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Destounis S. Leveraging Society Membership for Career Development. JOURNAL OF BREAST IMAGING 2023; 5:611-615. [PMID: 38416915 DOI: 10.1093/jbi/wbad038] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 01/05/2023] [Indexed: 03/01/2024]
Abstract
A breast radiologist who is early in their career will be faced with many opportunities that can be both challenging and rewarding. It is helpful to be aware of the resources available in the breast imaging field. Specialty society membership provides opportunities for personal and professional growth. Connections and relationships can be made with other breast radiologists at differing career stages, presenting opportunities to develop mentor-mentee relationships with experienced members and peer-to-peer relationships with colleagues who may have similar professional experiences. The resources available through society membership can assist in career development and help navigate academic and private practice settings.
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Abstract
ABSTRACT This cross-sectional study focuses on assessing factors related to role socialization of new NPs. Participants identified caring as the most important professional value, followed by activism and professionalism. Role socialization factors including a sense of belonging and forming professional identities were higher for experienced NPs.
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Horrill TC, Rahman Isse AA, Armah N, Bolianatz JD, Karpa JV, Lelond S, Martin KM, Martin DE, McMillan D, Mitchell KM, Rieger KL, Scruby LS, West C. The development of academic identity in graduate nursing students: An interpretive descriptive study. NURSE EDUCATION TODAY 2021; 103:104949. [PMID: 33965715 DOI: 10.1016/j.nedt.2021.104949] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.3] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 02/16/2021] [Revised: 04/14/2021] [Accepted: 04/22/2021] [Indexed: 06/12/2023]
Abstract
BACKGROUND Mentorship is an important element in the development of academic identity among graduate students in nursing. Although most often occurring within the context of faculty advisor-student relationships, mentorship should extend beyond formal advisor-advisee relationships. Peer mentorship is known to be beneficial for graduate students, yet little is known about how peer mentorship specifically impacts the development of academic identity. OBJECTIVE The purpose of this study was to explore how peer mentorship, within the context of an international research conference, impacts the development of academic identity. DESIGN Qualitative descriptive study. Graduate nursing students from a research-intensive university in Canada were invited to participate in a peer mentorship initiative. Data were collected through reflective journals. Data analysis was conducted iteratively and collaboratively using an interpretive descriptive approach. PARTICIPANTS Eight mentees, two peer mentors and five faculty mentors participated in the initiative. With the exception of one faculty mentor, all participants provided reflective journals on their experiences, in response to journal prompts. RESULTS Findings centered on five themes: walking through quicksand, navigating a complex academic world, developing academic identity through relationships, intentional cultivation of community, and finding solid ground. Our findings highlight the relational nature of academic identity development, and the significant benefit of providing mentorship to graduate nursing students outside of formal learning spaces. CONCLUSIONS Given the urgent need to increase the numbers of nurses with advanced research training, it is important that effective strategies like this innovative mentorship initiative, that enhance professional identity development, are integrated into graduate education programs.
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Affiliation(s)
- Tara C Horrill
- College of Nursing, University of Manitoba, 89 Curry Place, Winnipeg, MB R3T 2N2, Canada.
| | | | - Naomi Armah
- College of Nursing, University of Manitoba, Canada.
| | | | - Jane V Karpa
- Faculty of Health Sciences, Brandon University, Canada.
| | - Stephanie Lelond
- College of Nursing, University of Manitoba, Canada; CancerCare Manitoba, Canada.
| | | | | | | | - Kim M Mitchell
- Research, Scholarship and Quality Improvement, Department of Nursing, Red River College, Canada.
| | | | | | - Christina West
- College of Nursing, University of Manitoba, 89 Curry Place, Winnipeg R3R 2N2, MB, Canada.
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Alagha MA, Jones L. Listening to student voice-understanding student and faculty experience at two UK graduate entry programmes. BMC MEDICAL EDUCATION 2021; 21:191. [PMID: 33820542 PMCID: PMC8022374 DOI: 10.1186/s12909-021-02634-7] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Figures] [Subscribe] [Scholar Register] [Received: 01/16/2021] [Accepted: 03/25/2021] [Indexed: 06/12/2023]
Abstract
CONTEXT Shortage of physicians in the UK has been a long-standing issue. Graduate entry medicine (GEM) may offer a second point of entry for potential doctors. However, the challenges of developing and implementing these programmes are still unrecognised. This small-scale study aimed to briefly explore the opportunities and challenges facing students at two UK GEM programmes. METHODS Two case studies were conducted at Imperial College and Scotland's GEM (ScotGEM) and used a triangulated qualitative approach via semi-structured and elite interviews. Data analysis, informed by grounded theory, applied thematic and force-field analysis in an empirical approach to generate evidence and instrumental interpretations for Higher Education Institutions. RESULTS Although GEM forms an opportunity for graduates to enter medicine, the different drivers of each programme were key in determining entry requirements and challenges experienced by postgraduates. Three key dilemmas seem to influence the experiences of learners in GEM programmes: (a) postgraduate identity and the everchanging sense-of-self; (b)self-directed and self-regulated learning skills, and (c) servicescape, management and marketing concepts. CONCLUSIONS Graduate entry programmes may support policy makers and faculty to fill the workforce gap of healthcare professionals. However, their successful implementation requires careful considerations to the needs of graduates to harness their creativity, resilience and professional development as future healthcare workers.
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Affiliation(s)
- M. Abdulhadi Alagha
- Institute of Global Health Innovation, Department of Surgery and Cancer, Faculty of Medicine, Imperial College London, London, SW7 2AZ England
- Centre for Medical Education, Faculty of Medicine, University of Dundee, Dundee, DD2 4BF Scotland
| | - Linda Jones
- Centre for Medical Education, Faculty of Medicine, University of Dundee, Dundee, DD2 4BF Scotland
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Crowley L, Jeske D. Recruiter perceptions and expectations of desirable graduate attributes and fit. BRITISH JOURNAL OF GUIDANCE & COUNSELLING 2021. [DOI: 10.1080/03069885.2020.1742287] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 10/24/2022]
Affiliation(s)
- Lucy Crowley
- School of Applied Psychology, University College Cork, Cork, Republic of Ireland
| | - Debora Jeske
- School of Applied Psychology, University College Cork, Cork, Republic of Ireland
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Pethrick H, Nowell L, Paolucci EO, Lorenzetti L, Jacobsen M, Clancy T, Lorenzetti DL. Peer mentoring in medical residency education: A systematic review. CANADIAN MEDICAL EDUCATION JOURNAL 2020; 11:e128-e137. [PMID: 33349761 PMCID: PMC7749692 DOI: 10.36834/cmej.68751] [Citation(s) in RCA: 9] [Impact Index Per Article: 2.3] [Reference Citation Analysis] [Abstract] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 05/06/2023]
Abstract
BACKGROUND Medical residents may experience burnout during their training, and a lack of social support. This can impact their overall wellbeing and ability to master key professional competencies. We explored, in this study, the extent to which peer mentorship promotes psychosocial wellbeing and the development of professional competencies in medical residency education. METHODS We searched six databases (MEDLINE, EMBASE, PsycINFO, Academic Research Complete, ERIC, Education Research Complete) for studies on peer mentoring relationships in medical residency. We selected any study where authors reported on outcomes associated with peer mentoring relationships among medical residents. We applied no date, language, or study design limits to this review. RESULTS We included nine studies in this systematic review. We found that medical residents received essential psychosocial supports from peers, and motivation to develop academic and career competencies. Medical residents in peer-mentoring relationships also reported increased overall satisfaction with their residency training programs. CONCLUSIONS Peer-mentoring relationships can enhance the development of key professional competencies and coping mechanisms in medical residency education. Further rigorous research is needed to examine the comparative benefits of informal and formal peer mentoring, and identify best practices with respect to effective design of peer-mentorship programs.
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Affiliation(s)
- Helen Pethrick
- Werklund School of Education, University of Calgary, Alberta, Canada
| | - Lorelli Nowell
- Faculty of Nursing, University of Calgary, Alberta, Canada
| | - Elizabeth Oddone Paolucci
- Department of Community Health Sciences, Cumming School of Medicine, University of Calgary, Alberta, Canada
| | - Liza Lorenzetti
- Faculty of Social Work, University of Calgary, Alberta, Canada
| | - Michele Jacobsen
- Werklund School of Education, University of Calgary, Alberta, Canada
| | - Tracey Clancy
- Faculty of Nursing, University of Calgary, Alberta, Canada
| | - Diane L. Lorenzetti
- Department of Community Health Sciences, Cumming School of Medicine, University of Calgary, Alberta, Canada
- Health Sciences Library, University of Calgary, Alberta, Canada
- Correspondence: Diane L. Lorenzetti, Health Sciences Library, University of Calgary, 3330 Hospital Drive NW Calgary Alberta, Canada T2N4N1;
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Pan SJA, Chou C. Taiwanese Researchers' Perceptions of Questionable Authorship Practices: An Exploratory Study. SCIENCE AND ENGINEERING ETHICS 2020; 26:1499-1530. [PMID: 31981050 DOI: 10.1007/s11948-020-00180-x] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.3] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Subscribe] [Scholar Register] [Received: 06/06/2019] [Accepted: 01/11/2020] [Indexed: 06/10/2023]
Abstract
In 2014, SAGE Publications retracted 60 articles authored by Taiwanese researchers due to suspected peer-review fraud. This scandal led to the resignation of the Minister of Education at the time since he coauthored several retracted works. Issues regarding the lack of transparent decision-making processes regarding authorship were further disclosed. Motivated by the scandal, we believe that this is one of the first empirical studies of questionable authorship practices (QAPs) in East Asian academia; we investigate Taiwanese researchers' perceptions of QAPs. To meet this purpose, a self-reported survey was developed. Four hundred and three local researchers, including research faculty (e.g., professors), postdoctoral researchers, and Ph.D. students, participated in the survey. Four major findings resulted. First, the underlying causes of Taiwanese doctoral students' engagement in QAPs were attributable to their desire to achieve particular academic-related successes and their feeling of reciprocal obligation to support other researchers. Second, the underlying motives for Taiwanese research associates' (i.e., research faculty and postdoctoral fellows) engagement in QAPs were attributable to their attempts to achieve particular career successes and of the desire to consolidate their professional networks. Third, the participants generally agreed that QAPs had a long history among local academics but were rarely reported. Fourth, participants' backgrounds (i.e., research discipline, academic rank, and type of affiliations) had significant effects on their responses regarding particular authorship issues; however, their gender did not have a significant effect. QAPs are a critical issue in Taiwanese academia; therefore, we discussed the implications of the current findings including subsequent instruction and future research.
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Affiliation(s)
| | - Chien Chou
- National Chiao Tung University, Hsinchu, Taiwan.
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Olson JS, Autry L, Moe J. “I Feel A Lot Better About It”: Professional Identity Development in the Context of a Film-Based Assignment. JOURNAL OF CREATIVITY IN MENTAL HEALTH 2020. [DOI: 10.1080/15401383.2020.1762818] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 10/24/2022]
Affiliation(s)
- Joann S. Olson
- School of Education, Health Professions, and Human Development, University of Houston-Victoria, Victoria, TX, US
| | - Linda Autry
- Department of Psychology, Houston Baptist University, Houston, TX, US
| | - Jeffry Moe
- Department of Counseling and HumanServices, Old Dominion University, Norfolk, Virginia, US
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Lorenzetti DL, Shipton L, Nowell L, Jacobsen M, Lorenzetti L, Clancy T, Paolucci EO. A systematic review of graduate student peer mentorship in academia. ACTA ACUST UNITED AC 2019. [DOI: 10.1080/13611267.2019.1686694] [Citation(s) in RCA: 19] [Impact Index Per Article: 3.8] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 10/25/2022]
Affiliation(s)
- Diane L. Lorenzetti
- Health Sciences Library, University of Calgary, Calgary, Alberta, Canada
- Department of Community Health Sciences, Cumming School of Medicine, University of Calgary, Calgary, Alberta, Canada
| | - Leah Shipton
- Department of Community Health Sciences, Cumming School of Medicine, University of Calgary, Calgary, Alberta, Canada
| | - Lorelli Nowell
- Faculty of Nursing, University of Calgary, Calgary, Alberta, Canada
| | - Michele Jacobsen
- Werklund School of Education, University of Calgary, Calgary, Alberta, Canada
| | - Liza Lorenzetti
- Faculty of Social Work, University of Calgary, Calgary, Alberta, Canada
| | - Tracey Clancy
- Faculty of Nursing, University of Calgary, Calgary, Alberta, Canada
| | - Elizabeth Oddone Paolucci
- Department of Community Health Sciences, Cumming School of Medicine, University of Calgary, Calgary, Alberta, Canada
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Volpe RL, Hopkins M, Haidet P, Wolpaw DR, Adams NE. Is research on professional identity formation biased? Early insights from a scoping review and metasynthesis. MEDICAL EDUCATION 2019; 53:119-132. [PMID: 30656747 DOI: 10.1111/medu.13781] [Citation(s) in RCA: 62] [Impact Index Per Article: 12.4] [Reference Citation Analysis] [Abstract] [MESH Headings] [Grants] [Track Full Text] [Subscribe] [Scholar Register] [Received: 08/21/2018] [Revised: 09/20/2018] [Accepted: 11/05/2018] [Indexed: 06/09/2023]
Abstract
OBJECTIVE Despite a recent surge in literature identifying professional identity formation (PIF) as a key process in physician development, the empiric study of PIF in medicine remains in its infancy. To gain insight about PIF, the authors examined the medical literature and that of two other helping professions. METHODS The authors conducted a scoping review and qualitative metasynthesis of PIF in medicine, nursing and counselling/psychology. For the scoping review, four databases were searched using a combination of keywords to identify empiric studies on PIF in trainees. After a two-step screening process, thematic analysis was used to conduct the metasynthesis on screened articles. RESULTS A total of 7451 titles and abstracts were screened; 92 studies were included in the scoping review. Saturation was reached in the qualitative metasynthesis after reviewing 29 articles. CONCLUSION The metasynthesis revealed three inter-related PIF themes across the helping professions: the importance of clinical experience, the role of trainees' expectations of what a helping professional is or should be, and the impact of broader professional culture and systems on PIF. Upon reflection, most striking was that only 10 of the 92 articles examined trainee's sociocultural data, such as race, ethnicity, gender, sexual orientation, age and socio-economic status, in a robust way and included them in their analysis and interpretation. This raises the question of whether conceptions of PIF suffer from sociocultural bias, thereby disadvantaging trainees from diverse populations and preserving the status quo of an historically white, male medical culture.
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Affiliation(s)
- Rebecca L Volpe
- Department of Humanities, Penn State College of Medicine, Hershey, Pennsylvania, USA
| | - Margaret Hopkins
- Department of Humanities, Penn State College of Medicine, Hershey, Pennsylvania, USA
| | - Paul Haidet
- Departments of Humanities and Public Health Sciences, Medical Education Research, Penn State College of Medicine, Hershey, Pennsylvania, USA
| | - Daniel R Wolpaw
- Departments of Medicine and Humanities, Penn State College of Medicine, Hershey, Pennsylvania, USA
| | - Nancy E Adams
- Harrell Health Sciences Library, Penn State College of Medicine, Hershey, Pennsylvania, USA
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DeCino DA, Waalkes PL, Smith P. Letter Writing: A Creative Tool for School Counselors Working with Adolescents. JOURNAL OF CREATIVITY IN MENTAL HEALTH 2018. [DOI: 10.1080/15401383.2018.1459214] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 10/17/2022]
Affiliation(s)
- Daniel A. DeCino
- Division of Counseling and Psychology, University of South Dakota, Vermillion, SD, USA
| | - Phillip L. Waalkes
- Division of Counseling and Psychology, University of South Dakota, Vermillion, SD, USA
| | - Paul Smith
- Department of Clinical Mental Health Counseling, University of St. Thomas, Houstin, TX, USA
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Pethrick H, Nowell L, Oddone Paolucci E, Lorenzetti L, Jacobsen M, Clancy T, Lorenzetti DL. Psychosocial and career outcomes of peer mentorship in medical resident education: a systematic review protocol. Syst Rev 2017; 6:178. [PMID: 28859683 PMCID: PMC5579942 DOI: 10.1186/s13643-017-0571-y] [Citation(s) in RCA: 11] [Impact Index Per Article: 1.6] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Received: 02/23/2017] [Accepted: 08/22/2017] [Indexed: 11/21/2022] Open
Abstract
BACKGROUND Many medical residents lack ready access to social and emotional supports that enable them to successfully cope with the challenges associated with medical residency. This absence of support has been shown to lead to high levels of burnout, decreased mental wellbeing, and difficulty mastering professional competencies in this population. While there is emerging evidence that peer mentoring can be an important source of psychosocial and career-related support for many individuals, the extent of the evidence regarding the benefits of peer mentorship in medical residency education has not yet been established. We describe a protocol for a systematic review to assess the effects of peer mentoring on medical residents' mental wellbeing, social connectedness, and professional competencies. METHODS Studies included in this review will be those that report on peer-mentoring relationships among medical residents. Quantitative, qualitative, and mixed-methods studies will be eligible for inclusion. No date or language limits will be applied. We will search EMBASE, MEDLINE, PsychINFO, Web of Science, Scopus, ERIC, Education Research Complete, and Academic Research Complete databases to identify relevant studies. Two authors will independently assess all abstracts and full-text studies for inclusion and study quality and extract study data in duplicate. DISCUSSION This is the first systematic review to explicitly explore the role of peer mentoring in the context of medical residency education. We anticipate that the findings from this review will raise awareness of the benefits and challenges associated with peer-mentoring relationships, further the development and implementation of formal peer-mentoring programs for medical residents, and, through identifying gaps in the existing literature, inform future research efforts. SYSTEMATIC REVIEW REGISTRATION This protocol has not been registered in PROSPERO or any other publicly accessible registry.
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Affiliation(s)
- Helen Pethrick
- Department of Community Health Sciences, Cumming School of Medicine, University of Calgary, 3280 Hospital Drive NW, Calgary, AB, T2N 4Z6, Canada
| | - Lorelli Nowell
- Faculty of Nursing, University of Calgary, 2500 University Drive NW, Calgary, AB, T2N 1N4, Canada
| | - Elizabeth Oddone Paolucci
- Department of Community Health Sciences, Cumming School of Medicine, University of Calgary, 3280 Hospital Drive NW, Calgary, AB, T2N 4Z6, Canada
| | - Liza Lorenzetti
- Faculty of Social Work, University of Calgary, 2500 University Drive NW, Calgary, AB, T2N 1N4, Canada
| | - Michele Jacobsen
- Werklund School of Education, 2500 University Drive NW, Calgary, AB, T2N 1N4, Canada
| | - Tracey Clancy
- Faculty of Nursing, University of Calgary, 2500 University Drive NW, Calgary, AB, T2N 1N4, Canada
| | - Diane L Lorenzetti
- Department of Community Health Sciences, Cumming School of Medicine, University of Calgary, 3280 Hospital Drive NW, Calgary, AB, T2N 4Z6, Canada.
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Crisp G, Baker VL, Griffin KA, Lunsford LG, Pifer MJ. Mentoring Undergraduate Students. ACTA ACUST UNITED AC 2017. [DOI: 10.1002/aehe.20117] [Citation(s) in RCA: 42] [Impact Index Per Article: 6.0] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/10/2022]
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Hansman CA. Mentoring and Informal Learning as Continuing Professional Education. ACTA ACUST UNITED AC 2016. [DOI: 10.1002/ace.20193] [Citation(s) in RCA: 7] [Impact Index Per Article: 0.9] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/07/2022]
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A multilevel framework for recruiting and supporting graduate students from culturally diverse backgrounds in school psychology programs. SCHOOL PSYCHOLOGY INTERNATIONAL 2015. [DOI: 10.1177/0143034315592270] [Citation(s) in RCA: 13] [Impact Index Per Article: 1.4] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/15/2022]
Abstract
The lack of cultural diversity among practitioners and trainers in the field of school psychology has been recognized as a longstanding problem. In particular, individuals from racial, ethnic, and linguistic minority and international backgrounds often encounter a range of barriers to pursuing graduate study in school psychology. Given the urgent need to increase diversity among school psychologists, faculty and institutions must take proactive measures to deconstruct these barriers and to support the success of all students. This article outlines a multilevel framework for recruiting and supporting graduate students from culturally diverse backgrounds in school psychology programs. Within this framework, research-based strategies are presented at the primary, secondary, and tertiary levels of support. Moreover, considerations for assessing program and student outcomes are discussed, and applications to school psychology programs internationally are considered.
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Ashburner J, Ziviani J, Rodger S, Hinder EA, Cartmill L, White J, Vickerstaff S. Improving Transfer of Learning: An Innovative Comentoring Program to Enhance Workplace Implementation After an Occupational Therapy Course on Autism Spectrum Disorders. THE JOURNAL OF CONTINUING EDUCATION IN THE HEALTH PROFESSIONS 2015; 35:270-277. [PMID: 26953858 DOI: 10.1097/ceh.0000000000000000] [Citation(s) in RCA: 8] [Impact Index Per Article: 0.9] [Reference Citation Analysis] [Abstract] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 06/05/2023]
Abstract
INTRODUCTION Research suggests that learning gained through training is infrequently implemented in the workplace. A short-term postcourse comentoring program was developed with the aim of facilitating workplace implementation of learning after a 3-day course for occupational therapists. The program was evaluated for usefulness, successes, challenges, recommended improvements, and associations with changes in self-rated knowledge and confidence. METHOD Two months after the course, 42 participants completed an evaluation of the comentoring program with closed- and open-ended questions addressing usefulness, successes, challenges, pairing preferences, and recommendations. They also completed a record on whether or not they had worked on goals nominated in their comentoring contract. Before and 2 months after the course, they completed a self-rated questionnaire on knowledge and confidence. RESULTS The comentoring program was recommended by 80% of participants. Benefits included opportunities for information and resource sharing, debriefing, problem solving, reassurance, and implementation of ideas. Ninety-five percent of participants worked on some or all their comentoring goals. Although there were significant improvements in knowledge (P < 0.001) and confidence (P < 0.001), the total comentoring evaluation score was not significantly associated with these changes. It is therefore possible that these improvements related to the course itself rather than the comentoring program. Challenges related to time, scheduling, distance, and pairing of comentors. CONCLUSION Reported benefits of the program included enhanced psychosocial support and prompting to trial newly learned strategies. Effectiveness may be improved by setting aside time for comentoring in the workplace and better matching of comentors.
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Affiliation(s)
- Jill Ashburner
- Dr. Ashburner: Manager, Research and Development, Autism Queensland, Sunnybank, Queensland, Australia. Dr. Ziviani: Professor, Children's Allied Health Research, Queensland Health; Conjoint Professor, School of Health and Rehabilitation Sciences, The University of Queensland, Brisbane, Queensland, Australia. Dr. Rodger: Professor, Division of Occupational Therapy, School of Health and Rehabilitation Science and Director of Research and Education, Autism Cooperative Research Centre, The University of Queensland, Brisbane, Queensland, Australia. Ms. Hinder: Senior Advisor, Occupational Therapy, Department of Education, Training and Employment, Toowoomba, Queensland, Australia. Ms. Cartmill: Research Officer, Division of Occupational Therapy, School of Health and Rehabilitation Science, The University of Queensland, Brisbane, Queensland, Australia. Dr. White: Research Assistant, Research and Development, Autism Queensland, Sunnybank, Queensland, Australia. Dr. Vickerstaff: Project Officer, Research and Development, Autism Queensland, Sunnybank, Queensland, Australia
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