptions of the existing mentoring programs were compared with expectations.Results: Responses were gathered from 169 out of 174 residents (response rate, 97.3%). Most trainees reported having direct contact with COVID-19 patients (88.82%). They stated that changes had taken place in the mode and frequency of communication with their academic advisors during the pandemic. Significant differences were found between trainees’ perceptions of the existing mentoring programs and their expectations for academic mentoring programs (P<0.001).Conclusion: Despite the challenges of interacting with their academic mentors, trainees still perceived academic mentors as a vital resource. Study programs need to consider trainees’ expectations when designing academic mentoring programs.

Peer Mentoring Canadian University Student-Athletes: An Analysis of NCAA Division I Academic Mentoring Program Handbooks

For many Canadian students, varsity athletics is an important part of their University experience. Prior to attending University many high level athletes are greatly influenced by their parents and/or extended family, and once at University that role is often replaced by their teammates and peers. Some students are fortunate to find a positive mentor-like figure in a veteran player. However, too often this is not the case, and bad academic habits are developed early before the student-athlete has a chance at academic success. Transitioning into post-secondary education is challenging enough for students who are not on a varsity team, and student-athletes are expected to balance twice as much responsibility. A university’s reputation is affected if student-athletes are continually forced to withdraw from their studies, providing an even further disadvantage for athlete recruitment. It is the university who is allowing student-athletes to take on additional responsibility to represent the university and even accepting student-athlete who are not as academically prepared. Therefore, it should be the university’s responsibility to provide proper assistance and support, because student-athletes should not be sacrificing their academic experience to play their sport. All students, including student-athletes, should be graduating with the same education and skills. Anthony Giddens’ Structuration Theory looks at the recursive nature and “duality” of structure (Orlikowski & Yates, 2007). When applying the principles of structuration theory in a grounded theory analysis of five National Collegiate Athletic Association (NCAA) academic mentoring handbooks, it becomes clear that when student-athletes enter university they are entering a completely different social structure and university experience than non-athletes. What becomes clear is that any assistance and support needs to be tailored to student-athletes at that specific institution, and different from non-athletes. Furthermore, implementing an athlete academic peer mentoring program could help to change negative views of academics that have developed in the student-athlete social structure. Considering that Kerr and Miller (2002) found Canadian university student-athlete to be experiencing similar challenges to those in the NCAA, then they should also have provided to them academic assistance specific to their needs.

Peer Mentoring Canadian University Student-Athletes: An Analysis of NCAA Division I Academic Mentoring Program Handbooks

For many Canadian students, varsity athletics is an important part of their University experience. Prior to attending University many high level athletes are greatly influenced by their parents and/or extended family, and once at University that role is often replaced by their teammates and peers. Some students are fortunate to find a positive mentor-like figure in a veteran player. However, too often this is not the case, and bad academic habits are developed early before the student-athlete has a chance at academic success. Transitioning into post-secondary education is challenging enough for students who are not on a varsity team, and student-athletes are expected to balance twice as much responsibility. A university’s reputation is affected if student-athletes are continually forced to withdraw from their studies, providing an even further disadvantage for athlete recruitment. It is the university who is allowing student-athletes to take on additional responsibility to represent the university and even accepting student-athlete who are not as academically prepared. Therefore, it should be the university’s responsibility to provide proper assistance and support, because student-athletes should not be sacrificing their academic experience to play their sport. All students, including student-athletes, should be graduating with the same education and skills. Anthony Giddens’ Structuration Theory looks at the recursive nature and “duality” of structure (Orlikowski & Yates, 2007). When applying the principles of structuration theory in a grounded theory analysis of five National Collegiate Athletic Association (NCAA) academic mentoring handbooks, it becomes clear that when student-athletes enter university they are entering a completely different social structure and university experience than non-athletes. What becomes clear is that any assistance and support needs to be tailored to student-athletes at that specific institution, and different from non-athletes. Furthermore, implementing an athlete academic peer mentoring program could help to change negative views of academics that have developed in the student-athlete social structure. Considering that Kerr and Miller (2002) found Canadian university student-athlete to be experiencing similar challenges to those in the NCAA, then they should also have provided to them academic assistance specific to their needs.

Academic mentoring projects between disadvantaged children and students. A method for the preparation of students for inclusive school settings

Future teachers agree to meet a pupil once a week to engage in cultural, social and educational activities within the framework of two mentoring projects conducted at the University of Kassel. The students are supported at the University by an educational science seminar and by professional supervision (Garlichs et al., 2000; Heinzel et al., 2007). At the end of the project the students write a case study. Since 2015 these projects are part of PRONET, a government-funded bundle of various projects in the field of educational research, located at the University of Kassel, which are part of the nation-wide research initiative “Qualitätsoffensive Lehrerbildung”. This initiative aims at the improvement of teachers' education regarding inclusion by continuous evaluation of the projects. The mentoring projects promote students' inclusive attitude by stimulating their reflexive and cooperative skills and by raising their awareness for habitus-sensibility. Previous research has shown that mentoring projects can, for example, facilitate teachers' acceptance of heterogeneity of childhood experiences by providing insights into different social environments and by improving reflection on prejudices and stereotypes (Kottmann, 2014; Maas, 2007; Wenzler-Cremer, 2016). Following these findings, the actual research focuses on which kind of reflection students use and if they develop or strengthen inclusive orientations. With regards to data analysis, the qualitative content analysis of the case study is accompanied by sequential interpretation of audio statements, which the students produce at three points in time during their mentoring year. First results show that different kinds of reflection take place, that the students get confronted with inclusive and exclusive inconsistencies, and that they begin to reconceptualize ideas about normality.

Effect of Mentoring on Career Success, Career Satisfaction and Career Commitment among the Primary School Teachers

Mentoring is an important aspect of any organization which engage employee performance. The main purpose of the study is to examine the effect of mentoring on career success, career satisfaction and career commitment. The Data has been collected in one shot through a questionnaire. Participants included 250 members from various Primary Schools in District Swabi.KP-Pakistan. The result of the study reveals that academic mentoring has a positive effect on faculty members career success, career satisfaction and career commitment. It also examines what and how much is the role of mentoring, career success, career satisfaction and career commitment in driving the performance of employees working specifically in the Swabi area towards a higher level. In last the study shows the recommendations for future researches and implications for individuals, Organizations, Researchers and Policymakers.

Insights and Experiences in Academic Mentoring and Education

It is a great honor to be named the awardee of the 2019 ASME Robert M. Nerem Education and Mentorship Medal. Bob Nerem has been a mentor to me since the beginning of my faculty career and has been a model to me for effectively dealing with the many dimensions of the interpersonal side of an academic career. This brief paper presents a summary of some of my personal insights and practices in this arena as gained during 46 years on the faculty of the University of Texas at Austin.