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Panda R, Lahoti S, Mishra N, Prabhu RR, Singh K, Rai AK, Rai K. A mixed methods evaluation of the impact of ECHO ® telementoring model for capacity building of community health workers in India. Hum Resour Health 2024; 22:26. [PMID: 38654359 DOI: 10.1186/s12960-024-00907-y] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 03/14/2023] [Accepted: 04/10/2024] [Indexed: 04/25/2024]
Abstract
INTRODUCTION India has the largest cohort of community health workers with one million Accredited Social Health Activists (ASHAs). ASHAs play vital role in providing health education and promoting accessible health care services in the community. Despite their potential to improve the health status of people, they remain largely underutilized because of their limited knowledge and skills. Considering this gap, Extension for Community Healthcare Outcomes (ECHO)® India, in collaboration with the National Health System Resource Centre (NHSRC), implemented a 15-h (over 6 months) refresher training for ASHAs using a telementoring interface. The present study intends to assess the impact of the training program for improving the knowledge and skills of ASHA workers. METHODS We conducted a pre-post quasi-experimental study using a convergent parallel mixed-method approach. The quantitative survey (n = 490) assessed learning competence, performance, and satisfaction of the ASHAs. In addition to the above, in-depth interviews with ASHAs (n = 12) and key informant interviews with other stakeholders (n = 9) examined the experience and practical applications of the training. Inferences from the quantitative and qualitative approaches were integrated during the reporting stage and presented using an adapted Moore's Expanded Outcomes Framework. RESULTS There was a statistically significant improvement in learning (p = 0.038) and competence (p = 0.01) after attending the training. Participants were satisfied with the opportunity provided by the teleECHO™ sessions to upgrade their knowledge. However, internet connectivity, duration and number of participants in the sessions were identified as areas that needed improvement for future training programs. An improvement in confidence to communicate more effectively with the community was reported. Positive changes in the attitudes of ASHAs towards patient and community members were also reported after attending the training. The peer-to-peer learning through case-based discussion approach helped ensure that the training was relevant to the needs and work of the ASHAs. CONCLUSIONS The ECHO Model ™ was found effective in improving and updating the knowledge and skills of ASHAs across different geographies in India. Efforts directed towards knowledge upgradation of ASHAs are crucial for strengthening the health system at the community level. The findings of this study can be used to guide future training programs. Trial registration The study has been registered at the Clinical Trials Registry, India (CTRI/2021/10/037189) dated 08/10/2021.
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Affiliation(s)
- Rajmohan Panda
- Public Health Foundation of India (PHFI), Gurugram, Haryana, India
| | - Supriya Lahoti
- Extension for Community Healthcare Outcomes (ECHO) India, Okhla Phase III, New Delhi, India.
| | - Nivedita Mishra
- Extension for Community Healthcare Outcomes (ECHO) India, Okhla Phase III, New Delhi, India
| | | | | | - Apoorva Karan Rai
- Extension for Community Healthcare Outcomes (ECHO) India, Okhla Phase III, New Delhi, India
| | - Kumud Rai
- Extension for Community Healthcare Outcomes (ECHO) India, Okhla Phase III, New Delhi, India
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Silverii H, Fernandez N, Ahn J, Lendvay T, Shnorhavorian M, Joyner B, Kieran K, Cain M, Merguerian P. Standardization and Implementation of a Surgical Coaching Model for Pediatric Urology. J Surg Educ 2024; 81:319-325. [PMID: 38278721 DOI: 10.1016/j.jsurg.2023.12.001] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 09/27/2023] [Revised: 11/09/2023] [Accepted: 12/06/2023] [Indexed: 01/28/2024]
Abstract
To bridge gaps in proficiency and encourage life-long learning following training, coaching models have been utilized in multiple surgical fields; however, not within pediatric urology. In this review of our methodology, we describe the development of a coaching model at a single institution. In our initial experience, the perceived most beneficial aspect of the program was the goal setting process with logistics around debriefs being the most challenging. With our proposed coaching study, we aim to develop a model based upon prior coaching frameworks,1,2 that is feasible and universally adaptable to allow for further advancement of surgical coaching, particularly within the field of pediatric urology.
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Affiliation(s)
- Hailey Silverii
- Department of Urology, University of Washington Seattle, Washington; Seattle Children's Hospital Division of Urology, Seattle, Washington.
| | - Nicolas Fernandez
- Department of Urology, University of Washington Seattle, Washington; Seattle Children's Hospital Division of Urology, Seattle, Washington
| | - Jennifer Ahn
- Department of Urology, University of Washington Seattle, Washington; Seattle Children's Hospital Division of Urology, Seattle, Washington
| | | | - Margarett Shnorhavorian
- Department of Urology, University of Washington Seattle, Washington; Seattle Children's Hospital Division of Urology, Seattle, Washington
| | - Byron Joyner
- Department of Urology, University of Washington Seattle, Washington; Seattle Children's Hospital Division of Urology, Seattle, Washington
| | - Kathleen Kieran
- Department of Urology, University of Washington Seattle, Washington; Seattle Children's Hospital Division of Urology, Seattle, Washington
| | - Mark Cain
- Department of Urology, University of Washington Seattle, Washington; Seattle Children's Hospital Division of Urology, Seattle, Washington
| | - Paul Merguerian
- Department of Urology, University of Washington Seattle, Washington; Seattle Children's Hospital Division of Urology, Seattle, Washington
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Graham FP, Williman JA, Desha LN, Snell D, Jones B, Ingham TR, Latu A, Maggo JK, Ranta A, Ziviani J. Occupational Performance Coaching for Children With Neurodisability: A Randomized Controlled Trial Protocol. Can J Occup Ther 2024; 91:4-16. [PMID: 36919383 PMCID: PMC10903119 DOI: 10.1177/00084174231160976] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 03/16/2023]
Abstract
Background. Occupational Performance Coaching (OPC) is a goal-oriented approach in which client agency takes precedence in goal selection, analysis, choice of action, and evaluation of success. The intended outcomes of OPC are improved occupational performance and participation in clients' life situations. Randomized clinical trials are needed to determine the effectiveness of OPC. Purpose. This study protocol outlines a randomized controlled trial (RCT) of OPC compared to usual care with caregivers of children with neurodisability in improving child, caregiver, and family occupational performance. Method. A single-blind, 2-arm parallel-group, cluster RCT of OPC compared to usual care is planned. Therapists delivering the intervention (N = 14) are randomized to "OPC training" or "usual care" groups. The primary outcome is occupational performance improvement in caregiver (N = 84) identified goals. Implications. Findings will provide translational evidence of the effectiveness of OPC and clarify intervention processes. Areas of future OPC research and development will be indicated.
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Affiliation(s)
- Fiona P. Graham
- Fiona P. Graham, Rehabilitation Teaching and Research Unit, University of Otago Wellington, 23A Mein Street, Newtown, Wellington 6242, New Zealand. Phone: ++64 364 3620.
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Satterthwaite TD, Bagautdinova J. Q&A with Ted Satterthwaite and Joëlle Bagautdinova. Cell Rep 2024; 43:113659. [PMID: 38219148 DOI: 10.1016/j.celrep.2023.113659] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [What about the content of this article? (0)] [Abstract] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 12/14/2023] [Revised: 12/20/2023] [Accepted: 12/20/2023] [Indexed: 01/16/2024] Open
Abstract
We at Cell Reports discuss the work, interests, and mentoring experiences of Theodore Satterthwaite (TS) and his graduate student and co-author, Joëlle Bagautdinova (JB). They share with us their recent findings highlighting the relationship between the development of cognitive function and white matter and also talk about the challenges and technical advances in cognitive neuroscience and neuroimaging.
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Varghese FP, Bihm EM, Gibbons C, Bull C, Whitmire J, Nolan J, Tomas Flores L. Pilot study of career mentoring program for juveniles. Psychol Serv 2024; 21:175-183. [PMID: 36074603 DOI: 10.1037/ser0000689] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/08/2022]
Abstract
This article describes an innovative career-mentoring program for court-ordered juveniles that targets risk factors of recidivism and incorporates elements of effective career intervention. Youth were randomly assigned to a mentoring group or a treatment-as-usual (TAU) group. The mentoring group received nine sessions of a structured career-mentoring program from students at a university. The TAU group received other programs provided by the court. Results at posttest indicated that the mentoring group exhibited more pro-social motivations for work, more realistic attitudes toward work, and more professional job interests than the TAU group. Persons in the mentoring group enjoyed their mentoring experience with their university student mentors. Results have implications for cost-effective programs for court-ordered youth at a crucial time in their development. (PsycInfo Database Record (c) 2024 APA, all rights reserved).
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Affiliation(s)
- Femina P Varghese
- Department of Psychology and Counseling, University of Central Arkansas
| | - Elson M Bihm
- Department of Psychology and Counseling, University of Central Arkansas
| | - Cody Gibbons
- Department of Psychology and Counseling, University of Central Arkansas
| | - Chelsey Bull
- Department of Psychology and Counseling, University of Central Arkansas
| | - Jared Whitmire
- Department of Psychology and Counseling, University of Central Arkansas
| | - Jon Nolan
- Department of Psychology and Counseling, University of Central Arkansas
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Harris E. Individual Coaching Improved Cognition in People at Risk for Dementia. JAMA 2024; 331:16. [PMID: 38091009 DOI: 10.1001/jama.2023.24688] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [What about the content of this article? (0)] [MESH Headings] [Track Full Text] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Indexed: 01/03/2024]
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Lucatto LFA, Prazeres JMB, Barbosa GCS, Novais EA, Leitão Guerra RL, Badaró E, de Lima LHSG, Rodrigues EB. Telementoring versus face-to-face mentoring in the training of scleral fixation surgery of intraocular lenses. PLoS One 2023; 18:e0290040. [PMID: 38153943 PMCID: PMC10754431 DOI: 10.1371/journal.pone.0290040] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [MESH Headings] [Grants] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 04/26/2023] [Accepted: 08/01/2023] [Indexed: 12/30/2023] Open
Abstract
PURPOSE To assess telementoring as a complementary tool for surgical training of a scleral fixation technique. DESIGN Randomized, controlled, two-arm, blinded clinical trial. METHODS Using a 3D visualization system, 132 participants were randomized in order of enrollment into traditional face-to-face mentoring (n = 66) and telementoring (n = 66). A single surgeon mentored all participants in the 2 groups. The procedure was performed in a model suitable for training in intraocular lens fixation SimulEYE® (INSEYET, WESTLAKE VILLAGE, CA, USA). In the telementoring group, the images captured on a local computer were sent to a second computer located in another room through a teleconferencing platform in real-time. Nine steps of the recorded procedure were evaluated and scored by two masked independent surgeons experienced in the technique. MAIN OUTCOMES MEASURES The primary outcomes evaluated were the global score (the sum of each score on the rubric), surgical failure, and surgical time (in seconds). RESULTS Surgical success was achieved in 98.5% in the face-to-face group and in 95.5% in the telementoring group (p-value = 0.619). Minimal technical problems were reported in 8 procedures in the telementoring group (12%), without interfering with the surgical result, and completion of the procedure. CONCLUSIONS Telementoring is an encouraging educational tool that can overcome geographical barriers to ease the transfer of abilities and knowledge. We lack evidence in terms of group differences for superiority comparing face-to-face and telementoring, in addition to presenting comparable results regarding surgical success and failure. More studies are needed to explore the impact of telementoring in other ophthalmological surgeries. TRIAL REGISTRATION The Federal University of São Paulo institution's Research Ethics Committee reviewed and approved this study protocol (approval number, 5.383.484).
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Affiliation(s)
| | | | | | - Eduardo Amorim Novais
- Ophthalmology Department, Federal University of São Paulo, São Paulo, São Paulo, Brazil
- Department of Ophthalmology, Centro Oftalmológico Città, Rio de Janeiro, Brazil
| | | | - Emmerson Badaró
- Ophthalmology Department, Federal University of São Paulo, São Paulo, São Paulo, Brazil
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Lin D, Schmidt RM, Shah C, Caruso A, Huang X, Staggers KA, Fisher J. A Facilitated Peer Mentoring Program With a Dedicated Curriculum to Foster Career Advancement of Academic Hospitalists. MedEdPORTAL 2023; 19:11366. [PMID: 38076293 PMCID: PMC10704005 DOI: 10.15766/mep_2374-8265.11366] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Figures] [Subscribe] [Scholar Register] [Received: 04/14/2023] [Accepted: 09/14/2023] [Indexed: 12/18/2023]
Abstract
Introduction In the field of hospital medicine, there is both a limited pool of senior faculty to mentor the rapidly growing number of junior faculty and a lack of career development curricula focused on scholarly activities specific to the needs of the hospitalist. These deficits have resulted in a disproportionately low number of academic hospitalists being promoted to associate and full professor. We implemented a facilitated peer mentoring program with a dedicated curriculum to foster career advancement of academic hospitalists. Methods We recruited 29 academic hospitalists and divided them into five small groups, each guided by one senior faculty. Peer members participated in a 9-month curriculum consisting of alternating large- and small-group sessions that reviewed topics important for academic advancement. Quantitative analysis assessed feasibility of the program, as measured by participation and knowledge improvement on curriculum topics, with pre- and postprogram surveys. Results Results demonstrated feasibility of the large-group sessions as measured through participation. Small-group participation was more variable. Pre- and postsurvey results showed significant knowledge improvement (p < .05) in nearly all of the curriculum topics. Discussion Currently, there is a gap in both mentorship and scholarly skills of academic hospitalists. Our facilitated peer mentoring program with a dedicated curriculum can be used as a framework for other hospitalist programs to support career development.
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Affiliation(s)
- Doris Lin
- Associate Professor, Department of Medicine, Baylor College of Medicine
| | | | - Chirayu Shah
- Associate Professor, Department of Medicine, Baylor College of Medicine
| | - Andrew Caruso
- Assistant Professor, Department of Medicine, Michael E. DeBakey Veterans Affairs Medical Center and Baylor College of Medicine
| | - Xiaofan Huang
- Statistician, Institute for Clinical and Translational Research, Baylor College of Medicine
| | - Kristen A. Staggers
- Statistician, Institute for Clinical and Translational Research, Baylor College of Medicine
| | - Joslyn Fisher
- Associate Professor, Department of Medicine, Baylor College of Medicine
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Gernert JA, Warm M, Salvermoser L, Krüger N, Bethe S, Kocheise L, von Hake M, Meyer-Schwickerath C, Graupe T, Fischer MR, Dimitriadis K. Characteristics and quality assessment of online mentoring profile texts in academic medical mentoring. BMC Med Educ 2023; 23:849. [PMID: 37946146 PMCID: PMC10636985 DOI: 10.1186/s12909-023-04804-1] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Subscribe] [Scholar Register] [Received: 10/17/2022] [Accepted: 10/25/2023] [Indexed: 11/12/2023]
Abstract
BACKGROUND Mentoring is important for a successful career in academic medicine. In online matching processes, profile texts are decisive for the mentor-selection. We aimed to qualitatively characterize mentoring-profile-texts, identify differences in form and content and thus elements that promote selection. METHODS In a mixed method study first, quality of texts in 150 selected mentoring profiles was evaluated (10-point Likert scale; 1 = insufficient to 10 = very good). Second, based on a thematic and content analysis approach of profile texts, categories and subcategories were defined. We compared the presence of the assigned categories between the 25% highest ranked profiles with the 25% lowest ranked ones. Finally, additional predefined categories (hot topics) were labelled on the selected texts and their impact on student evaluation was statistically examined. RESULTS Students rated the quality of texts with a mean of 5.89 ± 1.45. 5 main thematic categories, 21 categories and a total of 74 subcategories were identified. Ten subcategories were significantly associated with high- and four with low-rated profiles. The presence of three or more hot topics in texts significantly correlated with a positive evaluation. CONCLUSION The introduced classification system helps to understand how mentoring profile texts are composed and which aspects are important for choosing a suited mentor.
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Affiliation(s)
- Jonathan A Gernert
- Institute of Medical Education, LMU University Hospital, Pettenkoferstr. 8a, Munich, 80336, Germany
- Institute for Clinical Neuroimmunology, LMU University Hospital, Munich, Germany
| | - Maximilian Warm
- Institute of Medical Education, LMU University Hospital, Pettenkoferstr. 8a, Munich, 80336, Germany
| | - Lukas Salvermoser
- Institute of Medical Education, LMU University Hospital, Pettenkoferstr. 8a, Munich, 80336, Germany
- Department of Radiology, LMU University Hospital, Munich, Germany
| | - Nils Krüger
- Institute of Medical Education, LMU University Hospital, Pettenkoferstr. 8a, Munich, 80336, Germany
| | - Stephan Bethe
- Institute of Medical Education, LMU University Hospital, Pettenkoferstr. 8a, Munich, 80336, Germany
| | - Lorenz Kocheise
- Institute of Medical Education, LMU University Hospital, Pettenkoferstr. 8a, Munich, 80336, Germany
| | - Malte von Hake
- Institute of Medical Education, LMU University Hospital, Pettenkoferstr. 8a, Munich, 80336, Germany
| | - Charlotte Meyer-Schwickerath
- Institute of Medical Education, LMU University Hospital, Pettenkoferstr. 8a, Munich, 80336, Germany
- Department I of Internal Medicine, Faculty of Medicine and University Hospital Cologne, University of Cologne, Cologne, Germany
| | - Tanja Graupe
- Institute of Medical Education, LMU University Hospital, Pettenkoferstr. 8a, Munich, 80336, Germany
| | - Martin R Fischer
- Institute of Medical Education, LMU University Hospital, Pettenkoferstr. 8a, Munich, 80336, Germany
| | - Konstantinos Dimitriadis
- Institute of Medical Education, LMU University Hospital, Pettenkoferstr. 8a, Munich, 80336, Germany.
- Department of Neurology, LMU University Hospital, Munich, Germany.
- Institute for Stroke and Dementia Research (ISD), LMU University Hospital, Munich, Germany.
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Karcher MJ, Sass DA, Herrera C, DuBois DL, Heubach J, Grossman JB. Pathways by which case managers' match support influences youth mentoring outcomes: Testing the systemic model of youth mentoring. J Community Psychol 2023; 51:3243-3264. [PMID: 36867024 DOI: 10.1002/jcop.23010] [Citation(s) in RCA: 1] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 05/11/2022] [Revised: 12/26/2022] [Accepted: 01/09/2023] [Indexed: 10/10/2023]
Abstract
Keller's systemic model of youth mentoring posits there are multiple pathways through which all stakeholders in the youth mentoring process, including the program staff who support the match (or case managers), influence youth outcomes. This study examines case managers' direct and indirect contributions to match outcomes and tests how transitive interactions facilitate a theorized sequence of mentoring interactions to effect greater closeness and length, specifically in nontargeted mentoring programs. A structural equations model of case manager contributions to match outcomes was tested using data from 758 mentor-mentee matches, supported by 73 case managers across seven mentoring agencies. Results reveal direct effects of mentor-reported match support quality on match length and indirect influences on match length through increasing youth-centeredness, goal-focused orientation, and closeness. The findings confirm the presence of multiple pathways of influence, including indirect effects on outcomes via transitive interactions in match support that scaffold youth-centeredness and goal-focused interactions in the match. Findings also suggest supervisors' evaluations of case managers may provide little information about how match support influences the nature of mentor-mentee interactions.
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Affiliation(s)
- Michael J Karcher
- Department of Educational Psychology, College of Education and Human Development, University of Texas at San Antonio, San Antonio, Texas, USA
| | - Daniel A Sass
- Department of Management Science and Statistics, Alvarez College of Business, University of Texas at San Antonio, San Antonio, Texas, USA
| | | | - David L DuBois
- Institute of Health Research and Policy (M/C 275), University of Illinois Chicago, Chicago, Illinois, USA
| | | | - Jean B Grossman
- Princeton School of Public and International Affairs, Princeton University, New York City, New York, USA
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Deane KL, Bullen P, Williamson-Dean R, Wilder K. The benefits of participating in a culturally translated youth mentoring program and service-learning experience for Aotearoa New Zealand mentors. J Community Psychol 2023; 51:3366-3384. [PMID: 36720047 DOI: 10.1002/jcop.23005] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 05/05/2022] [Revised: 10/14/2022] [Accepted: 01/11/2023] [Indexed: 06/18/2023]
Abstract
The aim of this article is to demonstrate "mentoring through service-learning" models can be powerful avenues to support the development of emerging adult practitioners, and are scalable to new global contexts when careful attention is paid to the local culture and evidence-based principles for mentoring and service-learning. The study presents outcome findings for mentors who participated in Campus Connections Aotearoa, a culturally translated version of a US-based service-learning experience and therapeutic youth mentoring program implemented in New Zealand, based on a mixed-method, pre-post evaluation survey involving 62 ethnically diverse mentors (81% female). A large, significant increase in mentoring self-efficacy and small to moderate significant increases for attunement to others, sociability and leadership, and problem-solving and perspective-taking were found. Open-ended survey responses revealed self-reported changes in both personal and professional growth. The discussion highlights the importance of theory and evidence-driven design decisions and an intensive evidence-informed training curriculum for mentoring-based service-learning programs.
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Affiliation(s)
- Kelsey L Deane
- Faculty of Education & Social Work, University of Auckland, Auckland, New Zealand
| | - Pat Bullen
- Faculty of Education & Social Work, University of Auckland, Auckland, New Zealand
| | | | - Kiri Wilder
- Faculty of Education & Social Work, University of Auckland, Auckland, New Zealand
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Pepe RJ, Diggs L, Foley FW, Moore T, Williams DA, Patel NM. Leadership Coaching in Surgical Residency: Reasons for Referral and Topics Addressed to Improve Nontechnical Skill. J Surg Educ 2023; 80:1529-1535. [PMID: 37479647 DOI: 10.1016/j.jsurg.2023.06.020] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 02/26/2023] [Revised: 05/22/2023] [Accepted: 06/17/2023] [Indexed: 07/23/2023]
Abstract
PURPOSE Professional coaching has been utilized in the military and private sector with a long track record of optimizing efficiency, improving high-functioning team performance, and creating greater satisfaction among the workforce. Recent studies in physician populations have suggested that coaching may protect healthcare providers from burnout and improve quality of life and resilience. The aims of the current study were to describe our single-institution experience with the introduction of a leadership coaching program among surgical residents and to characterize the nature of the common reasons for referral for coaching. METHODS Upon identification by program faculty that a resident would benefit from coaching, an email was sent from the program director to the coach to establish contact between the coach and resident, with a brief synopsis of the factors that lead to the resident being referred for coaching. The study team obtained deidentified, simplified synopses of the initial email correspondences from program leadership reaching out to residents to refer them to coaching. Common recurring themes were quantified. Later, coaches reviewed their notes kept during coaching sessions and, in a similar fashion, identified topics discussed and skills developed in coaching sessions for each resident. Topics were summarized for each resident, and a deidentified list of residents and the themes reviewed in coaching were provided to the study team, who quantified these topics. Baseline demographic information on the resident cohort, including training level, gender, and number of repeat referrals were summarized to delineate differences in patterns of repeat referral and attrition. RESULTS This study was conducted within the general surgery residency program at a single academic medical center, composed of 43 categorical and 8 preliminary residents. Over a 2.5-year period, 21 residents were referred: 5 chief, 8 senior, 5 midlevel, and 3 junior (1 preliminary) residents. Male residents represented 2/3 and female residents 1/3 of the total number of referrals. There were 3 repeat referrals, 2 male and 1 female. We identified 2 overarching reasons for which residents were referred for coaching: request for structured leadership training and request for communication training. Six themes were identified upon review of referrals for coaching. Among these were the need for improved communication, methods to improve team integration, tools to balance professional and personal responsibilities, and practices to improve confidence and assertiveness. Through the coaching relationship, residents reviewed deficits and received an individualized plan to address newly identified problem areas. Upon initiation of coaching, new themes like anxiety management, emotional intelligence, and cultural acclimatization were identified. During each coaching session, residents participate in exercises designed to build habits of effective listening, communication, and conflict resolution. CONCLUSIONS Coaching in surgical residency provides a structured program for residents to develop skills in planning and orchestrating team operations, listening and communicating effectively, mitigating conflict, and managing professional and personal responsibilities. Follow-up studies will focus on the long-term effects of professional coaching, evaluating survey data from self-assessments and professional evaluations.
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Affiliation(s)
- Russell J Pepe
- Rutgers Robert Wood Johnson Medical School, Department of Surgery, New Brunswick, New Jersey.
| | - Laurence Diggs
- Rutgers Robert Wood Johnson Medical School, Department of Surgery, New Brunswick, New Jersey
| | - Frederick W Foley
- RWJBarnabas Health, Robert Wood Johnson University Hospital, New Brunswick, New Jersey
| | - Thomas Moore
- RWJBarnabas Health, Robert Wood Johnson University Hospital, New Brunswick, New Jersey
| | - Denise A Williams
- RWJBarnabas Health, Robert Wood Johnson University Hospital, New Brunswick, New Jersey
| | - Nell Maloney Patel
- Rutgers Robert Wood Johnson Medical School, Department of Surgery, New Brunswick, New Jersey; RWJBarnabas Health, Robert Wood Johnson University Hospital, New Brunswick, New Jersey
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Patel KN, Lincoln B, Gomez LAM, Lopez AC, Ting T, Lund TJ, Liang B. MentorOn: A peer mentoring program developed for COVID-19 times. J Community Psychol 2023; 51:3152-3170. [PMID: 36950766 DOI: 10.1002/jcop.23030] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 04/19/2022] [Revised: 03/02/2023] [Accepted: 03/07/2023] [Indexed: 06/18/2023]
Abstract
Burgeoning research has documented COVID-19's detrimental impacts globally, especially on the lives of adolescents. The present study examined the positive influences of a virtual, cross-age peer mentoring program on the development of adolescent participants in the face of the hardships created by the pandemic. In particular, this study focuses on the experiences of high school participants who served as both mentors and mentees in the program. Semi-structured interviews with participating high schoolers (n = 13) were coded and analyzed using the thematic analysis process. The interview data indicated that increased social support, the agency in prosocial pursuits, and greater purpose engagement resulted from their participation in the program. Results are discussed in the context of self-determination theory: youths' needs for relatedness, competence, and autonomy. The program met these basic needs among participants which in turn supported purpose exploration during the pandemic.
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Affiliation(s)
- Kira N Patel
- Department of Counseling, Developmental and Educational Psychology, Boston College, Chestnut Hill, Massachusetts, USA
| | - Brenna Lincoln
- Department of Counseling, Developmental and Educational Psychology, Boston College, Chestnut Hill, Massachusetts, USA
| | | | - Ana C Lopez
- Department of Counseling, Developmental and Educational Psychology, Boston College, Chestnut Hill, Massachusetts, USA
| | - Tobin Ting
- Social Studies Department, Lexington High School, Lexington, Massachusetts, USA
| | - Terese J Lund
- Psychology Department, Wingate University, Wingate, North Carolina, USA
| | - Belle Liang
- Department of Counseling, Developmental and Educational Psychology, Boston College, Chestnut Hill, Massachusetts, USA
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Valestrand EA, Hokstad LM, Schei E, Ofstad EH, Stenfors T, Kvernenes M. The liminal landscape of mentoring-Stories of physicians becoming mentors. Med Educ 2023; 57:1020-1027. [PMID: 37183266 DOI: 10.1111/medu.15117] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 01/03/2023] [Revised: 03/28/2023] [Accepted: 04/22/2023] [Indexed: 05/16/2023]
Abstract
INTRODUCTION This study explores narratives of physicians negotiating liminality while becoming and being mentors for medical students. Liminality is the unstable phase of a learning trajectory in which one leaves behind one understanding but has yet to reach a new insight or position. METHODS In this study, we analysed semi-structural interviews of 22 physician mentors from group-based mentoring programmes at two Norwegian and one Canadian medical school. In a dialogical narrative analysis, we applied liminality as a sensitising lens, focusing on informants' stories of becoming a mentor. RESULTS Liminality is an unavoidable aspect of developing as a mentor. Which strategies mentors resort to when facing liminality are influenced by their narrative coherence. Some mentors thrive in liminality, enjoying the possibility of learning and developing as mentors. Others deem mentoring and the medical humanities peripheral to medicine and thus struggle with integrating mentor and physician identities. They may contradict themselves as they shift between their multiple identities, resulting in rejection of the learning potentials that liminality affords. CONCLUSION Mentors with integrated physician and mentor identities can embrace liminality and develop as mentors. Those mentors with contradicting dialogues between their identities may avoid liminality if it challenges their understanding of who they are and make them experience discomfort, confusion and insufficiency while becoming a mentor. Support of the mentoring role from the clinical culture may help these physicians develop internal dialogues that reconcile their clinician and mentor identities.
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Affiliation(s)
- Eivind A Valestrand
- Center for Medical Education, Faculty of Medicine, University of Bergen, Bergen, Norway
- Department of Global Public Health and Primary Care, Faculty of Medicine, University of Bergen, Bergen, Norway
| | - Leif Martin Hokstad
- Educational Development Unit, Department of Education and Lifelong Learning, Faculty of Social and Educational Sciences, Norwegian University of Science and Technology, Trondheim, Norway
- Medical Simulation Centre, St. Olav University Hospital, Trondheim, Norway
| | - Edvin Schei
- Department of Global Public Health and Primary Care, Faculty of Medicine, University of Bergen, Bergen, Norway
| | - Eirik H Ofstad
- Department of Community Medicine, The Arctic University of Norway, Tromsø, Norway
- The Medical Clinic, Nordland Hospital, Bodø, Norway
| | - Terese Stenfors
- Department of Learning, Informatics, Management and Ethics (LIME), Division for learning, Karolinska Institutet, Solna, Sweden
| | - Monika Kvernenes
- Center for Medical Education, Faculty of Medicine, University of Bergen, Bergen, Norway
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Uebler C, Emmerdinger KJ, Ziegler A, Stoeger H. Dropping out of an online mentoring program for girls in STEM: A longitudinal study on the dynamically changing risk for premature match closure. J Community Psychol 2023; 51:3121-3151. [PMID: 37009871 DOI: 10.1002/jcop.23039] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 05/28/2022] [Revised: 03/14/2023] [Accepted: 03/20/2023] [Indexed: 06/19/2023]
Abstract
Premature closure of mentoring relationships decreases positive effects of mentoring or can even lead to negative effects for mentees. Past studies retrospectively investigated mechanisms of premature match closure. However, a deeper understanding of the dynamics that lead to premature match closure is still missing. In our study, we longitudinally examined the preprogram characteristics, program adherence, as well as program communication and networking behavior of girls (N = 901, M = 13.80 years) who took part in a 1-year online mentoring program in science, technology, engineering and mathematics (STEM), comparing girls who dropped out of the program prematurely (N = 598) with girls who were considered as non-dropouts (N = 303). We used survival analysis methods to simultaneously analyze time-independent characteristics and time-dependent dynamics of mentees' communication and networking behavior. Besides mentees' interest in STEM and compliance with program specifications, a frequent and steady communication with their mentors decreased the risk for premature match closure, especially, if it focused on STEM. Mentors' mentoring experience, mentees' program-wide networking and their networking with other mentees reduced the risk for premature match closure. Regarding the STEM focus of networking, we found competing influences, which need to be further explored in future research.
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Affiliation(s)
- Claudia Uebler
- Department of Educational Sciences, University of Regensburg, Regensburg, Germany
| | | | - Albert Ziegler
- Department of Educational Psychology, University of Erlangen-Nuremberg, Nürnberg, Germany
| | - Heidrun Stoeger
- Department of Educational Sciences, University of Regensburg, Regensburg, Germany
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LaDonna KA, Cowley L, Ananny L, Regehr G, Eva KW. When Feedback is Not Perceived as Feedback: Challenges for Regulatory Body-Mandated Peer Review. Acad Med 2023; 98:S72-S78. [PMID: 37983399 DOI: 10.1097/acm.0000000000005362] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 08/11/2023]
Abstract
PURPOSE Safe and competent patient care depends on physicians recognizing and correcting performance deficiencies. Generating effective insight depends on feedback from credible sources. Unfortunately, physicians often have limited access to meaningful guidance. To facilitate quality improvement, many regulatory authorities have designed peer-facilitated practice enhancement programs. Their mandate to ensure practice quality, however, can create tension between formative intentions and risk (perceived or otherwise) of summative repercussions. This study explored how physicians engage with feedback when required to undergo review. METHOD Between October 2018 and May 2020, 30 physicians representing various specialties and career stages were interviewed about their experiences with peer review in the context of regulatory body-mandated programs. Twenty had been reviewees and reviewers and, hence, spoke from both vantage points. Interview transcripts were analyzed using a 3-stage coding process informed by constructivist grounded theory. RESULTS Perceptions about the learning value of mandated peer review were mixed. Most saw value but felt anxiety about being selected due to being wary of regulatory bodies. Recognizing barriers such perceptions could create, reviewers described techniques for optimizing the value of interactions with reviewees. Their strategies aligned well with the R2C2 feedback and coaching model with which they had been trained but did not always overcome reviewees' concerns. Reasons included that most feedback was "validating," aimed at "tweaks" rather than substantial change. CONCLUSIONS This study establishes an intriguing and challenging paradox: feedback appears often to not be recognized as feedback when it poses no threat, yet feedback that carries such threat is known to be suboptimal for inducing performance improvement. In efforts to reconcile that tension, the authors suggest that peer review for individuals with a high likelihood of strong performance may be more effective if expectations are managed through feedforward rather than feedback.
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Affiliation(s)
- Kori A LaDonna
- K.A. LaDonna is associate professor, Department of Innovation in Medical Education and Department of Medicine, Faculty of Medicine, University of Ottawa, Ottawa, Ontario, Canada; ORCID: http://orcid.org/0000-0003-4738-0146
| | - Lindsay Cowley
- L. Cowley is a research assistant, Department of Medicine, Faculty of Medicine, The Ottawa Hospital Research Institute, Ottawa, Ontario, Canada; ORCID: http://orcid.org/0000-0002-0077-444X
| | - Lesley Ananny
- L. Ananny was formerly affiliated with the Department of Innovation in Medical Education, Faculty of Medicine, University of Ottawa, Ottawa, Ontario, Canada
| | - Glenn Regehr
- G. Regehr is professor, Department of Surgery, and scientist, Centre for Health Education Scholarship, University of British Columbia, Vancouver, British Columbia, Canada; ORCID: http://orcid.org/0000-0002-3144-331X
| | - Kevin W Eva
- K.W. Eva is professor and director of education research and scholarship, Department of Medicine, and associate director and scientist, Centre for Health Education Scholarship, University of British Columbia, Vancouver, British Columbia, Canada; ORCID: http://orcid.org/0000-0002-8672-2500
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17
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Atwal A, McKay E, Sriram V. Understanding the difference, makes the difference: perceptions of Black and Minoritised ethnic occupational therapists on mentoring. BMC Health Serv Res 2023; 23:1050. [PMID: 37784123 PMCID: PMC10544464 DOI: 10.1186/s12913-023-10012-w] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 05/20/2023] [Accepted: 09/08/2023] [Indexed: 10/04/2023] Open
Abstract
INTRODUCTION Black and Minoritised Ethnicity (BME) occupational therapists face lower career progression opportunities and mentoring is one possible intervention that may offer support. BME persons may have different expectations and experiences from their mentor, and research exploring their perceptions of mentoring is important. In Occupational Therapy there is a growing awareness of the need to be true to the values of social justice. The aim of this research is to learn about BME occupational therapists' experiences and perceptions of mentoring for career progression. METHODS Four online focus groups involving 19 participants from the UK were held, discussions were facilitated by researchers using a topic guide. Participants responses were analysed, and codes were brought together to create Themes including career progression and role models, mentoring relationship, similarity with the mentor and outcomes from mentoring. RESULTS The study highlighted that trust is integral to effective mentoring relationships and BME occupational therapists want mentors who they can trust with their experiences and stories. Compatibility between mentors and mentees in terms of personality, values, and working styles is crucial for effective mentoring relationships. Providing opportunities for networking, acknowledging good work and giving permission were all seen as outcomes from good mentoring. The absence of BME role models and ingroup bias were also reported as issues to be addressed. CONCLUSION This study explores the perception of mentorship as a mechanism for career advancement in occupational therapists from BME backgrounds, with these results transferable to other health and care professional groups. We recommend the creation of a mentoring charter for BME healthcare workers in the United Kingdom to ensure that those from BME backgrounds feel supported, mentored, and provided with equitable access to resources, including adequate mentoring and networking opportunities.
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Affiliation(s)
- Anita Atwal
- School of Allied and community Health, London Southbank University, London, UK.
| | - Elizabeth McKay
- School of Nursing, Midwifery & Social Care, Edinburgh Napier University, Edinburgh, Scotland
| | - Vimal Sriram
- University Hospitals Bristol and Weston NHS Foundation Trust, Bristol, UK
- NIHR Applied Research Collaboration Northwest London, London, UK
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Camacho E, Chang SM, Currey D, Torous J. The impact of guided versus supportive coaching on mental health app engagement and clinical outcomes. Health Informatics J 2023; 29:14604582231215872. [PMID: 38112116 DOI: 10.1177/14604582231215872] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 12/20/2023]
Abstract
Although mobile mental health apps have the unique potential to increase access to care, evidence reveals engagement is low unless coupled with coaching. However, most coaching protocols are limited in their scalability. This study assesses how human support and guidance from a Digital Navigator (DN), a scalable coach, can impact mental health app engagement and effectiveness on anxiety and depressive symptoms. This study aims to detach components of coaching, specifically personalized recommendations versus general support, to inform scalability of coaching models for mental health apps. 156 participants were split into the DN Guide versus DN Support groups for the 6-week study. Both groups utilized the mindLAMP app for the duration of the study and had equal time with the DN, but the Guide group received personalized app recommendations. The Guide group completed significantly more activities than the Support group. 34% (49/139) of all participants saw a 25% decrease in PHQ-9 scores and 38% (53/141) saw a 25% decrease in GAD-7 scores. These findings show mental health apps, especially when supported by DNs, can reduce depression and anxiety symptoms when coupled with coaching, suggesting a feasible path for large-scale deployment.
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Affiliation(s)
- Erica Camacho
- Harvard Medical School, Beth Israel Deaconess Medical Center, Boston, MA, USA
| | - Sarah M Chang
- Harvard Medical School, Beth Israel Deaconess Medical Center, Boston, MA, USA
| | - Danielle Currey
- Harvard Medical School, Beth Israel Deaconess Medical Center, Boston, MA, USA
| | - John Torous
- Harvard Medical School, Beth Israel Deaconess Medical Center, Boston, MA, USA
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Ziniel SI, Preciado D, Lee R, Kerschner JE, Ryan AF, Santos-Cortez RLP. Ensuring the future of otitis media research: Interest in and feasibility of a mentoring network program within the otitis media research community. Int J Pediatr Otorhinolaryngol 2023; 172:111693. [PMID: 37579520 PMCID: PMC10523683 DOI: 10.1016/j.ijporl.2023.111693] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Received: 07/07/2023] [Accepted: 08/03/2023] [Indexed: 08/16/2023]
Abstract
OBJECTIVES The goal of this study was to assess the feasibility of the implementation of a mentoring network program based on expressed interest and the diverse composition of the otitis media research community in order to address attrition of the scientific workforce. METHODS An online survey was sent to basic, translational, and clinical researchers with a known interest in otitis media. RESULTS Of 509 eligible participants, 119 (23.4%) responded to the survey. Survey respondents had a diverse background by completed education, current job description, and membership in an underrepresented group in science. Most faculty respondents (76.4%) were willing to participate in the proposed program as mentors and faculty lecturers, or had early-career researchers or trainees in their research group who were willing to participate as mentees in the mentoring network. Scientific and non-scientific topics for inclusion in the training program were ranked, with immunology and inflammation, microbiology, science leadership and collaboration, mentoring, and grantsmanship as main foci of interest among respondents. CONCLUSION Our survey results showed enthusiastic participation among responding otitis media researchers, indicating the feasibility of implementing a mentoring network program that will address workforce attrition, particularly among underrepresented groups in science.
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Affiliation(s)
- Sonja I Ziniel
- Section of Pediatric Hospital Medicine, Children's Hospital Colorado, Aurora, CO, 80045, United States; Department of Pediatrics, School of Medicine, University of Colorado Anschutz Medical Campus, Aurora, CO, 80045, United States.
| | - Diego Preciado
- Departments of Pediatrics and Surgery, George Washington University School of Medicine, Washington D.C., District of Columbia, 20010, United States; Department of Pediatric Otolaryngology, Children's Research Institute, Children's National Health System, Washington D.C., District of Columbia, 20010, United States.
| | - Rita Lee
- Department of Medicine, School of Medicine, University of Colorado Anschutz Medical Campus, Aurora, CO, 80045, United States.
| | | | - Allen F Ryan
- Department of Otolaryngology, University of California San Diego School of Medicine and Veterans Affairs Medical Center, La Jolla, CA, 92093, United States.
| | - Regie Lyn P Santos-Cortez
- Department of Otolaryngology-Head and Neck Surgery, School of Medicine, University of Colorado Anschutz Medical Campus, Aurora, CO, 80045, United States; Center for Children's Surgery, Children's Hospital Colorado, Aurora, CO, 80045, United States.
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20
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Costa CB, Smith JE. Career Satisfaction and Advancement Related to Mentorship Experiences of Underrepresented Nursing Faculty. Nurs Educ Perspect 2023; 44:291-294. [PMID: 37594421 DOI: 10.1097/01.nep.0000000000001173] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 08/01/2023]
Abstract
AIM This study aimed to describe the perceived impact of mentorship on career satisfaction and advancement for underrepresented nursing faculty. BACKGROUND Mentoring contributes to career development through a continuous learning process and support for role development. METHOD Fifteen underrepresented nurse faculty in academia comprised the sample for this qualitative phenomenological study. RESULTS Themes of career advancement and satisfaction related to mentorship included personal and professional growth, retention, lost opportunities, isolation, and multilayered mentoring. CONCLUSION Results of this study may be used to support the development of multilayered mentorship programs to meet the unique needs of underrepresented nurse faculty and improve diversity in nursing education.
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Affiliation(s)
- Christine B Costa
- About the Authors Christine B. Costa, PhD, DNP, APRN, PMHNP, is an associate professor, School of Nursing, California State University, Long Beach, Long Beach, California. Judy E. Smith, PhD, APRN, WHCNP, is professor emeritus, School of Nursing, California State University, Long Beach. For more information, contact Dr. Costa at
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Wright Nunes JA, Resnicow K, Richardson C, Levine D, Kerr E, Saran R, Gillespie B, Bragg-Gresham J, Delacroix EL, Considine S, Fan A, Ellies T, Garcia-Guzman L, Grzyb K, Klinkman M, Rockwell P, Billi J, Martin C, Collier K, Parker-Featherstone E, Bryant N, Seitz M, Lukela J, Brinley FJ, Fagerlin A. Controlling Hypertension through Education and Coaching in Kidney Disease (CHECK-D): protocol of a cluster randomised controlled trial. BMJ Open 2023; 13:e071318. [PMID: 37527897 PMCID: PMC10394555 DOI: 10.1136/bmjopen-2022-071318] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Indexed: 08/03/2023] Open
Abstract
INTRODUCTION Chronic kidney disease (CKD) affects 30 million Americans. Early management focused on blood pressure (BP) control decreases cardiovascular morbidity and mortality. Less than 40% of patients with CKD achieve recommended BP targets due to many barriers. These barriers include a lack of understanding of the implications of their diagnosis and how to optimise their health.This cluster randomised control trial hypothesises that the combination of early primary care CKD education, and motivational interviewing (MI)-based health coach support, will improve patient behaviours aligned with BP control by increasing patient knowledge, self-efficacy and motivation. The results will aid in sustainable interventions for future patient-centric education and coaching support to improve quality and outcomes in patients with CKD stages 3-5. Outcomes in patients with CKD stages 3-5 receiving the intervention will be compared with similar patients within a control group. Continuous quality improvement (CQI) and systems methodologies will be used to optimise resource neutrality and leverage existing technology to support implementation and future dissemination. The innovative approach of this research focuses on the importance of a multidisciplinary team, including off-site patient coaching, that can intervene early in the CKD care continuum by supporting patients with education and coaching. METHODS AND ANALYSIS We will test impact of BP control when clinician-delivered education is followed by 12 months of MI-based health coaching. We will compare outcomes in 350 patients with CKD stages 3-5 between intervention and control groups in primary care. CQI and systems methodologies will optimise education and coaching for future implementation and dissemination. ETHICS AND DISSEMINATION This study was approved by the University of Michigan Institutional Review Boards (IRBMED) HUM00136011, HUM00150672 and SITE00000092 and the results of the study will be published on ClinicalTrials.gov, in peer-reviewed journals, as well as conference abstracts, posters and presentations. TRIAL REGISTRATION NUMBER NCT04087798.
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Affiliation(s)
- Julie A Wright Nunes
- Department of Internal Medicine, Division of Nephrology, University of Michigan, Ann Arbor, Michigan, USA
- Department of Internal Medicine, Quality & Innovation, University of Michigan, Ann Arbor, Michigan, USA
| | - Ken Resnicow
- Department of Health Behavior and Health Education, School of Public Health, University of Michigan, Ann Arbor, Michigan, USA
- Center for Health Communication Research, Rogel Cancer Center, University of Michigan, Ann Arbor, Michigan, USA
| | - Caroline Richardson
- Warren Alpert Medical School, Brown University, Providence, Rhode Island, USA
| | - Diane Levine
- Department of Internal Medicine, Division of Hospital Medicine, Wayne State University, Detroit, Michigan, USA
| | - Eve Kerr
- Department of Internal Medicine, Division of General Medicine, University of Michigan, Ann Arbor, Michigan, USA
- Center for Clinical Management Research, VA Ann Arbor Healthcare System, Ann Arbor, Michigan, USA
| | - Rajiv Saran
- Department of Internal Medicine, Division of Nephrology, University of Michigan, Ann Arbor, Michigan, USA
- Department of Epidemiology, School of Public Health, University of Michigan, Ann Arbor, Michigan, USA
- Kidney Epidemiology and Cost Center, School of Public Health, University of Michigan, Ann Arbor, Michigan, USA
| | - Brenda Gillespie
- Kidney Epidemiology and Cost Center, School of Public Health, University of Michigan, Ann Arbor, Michigan, USA
- Consulting for Statistics, Computing and Analytics Research, University of Michigan, Ann Arbor, Michigan, USA
| | - Jennifer Bragg-Gresham
- Department of Internal Medicine, Division of Nephrology, University of Michigan, Ann Arbor, Michigan, USA
- Kidney Epidemiology and Cost Center, School of Public Health, University of Michigan, Ann Arbor, Michigan, USA
| | - Emerson L Delacroix
- Department of Health Behavior and Health Education, School of Public Health, University of Michigan, Ann Arbor, Michigan, USA
- Center for Health Communication Research, Rogel Cancer Center, University of Michigan, Ann Arbor, Michigan, USA
| | - Shannon Considine
- Department of Health Behavior and Health Education, School of Public Health, University of Michigan, Ann Arbor, Michigan, USA
- Center for Health Communication Research, Rogel Cancer Center, University of Michigan, Ann Arbor, Michigan, USA
| | - Audrey Fan
- Department of Internal Medicine, Division of General Medicine, University of Michigan, Ann Arbor, Michigan, USA
| | - Tammy Ellies
- Department of Internal Medicine, Quality & Innovation, University of Michigan, Ann Arbor, Michigan, USA
| | - Luis Garcia-Guzman
- Department of Industrial and Operations Engineering, University of Michigan, Ann Arbor, Michigan, USA
| | - Katie Grzyb
- Department of Internal Medicine, Quality & Innovation, University of Michigan, Ann Arbor, Michigan, USA
| | - Michael Klinkman
- Department of Family Medicine, University of Michigan, Ann Arbor, Michigan, USA
| | - Pamela Rockwell
- Department of Family Medicine, University of Michigan, Ann Arbor, Michigan, USA
| | - John Billi
- Department of Internal Medicine, Division of General Medicine, University of Michigan, Ann Arbor, Michigan, USA
| | - Carly Martin
- Center for Bioethics and Social Sciences in Medicine, University of Michigan, Ann Arbor, Michigan, USA
| | - Kristin Collier
- Department of Internal Medicine, Division of General Medicine, University of Michigan, Ann Arbor, Michigan, USA
| | | | - Nicole Bryant
- Department of Internal Medicine, Division of Nephrology, University of Michigan, Ann Arbor, Michigan, USA
| | - Maria Seitz
- Department of Internal Medicine, Division of Nephrology, University of Michigan, Ann Arbor, Michigan, USA
| | - Jennifer Lukela
- Department of Internal Medicine, Division of General Medicine, University of Michigan, Ann Arbor, Michigan, USA
| | - Floyd John Brinley
- Department of Internal Medicine, Division of General Medicine, University of Michigan, Ann Arbor, Michigan, USA
| | - Angela Fagerlin
- Department of Population Health Sciences, University of Utah School of Medicine, Salt Lake City, Utah, USA
- Informatics Decision-Enhancement and Analytic Sciences (IDEAS) Center for Innovation, VA Salt Lake City Health Care System, Salt Lake City, Utah, USA
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Öztürk Şahin Ö, Aközlü Z, Taşdelen Y. Pediatric nursing students' self-efficacy regarding medication administration and clinical comfort and worry: A pre-posttest comparative study of nurse mentoring versus peer mentoring. Nurse Educ Pract 2023; 71:103712. [PMID: 37441917 DOI: 10.1016/j.nepr.2023.103712] [Citation(s) in RCA: 1] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 04/26/2023] [Revised: 06/14/2023] [Accepted: 06/30/2023] [Indexed: 07/15/2023]
Abstract
AIM This study aimed to examine the effect of mentoring practice by graduate nursing students and clinical nurses on students' self-efficacy in pediatric medication administration, clinical comfort and worry levels of students taking pediatric nursing courses. BACKGROUND Children are a highly sensitive group against medication administration errors. Improving the self-efficacy of student nurses who will work with this group toward medication administration is essential. Mentoring programs can increase students' skills and self-efficacy by reducing their stress levels during clinical practice. DESIGN The research is a two-group pretest-posttest randomized controlled experimental research design. SETTINGS The study was conducted in the pediatric units of a training and research hospital located in the Western Black Sea region of Turkey between October 1, 2022 and December 30, 2022, as part of the clinical practice of the Pediatric Nursing course in the fall semester of 2022-2023. PARTICIPANTS The study sample consisted of 143 students (peer mentoring group=73, nurse mentoring group=70) who were 3rd-year students taking the pediatric nursing course. METHODS Participant information form, Medication Administration Self-Efficacy Scale in Children for Nursing Students (MASSCNS) and Pediatric Nursing Students Clinical Comfort and Worry Tool (PNSCCWT) were administered to the students before the clinical practice. Then, the groups received mentoring practice in the clinical practice area for 14 weeks. At the end of the practice, MASSCNS and PNSCCWT were administered to the students again. RESULTS The groups were homogeneously distributed when compared according to descriptive characteristics (p > 0.05). The self-efficacy scores of the students in both groups after clinical practice were significantly different from those before clinical practice (tnurse=-4.724, pnurse=0.000 <0.05; tpeer=-3.742, ppeer=0.001 <0.05). CONCLUSIONS This study's results indicate that nurse mentoring and peer mentoring effectively increase nursing students' self-efficacy during pediatric clinical practice. While nurse mentors decreased students' worry, peer mentors increased students' clinical comfort levels.
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Affiliation(s)
- Özlem Öztürk Şahin
- Karabük University, Faculty of Health Sciences, Department of Pediatric Nursing, Karabük, Türkiye
| | - Zeynep Aközlü
- Maltepe University, School of Nursing, İstanbul, Türkiye
| | - Yeliz Taşdelen
- Karabük University, Faculty of Health Sciences, Department of Pediatric Nursing, Karabük, Türkiye.
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Butryn ML, Kerrigan S, Hagerman CJ, Crane NT, Godfrey K. Do monthly coaching calls influence proximal participant adherence in a behavioral weight loss program? J Behav Med 2023; 46:699-706. [PMID: 36723730 DOI: 10.1007/s10865-023-00394-x] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 08/17/2022] [Accepted: 01/11/2023] [Indexed: 02/02/2023]
Abstract
Participants who receive continued coach contact following behavioral weight loss treatment are more successful in maintaining their weight loss long-term. The current study examines whether these contacts have dynamic effects, such that participants are most adherent to the prescribed weight loss behaviors in the days after the call, when motivation and goal salience may be heightened, than they are as time goes on. The current study examined the trajectory of calorie intake, physical activity, weight, and self-monitoring behavior in the fourteen days after a monthly coaching call among participants completing the maintenance phase of a behavioral weight loss trial. For physical activity outcomes, caloric intake, and weight, there were no changes across time. Participants did have the highest adherence and quality of dietary self-monitoring immediately after the call, which diminished over time. Coach contact may continually renew commitment to this burdensome but critical behavior. Likelihood of self-weighing showed an opposite trend, where participants were more likely to weigh themselves in the days more distal from the coach call. Results can inform the timing and content of future coach contact to promote weight control.
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Affiliation(s)
- Meghan L Butryn
- Department of Psychological and Brain Sciences and Center for Weight, Eating and Lifestyle Sciences (WELL Center), Drexel University, 3141 Chestnut St., Stratton 286, Philadelphia, PA, 19104, USA.
| | | | - Charlotte J Hagerman
- Department of Psychological and Brain Sciences and Center for Weight, Eating and Lifestyle Sciences (WELL Center), Drexel University, 3141 Chestnut St., Stratton 286, Philadelphia, PA, 19104, USA
| | - Nicole T Crane
- Department of Psychological and Brain Sciences and Center for Weight, Eating and Lifestyle Sciences (WELL Center), Drexel University, 3141 Chestnut St., Stratton 286, Philadelphia, PA, 19104, USA
| | - Kathryn Godfrey
- Center for WorkLife Wellbeing, ChristianaCare, Wilmington, DE, USA
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Gawlik A, Nacak Y, Kleinert J, Konerding U, Vitinius F. Theoretical Derivation of a Telephone-Based Health Coaching Intervention for Promoting Physical Activity and Healthy Nutrition. Int J Environ Res Public Health 2023; 20:6271. [PMID: 37444117 PMCID: PMC10341694 DOI: 10.3390/ijerph20136271] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 04/19/2023] [Revised: 06/21/2023] [Accepted: 06/27/2023] [Indexed: 07/15/2023]
Abstract
Present research regarding interventions to change behavior suffers from insufficient communication of their theoretical derivation. This insufficient communication is caused by the restrictions imposed by most of the relevant scientific journals. This impedes further intervention development. In this article, a telephone-based health coaching (TBHC) intervention is introduced using a format outside these restrictions. This intervention is seen as a combination of (1) the activities performed with the target persons, i.e., its core, and (2) measures to ensure the quality of the intervention. The theoretical derivation of the core is presented. The core is seen to consist of (1) the style of coach-patient interaction and (2) the contents of this interaction. The style of coach-patient interaction was derived from self-determination theory and was concretized using motivational interviewing techniques. The contents of the coach-patient interaction were derived from the health action process approach and were concretized using behavior-change techniques. The derivation led to (1) a set of 16 coaching tools referring to the different states in which a patient might be and containing state-specific recommendations for performing the coaching session, and (2) guidelines for selecting the appropriate coaching tool for each session. To ensure the quality of the intervention, a coach-training program before and supervision sessions during the TBHC were added.
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Affiliation(s)
- Angeli Gawlik
- Department of Health & Social Psychology, Institute of Psychology, German Sport University Cologne, 50933 Cologne, Germany;
| | - Yeliz Nacak
- Department of Psychosomatics and Psychotherapy, Faculty of Medicine, University Hospital Cologne, University of Cologne, 50931 Cologne, Germany; (Y.N.); (F.V.)
| | - Jens Kleinert
- Department of Health & Social Psychology, Institute of Psychology, German Sport University Cologne, 50933 Cologne, Germany;
| | - Uwe Konerding
- Trimberg Research Academy, University of Bamberg, 96045 Bamberg, Germany;
- Department of Psychology and Psychotherapy, Witten/Herdecke University, 58455 Witten, Germany
| | - Frank Vitinius
- Department of Psychosomatics and Psychotherapy, Faculty of Medicine, University Hospital Cologne, University of Cologne, 50931 Cologne, Germany; (Y.N.); (F.V.)
- Department of Psychosomatic Medicine, Robert-Bosch-Krankenhaus Stuttgart, 70376 Stuttgart, Germany
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Misky GJ, Sharpe B, Weaver AC, Niranjan-Azadi A, Gupta A, Rennke S, Ludwin S, Piper C, Mlis, Sun VK, Brotman DJ, Frank M. Faculty Development in Academic Hospital Medicine: a Scoping Review. J Gen Intern Med 2023; 38:1955-1961. [PMID: 36877213 PMCID: PMC10271943 DOI: 10.1007/s11606-023-08089-4] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [MESH Headings] [Track Full Text] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Received: 11/25/2022] [Accepted: 02/07/2023] [Indexed: 03/07/2023]
Abstract
This scoping review sought to identify and describe the state of academic faculty development programs in hospital medicine and other specialties. We reviewed faculty development content, structure, metrics of success including facilitators, barriers, and sustainability to create a framework and inform hospital medicine leadership and faculty development initiatives. We completed a systematic search of peer-reviewed literature and searched Ovid MEDLINE ALL (1946 to June 17, 2021) and Embase (via Elsevier, 1947 to June 17, 2021). Twenty-two studies were included in the final review, with wide heterogeneity in program design, program description, outcomes, and study design. Program design included a combination of didactics, workshops, and community or networking events; half of the studies included mentorship or coaching for faculty. Thirteen studies included program description and institutional experience without reported outcomes while eight studies included quantitative analysis and mixed methods results. Barriers to program success included limited time and support for faculty attendance, conflicting clinical commitments, and lack of mentor availability. Facilitators included allotted funding and time for faculty participation, formal mentoring and coaching opportunities, and a structured curriculum with focused skill development supporting faculty priorities. We identified heterogeneous historical studies addressing faculty development across highly variable program design, intervention, faculty targeted, and outcomes assessed. Common themes emerged, including the need for program structure and support, aligning areas of skill development with faculty values, and longitudinal mentoring/coaching. Programs require dedicated program leadership, support for faculty time and participation, curricula focused on skills development, and mentoring and sponsorship.
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Affiliation(s)
- Gregory J Misky
- Division of Hospital Medicine, University of Colorado, P.O. Box 6510, 12605 E. 16th Ave., Aurora, CO, 80045, USA.
| | - Bradley Sharpe
- Division of Hospital Medicine, University of California, San Francisco (UCSF), 450 Stanyan St, San Francisco, CA, 94117, USA
| | - A Charlotta Weaver
- Division of Hospital Medicine, Northwestern University, 251 E Huron St Ste 16-738, Chicago, IL, 60611, USA
| | - Ashwini Niranjan-Azadi
- Division of Hospital Medicine, Johns Hopkins School of Medicine, 600 N Wolfe St, Baltimore, MD, 21287, USA
| | - Ashwin Gupta
- Division of Hospital Medicine, University of Michigan, 1500 E Medical Center Dr, Ann Arbor, MI, 48109, USA
| | - Stephanie Rennke
- Division of Hospital Medicine, University of California, San Francisco (UCSF), 450 Stanyan St, San Francisco, CA, 94117, USA
| | - Steve Ludwin
- Division of Hospital Medicine, University of California, San Francisco (UCSF), 450 Stanyan St, San Francisco, CA, 94117, USA
| | - Christi Piper
- Strauss Health Sciences Library, University of Colorado Anschutz Medical Campus, 12950 E. Montview Boulevard, Aurora, CO, 80045, USA
| | | | - Vivien K Sun
- Division of Pediatric Hospital Medicine, Stanford University, 300 Pasteur Dr. MC 5776, Stanford, CA, 94305, USA
| | - Daniel J Brotman
- Division of Hospital Medicine, Johns Hopkins School of Medicine, 600 N Wolfe St, Baltimore, MD, 21287, USA
| | - Maria Frank
- Division of Hospital Medicine, University of Colorado, P.O. Box 6510, 12605 E. 16th Ave., Aurora, CO, 80045, USA
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Kung PC, Huang HL, Che HL, Chou YF, Chi SF, Tseng SM. Effectiveness of clinical mentorship program for students of long-term aged care: A mixed-methods study. Nurse Educ Today 2023; 125:105781. [PMID: 36933372 DOI: 10.1016/j.nedt.2023.105781] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 08/02/2022] [Revised: 02/22/2023] [Accepted: 03/04/2023] [Indexed: 06/18/2023]
Abstract
BACKGROUND Internationally, the population is rapidly aging with a strong demand for aged care services. In Taiwan, both recruiting and retaining staff to aged care poses difficulties. Good clinical role models can positively impact students' confidence and professional development and influence their willingness to enter the long-term aged care workforce. OBJECTIVES To clarify clinical mentors' roles and competencies and assess the effectiveness of a mentorship program for improving students' professional commitment and self-efficacy in long-term aged care. DESIGN A mixed-methods study with a quasi-experimental research design and qualitative interviews. SETTINGS Purposive sampling was used to recruit long-term aged care professional clinical mentors with preceptor qualifications and nursing and aged care students enrolled in a two-year technical program in a Taiwanese university's gerontology care department. PARTICIPANTS Fourteen mentors and 48 students participated. The student control group received regular education; the experimental group received mentorship guidance. METHODS This study included three phases. Phase one involved qualitative interviews to identify clinical mentors' roles and competencies. Phase two involved expert panel meetings to establish the clinical mentorship program's content and implementation. Phase three involved the program's evaluation. Quantitative questionnaires were administered before the program and subsequently at 6, 12, and 18 months to assess mentors' effectiveness and students' professional commitment and self-efficacy in long-term aged care. Qualitative focus groups solicited participants' feelings and suggestions for the program. RESULTS Clinical mentors' roles and competencies centered on two themes: professional role model and establishing good rapport. Quantitative analysis showed that mentoring effectiveness initially recorded a decline, followed by a subsequent increase. Both groups' professional self-efficacy and commitment followed an increasing trend. While the experimental group's professional commitment score was significantly higher than the control groups, their professional self-efficacy scores did not differ significantly. CONCLUSIONS The clinical mentorship program improved students' long-term aged care professional commitment and self-efficacy.
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Affiliation(s)
- Pen-Chen Kung
- Department of Gerontology and Health Care Management, College of Nursing, Chang Gung University of Science and Technology, Taoyuan, Taiwan.
| | - Huei-Ling Huang
- Department of Gerontology and Health Care Management, College of Nursing, Chang Gung University of Science and Technology, Taoyuan, Taiwan; Geriatric and Long-Term Care Research Center, Chang Gung University of Science and Technology, Taoyuan, Taiwan; Dementia Center, Department of Neurology, Linkou Chang Gung Memorial Hospital, Taoyuan, Taiwan.
| | - Hui-Lian Che
- Department of Gerontology and Health Care Management, College of Nursing, Chang Gung University of Science and Technology, Taoyuan, Taiwan.
| | - Yen-Fang Chou
- Department of Nursing, Taoyuan Chang Gung Memorial Hospital, Taoyuan, Taiwan.
| | - Shu-Fen Chi
- Department of Nursing, Taoyuan Chang Gung Memorial Hospital, Taoyuan, Taiwan.
| | - Su-Mei Tseng
- Department of Nursing, Taoyuan Chang Gung Memorial Hospital, Taoyuan, Taiwan.
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27
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Tervajärvi L, Suua P, Lastumäki O, Rautiola AM, Juntunen J. From Student to Mentor in Clinical Practice: Health Care Students' Experiences in a Mentoring Course. J Nurs Educ 2023; 62:298-301. [PMID: 37146050 DOI: 10.3928/01484834-20230306-08] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [What about the content of this article? (0)] [Abstract] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 05/07/2023]
Abstract
BACKGROUND Clinical practice is a compulsory and essential part of health care studies in Finland. However, there are not enough trained mentors at clinical practice facilities. The objective of this mentoring course was to provide students training at the earliest possible stage. METHOD Students from various health care disciplines participated in the mentoring course. The course was conducted entirely online, and learning methods included lectures, small-group exercises, and discussion forums. RESULTS Students' responses indicated the mentoring course enabled them to learn about a mentor's role and about various mentoring theories. CONCLUSION The mentoring course helped prepare health care students for their future work life and for the clinical mentoring of students. The course expanded students' views on a mentor's duties and helped them reflect on their personal strengths and weaknesses. [J Nurs Educ. 2023;62(5):298-301.].
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Heidt A. Say what? The principal investigators who pass down wisdom through humour. Nature 2023; 616:849-850. [PMID: 37095244 DOI: 10.1038/d41586-023-01373-7] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [What about the content of this article? (0)] [Key Words] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 04/26/2023]
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Anderson AJ, DuBois DL. Are adults influenced by the experience of mentoring youth? A scoping review. J Community Psychol 2023; 51:1032-1059. [PMID: 36322942 DOI: 10.1002/jcop.22954] [Citation(s) in RCA: 3] [Impact Index Per Article: 3.0] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 07/05/2022] [Revised: 10/06/2022] [Accepted: 10/07/2022] [Indexed: 06/16/2023]
Abstract
AIMS A relatively large body of research exists on the effectiveness of mentoring programs directed at youth and numerous syntheses of this literature have proven useful for advancing both research and practice. Less studied, but also important is the potential for adults serving in the role of mentor to young persons to be influenced by this experience. A scoping review was conducted with the aim of identifying and critically assessing major trends in the methods and findings in this literature. METHODS Included sources were empirical studies reporting findings that address potential influences on adults (18+) serving as mentors to youth (<18) in formal programs designed for this purpose. The initial search resulted in 3155 records and 96 were included in the review. RESULTS Approximately half of the studies (58%) focused on younger adults (ages 18-22 years old, e.g., college students) serving as mentors; only a small minority of studies focused on adults over 35 years old (10%). Most studies were qualitative (n = 54). Studies with a quantitative component (n = 18 quantitative only; n = 24 mixed methods) exhibited a significant risk of bias for inferring effects on mentors due to limitations in study design (e.g., lack of comparison group). Studies most often addressed potential outcomes for mentors in academic/career (55%) and social (45%) domains, when findings suggested possible effects on mentors, they were nearly universally in a positive direction. CONCLUSION Existing research, although consistent with the potential for adults to benefit from the experience of mentoring youth, has insufficient rigor and representativeness to adequately address this question. Future research should utilize more rigorous quantitative designs and samples with greater representativeness of the different stages of adult development.
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Affiliation(s)
- Amy J Anderson
- Center of Excellence in Maternal and Child Health, Division of Community Health Sciences, School of Public Health, University of Illinois Chicago, Chicago, Illinois, USA
| | - David L DuBois
- Center of Excellence in Maternal and Child Health, Division of Community Health Sciences, School of Public Health, University of Illinois Chicago, Chicago, Illinois, USA
- Institute for Health Research and Policy, University of Illinois Chicago, Chicago, Illinois, USA
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30
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Crosky S, McFarlin M, Sullivan N, Winograd D, Litke D, Masheb RM, Lu SE, Costanzo M, Anastasides N, Gonzalez C, Doshi J, Graff F, Khatib L, Thien S, McAndrew LM. Randomized controlled trial protocol of health coaching for veterans with complex chronic pain. Trials 2023; 24:239. [PMID: 36997946 PMCID: PMC10061706 DOI: 10.1186/s13063-023-07113-6] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 11/07/2022] [Accepted: 01/23/2023] [Indexed: 04/01/2023] Open
Abstract
BACKGROUND Pain predominant multisymptom illness (pain-CMI) refers to symptom-based conditions where pain is a primary symptom. There is initial evidence that health coaching may be efficacious in treating pain-CMI because it can be tailored to the veteran's goals and emphasizes long-term behavior change, which may indirectly impact the maintaining factors of pain-CMI (e.g., catastrophizing, poor pain control, and limited activity). This paper describes the study protocol and rationale of a randomized controlled trial that will compare the efficacy of remote-delivered health coaching in reducing disability and pain impairment for veterans with pain-CMI to remote-delivered supportive psychotherapy. METHODS This randomized controlled trial will consist of two treatment arms: remote-delivered health coaching and remote-delivered supportive psychotherapy, the active control. Each treatment condition will consist of twelve, weekly one-on-one meetings with a study provider. In addition to the baseline assessment, participants will also complete 6-week (mid-treatment), 12-week (post-treatment), and 24-week (follow-up) assessments that consist of questionnaires that can be completed remotely. The primary aims for this study are to determine whether health coaching reduces disability and pain impairment as compared to supportive psychotherapy. We will also examine whether health coaching reduces physical symptoms, catastrophizing, limiting activity, and increasing pain control as compared to supportive psychotherapy. DISCUSSION This study will contribute to the existing literature on pain-CMI and report the effectiveness of a novel, remote-delivered behavioral intervention.
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Affiliation(s)
- Sarah Crosky
- Department of Educational and Counseling Psychology, University at Albany-State University of New York, Albany, USA
| | - Mikhaela McFarlin
- Department of Educational and Counseling Psychology, University at Albany-State University of New York, Albany, USA
| | - Nicole Sullivan
- War Related Illness and Injury Study Center, Veterans Affairs New Jersey Healthcare System, 385 Tremont Ave., East Orange, NJ, 07018, USA
| | - Darren Winograd
- Department of Educational and Counseling Psychology, University at Albany-State University of New York, Albany, USA
| | - David Litke
- War Related Illness and Injury Study Center, Veterans Affairs New Jersey Healthcare System, 385 Tremont Ave., East Orange, NJ, 07018, USA
- Department of Rehabilitation Medicine, NYU Grossman School of Medicine, New York, NY, 10016, USA
| | - Robin M Masheb
- VA Connecticut Healthcare System, 950 Campbell Ave., West Haven, CT, 06516, USA
- Yale University School of Medicine, 333 Cedar St., New Haven, CT, 06610, USA
| | - Shou-En Lu
- Epidemiology and Statistics, School of Public Health, Rutgers University, Piscataway, NJ, 08854, USA
| | - Michelle Costanzo
- War Related Illness and Injury Study Center, Washington DC VA Medical Center, 50 Irving St. NW, Washington, DC, 20422, USA
- Department of Medicine, Uniformed Services University of the Health Sciences, Bethesda, MD, USA
| | - Nicole Anastasides
- War Related Illness and Injury Study Center, Veterans Affairs New Jersey Healthcare System, 385 Tremont Ave., East Orange, NJ, 07018, USA
| | - Christina Gonzalez
- War Related Illness and Injury Study Center, Veterans Affairs New Jersey Healthcare System, 385 Tremont Ave., East Orange, NJ, 07018, USA
| | - Jaineel Doshi
- War Related Illness and Injury Study Center, Veterans Affairs New Jersey Healthcare System, 385 Tremont Ave., East Orange, NJ, 07018, USA
| | - Fiona Graff
- War Related Illness and Injury Study Center, Veterans Affairs New Jersey Healthcare System, 385 Tremont Ave., East Orange, NJ, 07018, USA
| | - Linda Khatib
- War Related Illness and Injury Study Center, Veterans Affairs New Jersey Healthcare System, 385 Tremont Ave., East Orange, NJ, 07018, USA
| | - Scott Thien
- War Related Illness and Injury Study Center, Veterans Affairs New Jersey Healthcare System, 385 Tremont Ave., East Orange, NJ, 07018, USA
| | - Lisa M McAndrew
- War Related Illness and Injury Study Center, Veterans Affairs New Jersey Healthcare System, 385 Tremont Ave., East Orange, NJ, 07018, USA.
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Báez A, Idris MY, Lawson K, Mubasher M, Strekalova Y, Green K, Pemu P, Stiles JK, Salazar M, Quarshie A, Caplan LS, Alema-Mensah E, Pearson T, Faupel-Badger J, Engler JA, Ofili EO. Impact of COVID-19 on the Research Career Advancement of Health Equity Scholars from Diverse Backgrounds. Int J Environ Res Public Health 2023; 20:4750. [PMID: 36981658 PMCID: PMC10048921 DOI: 10.3390/ijerph20064750] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Subscribe] [Scholar Register] [Received: 12/31/2022] [Revised: 02/13/2023] [Accepted: 02/28/2023] [Indexed: 06/18/2023]
Abstract
The COVID-19 pandemic has significantly taxed scientific research and seems to have exacerbated existing inequities within the research field, particularly for early-stage investigators (ESIs). This study examines the effects of the COVID-19 pandemic on traditionally underrepresented ESIs enrolled in an NIH-supported study evaluating the effectiveness of developmental networks, grant writing coaching, and mentoring on research career advancement. The survey consisted of 24 closed-ended (quantitative) and 4 open-ended questions (qualitative) linked to a participant's ability to meet grant submission deadlines, research and professional development disruptions, stress level, career transition level, self-efficacy and management of scholarly tasks, and familial responsibilities. Results from 32 respondents (53%) suggest that COVID-19 adversely impacted the continuity of research (81%) and grant submissions (63%). On average, grant submissions were delayed by 6.69 months (i.e., greater than one grant cycle). We also conducted additional analyses characterizing nonresponse and found that there were no significant predictors of nonresponse, indicating a limited threat to the validity of our findings. The disruption caused by COVID-19 to the careers of ESIs from underrepresented groups in the biomedical workforce has been profound in the short term. The long-term consequences to the future success of these groups are unknown but is a worthwhile area of research and potential innovation.
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Affiliation(s)
- Adriana Báez
- Departments Pharmacology and Otolaryngology, School of Medicine, University of Puerto Rico, San Juan, PR 00936, USA
| | - Muhammed Y. Idris
- Departments of Medicine, Microbiology, Biochemistry and Immunology, and Clinical Research Center, Morehouse School of Medicine, Atlanta, GA 30310, USA
| | - Kimberly Lawson
- Departments of Medicine, Microbiology, Biochemistry and Immunology, and Clinical Research Center, Morehouse School of Medicine, Atlanta, GA 30310, USA
| | - Mohamed Mubasher
- Departments of Medicine, Microbiology, Biochemistry and Immunology, and Clinical Research Center, Morehouse School of Medicine, Atlanta, GA 30310, USA
| | - Yulia Strekalova
- Departments of Epidemiology and Health Services Research, University of Florida, Gainesville, FL 32611, USA
| | - Keith Green
- Departments of Medicine, Microbiology, Biochemistry and Immunology, and Clinical Research Center, Morehouse School of Medicine, Atlanta, GA 30310, USA
| | - Priscilla Pemu
- Departments of Medicine, Microbiology, Biochemistry and Immunology, and Clinical Research Center, Morehouse School of Medicine, Atlanta, GA 30310, USA
| | - Jonathan K. Stiles
- Departments of Medicine, Microbiology, Biochemistry and Immunology, and Clinical Research Center, Morehouse School of Medicine, Atlanta, GA 30310, USA
| | - Martiza Salazar
- Department of Organization and Management, University of California, Irvine, CA 92697, USA
| | - Alexander Quarshie
- Departments of Medicine, Microbiology, Biochemistry and Immunology, and Clinical Research Center, Morehouse School of Medicine, Atlanta, GA 30310, USA
| | - Lee S. Caplan
- Departments of Medicine, Microbiology, Biochemistry and Immunology, and Clinical Research Center, Morehouse School of Medicine, Atlanta, GA 30310, USA
| | - Ernest Alema-Mensah
- Departments of Medicine, Microbiology, Biochemistry and Immunology, and Clinical Research Center, Morehouse School of Medicine, Atlanta, GA 30310, USA
| | - Thomas Pearson
- Departments of Epidemiology and Health Services Research, University of Florida, Gainesville, FL 32611, USA
| | - Jessica Faupel-Badger
- National Center for Advancing Translational Sciences, National Institutes of Health, Rockville, MD 20850, USA
| | | | - Elizabeth O. Ofili
- Departments of Medicine, Microbiology, Biochemistry and Immunology, and Clinical Research Center, Morehouse School of Medicine, Atlanta, GA 30310, USA
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Willemot L, Lee MJ, Mulford J. Introduction to surgical coaching. ANZ J Surg 2023; 93:487-492. [PMID: 36707460 DOI: 10.1111/ans.18287] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 09/16/2022] [Revised: 12/22/2022] [Accepted: 01/08/2023] [Indexed: 01/29/2023]
Abstract
Surgical coaching is a new approach to continuous professional development (CPD). Advocates claim that coaching improves surgical and non-technical skills, leading to enhanced performance and reduced stress and burnout. Widespread acceptance of coaching in the surgical community is limited due to a paucity of evidence, surgery-specific obstacles and lack of resources. This narrative review introduces what 'surgical coaching' is and describes its origins. Coaching techniques are based on live or video observation of procedures, followed by collaborative analysis, reflection and goal planning in a non-competitive setting aided by an expert, peer or lay coach. Technical skills improvements have been reported using coaching techniques, yet long-term influence on non-technical competencies, overall performance and surgeon wellbeing are largely hypothetical. There are clear potential benefits in the application of surgical coaching to daily surgical practice. However, significant knowledge gaps remain. Dedicated research into the short-term applicability and the long-term effects of surgical coaching are required.
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Affiliation(s)
- Laurent Willemot
- Launceston General Hospital, Launceston, Tasmania, Australia
- College of Health & Medicine, University of Tasmania, Hobart, Tasmania, Australia
| | - Matthew J Lee
- College of Health & Medicine, University of Tasmania, Hobart, Tasmania, Australia
| | - Jonathan Mulford
- Launceston General Hospital, Launceston, Tasmania, Australia
- College of Health & Medicine, University of Tasmania, Hobart, Tasmania, Australia
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Selling SK, Rooholamini SN, Grow HM, McPhillips H, Hoang K, Blankenburg R, Rassbach C. The Effects of Coaching Pediatric Residents on Faculty Coaches' Relationships, Learning, and Professional Identity Formation. Acad Med 2023; 98:376-383. [PMID: 36205486 DOI: 10.1097/acm.0000000000005011] [Citation(s) in RCA: 1] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 06/16/2023]
Abstract
PURPOSE Coaching programs have been implemented in medical education to improve skill development and feedback for trainees. As more faculty take on coaching roles, it is critical to understand how being a coach affects faculty as well as trainees. This study examined the effects of coaching residents on faculty members' relationships, learning, and professional identity formation (PIF), as they move through intersecting communities across landscapes of practice. METHOD From July 2020 to January 2021, the authors conducted a mixed-methods study of current and former coaches at 2 institutions with longitudinal pediatric resident coaching programs. They used a concurrent triangulation design in which qualitative and quantitative data were collected simultaneously and integrated during data analysis. A survey explored the impact of coaching on faculty members' learning, relationships, and PIF, and semistructured interviews further examined coaches' experiences. The interview transcripts were analyzed inductively guided by the sensitizing principles of PIF and landscapes of practice. RESULTS Of 43 eligible coaches, 32 (74%) completed the survey, and 18 completed interviews. Four themes emerged from the interviews. (1) Coaches' relationships supported belonging in multiple communities. (2) Coaching enabled multidimensional learning. (3) Relationships served as mechanisms of learning for coaches. (4) Coaches' relationships and learning catalyzed PIF. Furthermore, there was a significant difference in the effects of coaching on career growth by faculty rank ( P = .02). Coaches' strengthened PIF increased a sense of purpose, meaning, and professional fulfillment, and inspired new career directions. Survey data further supported these findings. CONCLUSIONS Being a coach deepened faculty members' professional identities through their varied relationships, multidimensional learning, and sense of belonging in intersecting communities. This study introduces a framework to understand the factors mediating coaches' PIF and highlights how investing in coaching leads to important benefits for coaches.
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Affiliation(s)
- Sarah Kate Selling
- S.K. Selling is a medical student, Stanford University School of Medicine, Stanford, California
| | - Sahar N Rooholamini
- S.N. Rooholamini is assistant professor, Department of Pediatrics, University of Washington School of Medicine, Seattle, Washington
| | - H Mollie Grow
- H.M. Grow is associate professor, Department of Pediatrics, University of Washington School of Medicine, Seattle, Washington
| | - Heather McPhillips
- H. McPhillips is professor, Department of Pediatrics, University of Washington School of Medicine, Seattle, Washington
| | - Kim Hoang
- K. Hoang is clinical assistant professor, Department of Pediatrics, Stanford University School of Medicine, Stanford, California
| | - Rebecca Blankenburg
- R. Blankenburg is clinical professor, Department of Pediatrics, Stanford University School of Medicine, Stanford, California
| | - Caroline Rassbach
- C. Rassbach is clinical professor, Department of Pediatrics, Stanford University School of Medicine, Stanford, California
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Farrell L, Cuncic C, Hartford W, Hatala R, Ajjawi R. Goal co-construction and dialogue in an internal medicine longitudinal coaching programme. Med Educ 2023; 57:265-271. [PMID: 36181337 DOI: 10.1111/medu.14942] [Citation(s) in RCA: 7] [Impact Index Per Article: 7.0] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 03/30/2022] [Revised: 08/18/2022] [Accepted: 09/28/2022] [Indexed: 06/16/2023]
Abstract
BACKGROUND Longitudinal coaching in residency programmes is becoming commonplace and requires iterative and collaborative discussions between coach and resident, with the shared development of goals. However, little is known about how goal development unfolds within coaching conversations over time and the effects these conversations have. We therefore built on current coaching theory by analysing goal development dialogues within resident and faculty coaching relationships. METHODS This was a qualitative study using interpretive description methodology. Eight internal medicine coach-resident dyads consented to audiotaping coaching meetings over a 1-year period. Transcripts from meetings and individual exit interviews were analysed thematically using goal co-construction as a sensitising concept. RESULTS Two themes were developed: (i) The content of goals discussed in coaching meetings focused on how to be a resident, with little discussion around challenges in direct patient care, and (ii) co-construction mainly occurred in how to meet goals, rather than in prioritising goals or co-constructing new goals. CONCLUSIONS In analysing goal development in the coach-resident relationships, conversations focused mainly around how to manage as a resident rather than how to improve direct patient care. This may be because academic coaching provides space separate from clinical work to focus on the stage-specific professional identity development of a resident. Going forward, focus should be on how to optimise longitudinal coaching conversations to ensure co-regulation and reflection on both clinical competencies and professional identity formation.
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Affiliation(s)
- Laura Farrell
- Department of Medicine, University of British Columbia, Vancouver, British Columbia, Canada
| | - Cary Cuncic
- Department of Medicine, University of British Columbia, Vancouver, British Columbia, Canada
| | - Wendy Hartford
- Department of Occupational Science and Occupational Therapy, University of British Columbia, Vancouver, British Columbia, Canada
| | - Rose Hatala
- Department of Medicine, University of British Columbia, Vancouver, British Columbia, Canada
| | - Rola Ajjawi
- Centre for Research in Assessment and Digital Learning, Deakin University, Melbourne, Victoria, Australia
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Kaushik R, McCallin T, Sedillo DJ, Wolfe AD. Outcomes of a Peer Mentoring Circle: An Innovation to Improve Academic Physician Career Advancement in a Community Hospital Setting. Acad Med 2023; 98:214-218. [PMID: 36538672 DOI: 10.1097/acm.0000000000005043] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 06/17/2023]
Abstract
PROBLEM Faculty retention is a prominent topic in academic medicine. Investment in faculty career development supports faculty vitality, advancement, and retention. Academic physicians in community-based settings far from their academic affiliate may find identifying local career advancement mentorship challenging. APPROACH In June 2018, a career advancement in-service day at The Children's Hospital of San Antonio and Baylor College of Medicine in Houston was convened to design a peer mentoring circle (PMC). Using self-determination theory, this program aimed to help PMC members develop goals; schedule and attend regular meetings; format, review, and critique member curricula vitae and portfolios; and hold one another accountable to submitting award and promotion applications. OUTCOMES Eleven inaugural PMC cohort members attended regular monthly meetings from July 2018 to June 2019 (median, 6 members per meeting). All members were competent in accessing the PMC repository of materials. Statistically significant improvement ( P < .01) was seen in self-reported knowledge and skills relevant to award or academic promotion support and resources. Compared with no patient care or teaching awards and 1 academic promotion among non-PMC faculty, 5 PMC members (45.5%) earned a patient care award, 4 (36.4%) earned a teaching award, and 5 of 10 faculty members (50.0%) achieved academic promotion ( P < .001 for all). On the retrospective pre-post survey, members endorsed several PMC strengths, including personal and emotional support, professional support, and accountability. NEXT STEPS Next steps include establishing a local faculty development office, convening a second cohort, revising evaluation methods, expanding membership, and offering 1-on-1 career counseling. Community-based academicians who aim to replicate this program should organize a career advancement and faculty development in-service day, identify local faculty members to manage meetings, retain a repository of resources, set deadlines and hold one another accountable to them, and celebrate achievements and support one another in failure.
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Affiliation(s)
- Ruchi Kaushik
- R. Kaushik is pediatric residency associate program director, Associate Pediatric Residency Program, and associate professor of pediatrics, The Children's Hospital of San Antonio, Baylor College of Medicine, San Antonio, Texas; ORCID: http://orchid.org/0000-0002-6769-2801
| | - Tracy McCallin
- T. McCallin is associate professor of pediatrics, University Hospitals Rainbow Babies and Children's Hospital, Case Western Reserve University, Cleveland, Ohio
| | - Daniel J Sedillo
- D.J. Sedillo is associate professor of pediatrics, Baylor College of Medicine, San Antonio, Texas
| | - Adam D Wolfe
- A.D. Wolfe is associate professor of pediatrics, pediatric residency program director, director of faculty development, and assistant dean of education, The Children's Hospital of San Antonio, Baylor College of Medicine, San Antonio, Texas
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Venktaramana V, Ong YT, Yeo JW, Pisupati A, Krishna LKR. Understanding mentoring relationships between mentees, peer and senior mentors. BMC Med Educ 2023; 23:76. [PMID: 36717909 PMCID: PMC9887801 DOI: 10.1186/s12909-023-04021-w] [Citation(s) in RCA: 5] [Impact Index Per Article: 5.0] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Figures] [Subscribe] [Scholar Register] [Received: 06/23/2022] [Accepted: 01/11/2023] [Indexed: 06/18/2023]
Abstract
BACKGROUND Mentoring relationships play a critical but poorly understood role in mentoring's overall success. To overcome these knowledge gaps, a study of mentee experiences in the Palliative Medicine Initiative, a structured research-based mentoring program, is proposed. The program's clearly described mentoring approach, competency-based mentoring stages and curated mentoring environment ensure a consistent mentoring experience. It provides a unique platform to study mentoring relationships longitudinally and its implications on professional identity formation. METHODOLOGY The Tool Design Systematic Evidence-Based Approach methodology is used to map and employ current understanding. A review of recent reviews on mentoring processes, mentoring's effects, professional identity formation and professional identity formation assessment tools lay the foundation for the design of semi-structured interviews and mentoring diaries to evaluate the characteristics of successful mentoring relationships and mentoring's impact on professional identity formation. The data accrued from these tools were evaluated using this methodology whilst changes in professional identity formation were assessed using the Ring Theory of Personhood. RESULTS The semi-structured interviews revealed four themes: stakeholders, mentoring stages, mentoring relationships and professional identity formation whilst the mentoring diaries revealed two: mentoring processes and mentoring relationships. Two final domains emerged - mentoring relationships and professional identity formation. CONCLUSIONS The Palliative Medicine Initiative's structured stage-based mentoring approach, trained stakeholders, curated environment, assessment-directed and personalized mentoring support reveal seven developmental stages of mentoring relationships. These culminate in changes to the values, beliefs and principles that shape how mentees see, feel and act as professionals. These findings suggest that mentoring programs may help to further develop and fine-tune their professional identity formation.
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Affiliation(s)
- Vaishnavi Venktaramana
- Yong Loo Lin School of Medicine, National University of Singapore, 1E Kent Ridge Road NUHS Tower Block Level 11, Singapore, 119228, Singapore
- Division of Supportive and Palliative Care, National Cancer Centre Singapore, Level 4, 11 Hospital Crescent, Singapore, 169610, Singapore
| | - Yun Ting Ong
- Yong Loo Lin School of Medicine, National University of Singapore, 1E Kent Ridge Road NUHS Tower Block Level 11, Singapore, 119228, Singapore
- Division of Supportive and Palliative Care, National Cancer Centre Singapore, Level 4, 11 Hospital Crescent, Singapore, 169610, Singapore
| | - Jun Wei Yeo
- Yong Loo Lin School of Medicine, National University of Singapore, 1E Kent Ridge Road NUHS Tower Block Level 11, Singapore, 119228, Singapore
- Division of Supportive and Palliative Care, National Cancer Centre Singapore, Level 4, 11 Hospital Crescent, Singapore, 169610, Singapore
| | - Anushka Pisupati
- Yong Loo Lin School of Medicine, National University of Singapore, 1E Kent Ridge Road NUHS Tower Block Level 11, Singapore, 119228, Singapore
- Division of Supportive and Palliative Care, National Cancer Centre Singapore, Level 4, 11 Hospital Crescent, Singapore, 169610, Singapore
| | - Lalit Kumar Radha Krishna
- Yong Loo Lin School of Medicine, National University of Singapore, 1E Kent Ridge Road NUHS Tower Block Level 11, Singapore, 119228, Singapore.
- Division of Supportive and Palliative Care, National Cancer Centre Singapore, Level 4, 11 Hospital Crescent, Singapore, 169610, Singapore.
- Division of Cancer Education, National Cancer Centre Singapore, Level 4, 11 Hospital Crescent, Singapore, 169610, Singapore.
- Duke-NUS Medical School, Singapore, 8 College Road, Singapore, 169857, Singapore.
- Palliative Care Institute Liverpool, Academic Palliative & End of Life Care Centre, Cancer Research Centre, University of Liverpool, 200 London Road, Liverpool, L3 9TA, UK.
- Health Data Science, University of Liverpool, Whelan Building The Quadrangle Brownlow Hill, Liverpool, L69 3GB, UK.
- Centre of Biomedical Ethics, National University of Singapore, Blk MD11, 10 Medical Drive, #02-03, Singapore, 117597, Singapore.
- PalC, The Palliative Care Centre for Excellence in Research and Education, PalC c/o Dover Park Hospice 10 Jalan Tan Tock Seng, Singapore, 308436, Singapore.
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Crites GE, Ward WL, Archuleta P, Fornari A, Hill SEM, Westervelt LM, Raymond N. A Scoping Review of Health Care Faculty Mentorship Programs in Academia: Implications for Program Design, Implementation, and Outcome Evaluation. J Contin Educ Health Prof 2023; 43:42-51. [PMID: 36215162 DOI: 10.1097/ceh.0000000000000459] [Citation(s) in RCA: 2] [Impact Index Per Article: 2.0] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 06/16/2023]
Abstract
INTRODUCTION Formal mentoring programs have direct benefits for academic health care institutions, but it is unclear whether program designs use recommended components and whether outcomes are being captured and evaluated appropriately. The goal of this scoping review is to address these questions. METHODS We completed a literature review using a comprehensive search in SCOPUS and PubMed (1998-2019), a direct solicitation for unpublished programs, and hand-searched key references, while targeting mentor programs in the United States, Puerto Rico, and Canada. After three rounds of screening, team members independently reviewed and extracted assigned articles for 40 design data items into a comprehensive database. RESULTS Fifty-eight distinct mentoring programs were represented in the data set. The team members clarified specific mentor roles to assist the analysis. The analysis identified mentoring program characteristics that were properly implemented, including identifying program goals, specifying the target learners, and performing a needs assessment. The analysis also identified areas for improvement, including consistent use of models/frameworks for program design, implementation of mentor preparation, consistent reporting of objective outcomes and career satisfaction outcomes, engagement of program evaluation methods, increasing frequency of reports as programs as they mature, addressing the needs of specific faculty groups (eg, women and minority faculty), and providing analyses of program cost-effectiveness in relation to resource allocation (return on investment). CONCLUSION The review found that several mentor program design, implementation, outcome, and evaluation components are poorly aligned with recommendations, and content for URM and women faculty members is underrepresented. The review should provide academic leadership information to improve these discrepancies.
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Affiliation(s)
- Gerald E Crites
- Dr. Crites: Campus Associate Dean for Faculty Affairs and Development, Professor of Medicine, AU/UGA Medical Partnership: Augusta University and University of Georgia Medical Partnership, UGA Health Science Campus, Athens, GA. Dr. Ward: Associate Provost for Faculty, Professor of Medicine, University of Arkansas for Medical Sciences, Little Rock, AR. Ms. Archuleta: Clinical Instructor, Department of Medicine, University of Colorado Anschutz Medical Campus, Aurora, CO. Ms. Fornari: Associate Dean for Educational Skills Development, Professor of Science Education, Family Medicine and Occupational Health, Donald and Barbara Zucker School of Medicine at Hofstra/Northwell, 500 Hofstra University, Hempstead, NY. Ms. Hill : College of Medicine, University of Arkansas for Medical Sciences, Little Rock, AR. Ms. Westervelt: Director, Office of Faculty Affairs and Leadership Development, University of North Carolina at Chapel Hill, Chapel Hill, NC. Dr. Raymond: Associate Dean of Faculty Affairs and Development, Professor of Psychiatry, School of Medicine and Public Health, University of Wisconsin-Madison, 4125A Health Sciences Learning Center, Madison, WI
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Larsen A, Schieltz KM, Barrett A, O'Brien MJ. A Retrospective Analysis of Therapists' Coaching Behavior When Directing Parents to Conduct Behavioral Assessments and Treatments Via Telehealth. Behav Modif 2023; 47:154-184. [PMID: 35730524 PMCID: PMC11019754 DOI: 10.1177/01454455221106127] [Citation(s) in RCA: 1] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/16/2022]
Abstract
Research on the delivery of behavioral assessment and treatment via telehealth has focused largely on child outcomes and parent procedural fidelity. By contrast, the behavior of the therapists coaching parents to conduct assessment and treatment has garnered little research consideration. In this study, we conducted a retrospective analysis of behavior therapists' coaching behaviors when directing parents to conduct functional analysis (FA) and functional communication training (FCT) with their young children with autism via telehealth. Coaching behaviors for five experienced behavior therapists across seven parent-child dyads were scored using a combination of standardized and novel behavior codes. Therapists displayed more social engagement behaviors than any other type of behavior throughout the study, and rates of antecedent and consequence behaviors shifted across the FA and FCT phases. Results are discussed in relation to therapists' goals during behavioral assessment and treatment and the implications for training behavioral therapists to coach parents via telehealth.
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Obro LF, Osther PJS, Ammentorp J, Pihl GT, Krogh PG, Handberg C. Healthcare Professionals' Experiences and Perspectives of Facilitating Self-Management Support for Patients with Low-Risk Localized Prostate Cancer via mHealth and Health Coaching. Int J Environ Res Public Health 2022; 20:346. [PMID: 36612667 PMCID: PMC9819876 DOI: 10.3390/ijerph20010346] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Figures] [Subscribe] [Scholar Register] [Received: 10/27/2022] [Revised: 12/20/2022] [Accepted: 12/21/2022] [Indexed: 06/17/2023]
Abstract
Introduction: Self-monitoring of self-management interventions with the use of mobile health (mHealth) can enhance patients' well-being. Research indicates that mHealth and health coaching act symbiotically to providing a more constructive outcome. Nurse coaches seem to have a significant role in translating the patients' tracked data. Objective: The objective was to explore healthcare professionals' experiences of an intervention offering self-management support through mHealth and health coaching for patients with prostate cancer. Methods: We used the interpretive description methodology, combining semi-structured individual and focus group interviews and participant observations of patient-coach interactions and use of mHealth in coaching sessions. The study was conducted between June 2017 and August 2020. Results: The nurse coaches experienced motivation and autonomy when possessing the right competences for coaching. Furthermore, the nurse coaches experienced conflicting expectations of their roles when having to integrate mHealth. Conclusion: The experience of being competent, autonomous, and confident is important for the nurse coaches to be mentally present during the coaching sessions. On the other hand, the findings indicate that having the sense of not being confident in one's own ability to perform leads to reduced motivation.
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Affiliation(s)
- Louise Faurholt Obro
- Urological Research Center, Vejle Hospital—Part of Lillebaelt Hospital, University Hospital of Southern Denmark, 7100 Vejle, Denmark
- Department of Regional Health Research, Faculty of Health Sciences, University of Southern Denmark, 5000 Odense, Denmark
| | - Palle Jörn Sloth Osther
- Urological Research Center, Vejle Hospital—Part of Lillebaelt Hospital, University Hospital of Southern Denmark, 7100 Vejle, Denmark
- Department of Regional Health Research, Faculty of Health Sciences, University of Southern Denmark, 5000 Odense, Denmark
| | - Jette Ammentorp
- Centre for Research in Patient Communication, Odense University Hospital, 5000 Odense, Denmark
- Department of Clinical Research, University of Southern Denmark, 5000 Odense, Denmark
| | | | - Peter Gall Krogh
- Department of Engineering, Aarhus University, 8200 Aarhus, Denmark
| | - Charlotte Handberg
- The National Rehabilitation Center for Neuromuscular Diseases, 8000 Aarhus, Denmark
- Department of Public Health, Faculty of Health, Aarhus University, 8000 Aarhus, Denmark
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Browne R, Jarjoura GR, Keller TE, Tanyu M, Herrera C, Schwartz SEO. Mentoring and depressive symptoms of youth: Examining prospective and interactive associations with mentoring relationship quality. Am J Community Psychol 2022; 70:291-304. [PMID: 35703571 DOI: 10.1002/ajcp.12608] [Citation(s) in RCA: 2] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 10/15/2021] [Revised: 04/18/2022] [Accepted: 04/27/2022] [Indexed: 06/15/2023]
Abstract
A significant body of research has demonstrated that mentoring relationships support positive youth development. The quality of the mentoring relationship has been identified as a predictor of positive youth outcomes. However, limited research has examined how engagement in a mentoring program may be related to youth depressive symptoms specifically. The current study utilized a sample of 2003 youth participating in mentoring programs across the country (Mage = 12.32, SD = 1.42, 55.1% female) from diverse racial and ethnic backgrounds (39.1% Black, 23.6% White, 22.1% Hispanic, 3.3% Native American or Alaskan Native, .4% Asian or Pacific Islander, 1.8% other, and 9.7% Multi-Ethnic) to investigate associations between youth depressive symptoms and mentoring relationship quality. Results revealed that: (1) mean depressive symptoms decreased after participation in a mentoring program; (2) several, but not all, relationship quality indicators predicted change in depressive symptoms; (3) baseline levels of depressive symptoms negatively predicted indicators of relationship quality; and (4) associations between several relationship quality indicators and follow-up depressive symptoms differed by baseline levels of depressive symptoms. These findings highlight the potential benefits of mentoring programs to youth and the need to provide mentors with support around building relationships with youth, especially those experiencing depressive symptoms.
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Affiliation(s)
- Rebecca Browne
- Department of Psychology, Suffolk University, Boston, Massachusetts, USA
| | | | - Thomas E Keller
- School of Social Work, Portland State University, Portland, Oregon, USA
| | - Manolya Tanyu
- American Institute for Research, San Mateo, California, USA
| | - Carla Herrera
- Herrera Consulting Group, LLC, Washington, District of Columbia, USA
| | - Sarah E O Schwartz
- Department of Psychology, Suffolk University, Boston, Massachusetts, USA
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Rogers J, Gong X, Byars-Winston A, McDaniels M, Thayer-Hart N, Cheng P, Diggs-Andrews K, Martínez-Hernández KJ, Pfund C. Comparing the Outcomes of Face-to-Face and Synchronous Online Research Mentor Training Using Propensity Score Matching. CBE Life Sci Educ 2022; 21:ar62. [PMID: 36112621 PMCID: PMC9727602 DOI: 10.1187/cbe.21-12-0332] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.5] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [MESH Headings] [Grants] [Track Full Text] [Subscribe] [Scholar Register] [Received: 12/14/2021] [Revised: 06/28/2022] [Accepted: 07/27/2022] [Indexed: 05/31/2023]
Abstract
In this study, propensity score matching (PSM) was conducted to examine differences in the effectiveness of research mentor training (RMT) implemented using two modes-face-to-face or synchronous online training. This study investigated each training mode and assessed participants' perceived gains in mentoring skills, ability to meet mentees' expectations, and overall quality of mentoring, as well as intention to make changes to their mentoring practices. Additional factors that may contribute to participant outcomes were also examined. In total, 152 mentors trained using a synchronous online platform and 655 mentors trained in in-person workshops were analyzed using the PSM method. Mentors were matched based on similar characteristics, including mentee's career stage, mentor's title, mentor's prior mentoring experience, mentor's race/ethnicity and sex, and mentor's years of experience; results show that both face-to-face and synchronous online modes of RMT are effective. Findings indicated that the training mode did not significantly impact the mentors' perceived training outcomes. Factors associated with the reported training outcomes included dosage (hours of training), facilitator effectiveness, race/ethnicity, and previous mentoring experience. The results of this study demonstrate that mentors' perceived training outcomes are comparable regardless of the training modality used-online versus face-to-face.
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Affiliation(s)
- Jenna Rogers
- Wisconsin Center for Education Research, University of Wisconsin–Madison, Madison, WI 53706
| | - Xue Gong
- Department of Educational Leadership and Policy Analysis, University of Wisconsin–Madison, Madison, WI 53706
| | - Angela Byars-Winston
- Department of Medicine, University of Wisconsin–Madison, Madison, WI 53715
- Center for Women’s Health Research, University of Wisconsin–Madison, Madison, WI 53715
| | - Melissa McDaniels
- Wisconsin Center for Education Research, University of Wisconsin–Madison, Madison, WI 53706
| | - Nancy Thayer-Hart
- Center for Women’s Health Research, University of Wisconsin–Madison, Madison, WI 53715
| | - Philip Cheng
- Thomas Roth Sleep Disorders and Research Center, Henry Ford Health, Detroit, MI 48202
| | | | | | - Christine Pfund
- Wisconsin Center for Education Research, University of Wisconsin–Madison, Madison, WI 53706
- Institute for Clinical and Translational Research, University of Wisconsin–Madison, Madison, WI 53705
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Ting YY, Reid JL, Treloar E, Lee WSB, Tee JY, Cong WJP, Peng D, Edwards S, Ey J, Edwardes N, Granchi N, Maddern GJ. Improving Surgical Excellence: Can Coaching Surgeons Improve Patient Engagement? World J Surg 2022; 47:1144-1150. [PMID: 36401089 DOI: 10.1007/s00268-022-06827-z] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Accepted: 10/27/2022] [Indexed: 11/19/2022]
Abstract
INTRODUCTION Non-technical skills complement technical skills in surgeons to provide best possible care for patients. The former is essential to promote patient engagement. Coaching has been introduced to surgeons as a method to improve non-technical skills. We aimed to investigate the impact of coaching for surgeons on patient engagement in the outpatient consultation setting. METHODS This was a single-centre cohort study conducted in South Australia. Consultant surgeons, suitable coaches, and patients were recruited. Coaches underwent further training by a human factors psychologist on being an effective coach. Outpatient consultations were recorded in an audio-visual format and analysed by investigators. Patient talking time, mutual eye gaze between surgeon and patient, and number of questions asked by the patient were measured as outcomes for patient engagement. RESULTS 182 patients, 12 surgeons, and 4 coaches participated in the study. Each surgeon underwent 3 coaching sessions, 5 to 6 weeks apart. There were 62 pre-coaching patient consultations, 63 patient consultations after one coaching session, and 57 patient consultations after two coaching sessions. The mean talking time of the patient increased significantly after a single coaching session (P < 0.05) without making significant difference to the total consultation time (p = 0.76). Coaching sessions did not have a significant effect on mutual eye gaze or mean number of questions asked by the patient. CONCLUSION Coaching of non-technical skills for surgeons appears to objectively improve patient engagement during the outpatient consultation. This would suggest that tailored coaching programs should be developed and delivered to surgeons to improve care delivery.
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Affiliation(s)
- Ying Yang Ting
- Discipline of Surgery, The University of Adelaide, The Queen Elizabeth Hospital, 28 Woodville Road, AdelaideWoodville, SA, 5011, Australia
| | - Jessica L Reid
- Discipline of Surgery, The University of Adelaide, The Queen Elizabeth Hospital, 28 Woodville Road, AdelaideWoodville, SA, 5011, Australia
| | - Ellie Treloar
- Discipline of Surgery, The University of Adelaide, The Queen Elizabeth Hospital, 28 Woodville Road, AdelaideWoodville, SA, 5011, Australia
| | - Wei Shan Bobby Lee
- Discipline of Surgery, The University of Adelaide, The Queen Elizabeth Hospital, 28 Woodville Road, AdelaideWoodville, SA, 5011, Australia
| | - Jeeng Yeeng Tee
- Discipline of Surgery, The University of Adelaide, The Queen Elizabeth Hospital, 28 Woodville Road, AdelaideWoodville, SA, 5011, Australia
| | - Wen Jing Phoebe Cong
- Discipline of Surgery, The University of Adelaide, The Queen Elizabeth Hospital, 28 Woodville Road, AdelaideWoodville, SA, 5011, Australia
| | - Dangyi Peng
- Monash School of Medicine, Monash University, Melbourne, Australia
| | - Suzanne Edwards
- Adelaide Health Technology Assessment, The University of Adelaide, Adelaide, Australia
| | - Jesse Ey
- Discipline of Surgery, The University of Adelaide, The Queen Elizabeth Hospital, 28 Woodville Road, AdelaideWoodville, SA, 5011, Australia
| | - Nicholas Edwardes
- Discipline of Surgery, The University of Adelaide, The Queen Elizabeth Hospital, 28 Woodville Road, AdelaideWoodville, SA, 5011, Australia
| | - Nelson Granchi
- Discipline of Surgery, The University of Adelaide, The Queen Elizabeth Hospital, 28 Woodville Road, AdelaideWoodville, SA, 5011, Australia
| | - Guy J Maddern
- Discipline of Surgery, The University of Adelaide, The Queen Elizabeth Hospital, 28 Woodville Road, AdelaideWoodville, SA, 5011, Australia.
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Almulhim AN, Goyder E, Caton SJ. Assessing the Feasibility and Acceptability of Health Coaching as a New Diabetes Management Approach for the People with Type 2 Diabetes in Saudi Arabia: A Protocol for a Mixed Methods Feasibility Study. Int J Environ Res Public Health 2022; 19:15089. [PMID: 36429807 PMCID: PMC9690217 DOI: 10.3390/ijerph192215089] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Figures] [Subscribe] [Scholar Register] [Received: 10/04/2022] [Revised: 11/09/2022] [Accepted: 11/11/2022] [Indexed: 06/16/2023]
Abstract
BACKGROUND Over recent years, the Middle East, and especially Saudi Arabia, has faced multiple changes, including structural-demographic and economic shifts. This has led to massive changes in the population's lifestyle, including more unhealthy diets and increases in physical inactivity. As a result, accelerating rates of chronic diseases, including type 2 diabetes mellitus (T2DM) are a major public health concern. Current diabetes care in Saudi Arabia focuses on increasing the awareness of patients through various approaches, mainly based on health education, which is found to be suboptimal and ineffective for improving long-term outcomes. This study aims to assess the feasibility and acceptability of using a client-centred approach called health coaching that supports, enables, and engages T2DM patients to take the central role of controlling their own conditions by developing new crucial skills. METHODS A mixed methods randomised controlled feasibility study of health coaching will be used. Participants (n = 30) are adults with T2DM with poorly controlled diabetes (A1C ≥7) who can read and write in Arabic. Eligible participants are randomly allocated to either an intervention or control group for 12 weeks. COM-B model and Behaviour Change Technique Taxonomy version 1 (BCTTv1) guide the intervention curriculum. Predetermined progression criteria will be used to determine whether to proceed to a larger trial or not. Outcomes will be measured at baseline and 3 months. The study's primary aim is to assess the process of eligibility, recruitment, retention and completion rates, acceptability and suitability of intervention and the time to complete each procedure. The preliminary efficacy of health coaching is the secondary outcome that includes different measurements, such as HbA1c, blood pressure, body mass index (BMI), waist circumference, weight, patients' self-efficacy, and diabetes self-management. DISCUSSION This is the first study to explore the feasibility, acceptability, and preliminary efficacy of health coaching that used the Capability, Opportunity, Motivation, Behaviour (COM-B) model and BCTTv1 as guidance to develop the intervention for adults with T2DM in Saudi Arabia. The findings of this study will be used to inform the larger RCT trial if it is shown to be feasible and acceptable.
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Affiliation(s)
- Abdullah N. Almulhim
- School of Health and Related Research (ScHARR), University of Sheffield, Sheffield S1 4DA, UK
- Public Health Department, College of Health Sciences, Saudi Electronic University, Riyadh 13316, Saudi Arabia
| | - Elizabeth Goyder
- School of Health and Related Research (ScHARR), University of Sheffield, Sheffield S1 4DA, UK
| | - Samantha J. Caton
- School of Health and Related Research (ScHARR), University of Sheffield, Sheffield S1 4DA, UK
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Fainberg J, Vanden Berg RNW, Chesnut G, Coleman JA, Donahue T, Ehdaie B, Goh AC, Laudone VP, Lee T, Pyon J, Scardino PT, Smith RC. A Novel Expert Coaching Model in Urology, Aimed at Accelerating the Learning Curve in Robotic Prostatectomy. J Surg Educ 2022; 79:1480-1488. [PMID: 35872029 PMCID: PMC10353766 DOI: 10.1016/j.jsurg.2022.06.006] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Subscribe] [Scholar Register] [Received: 01/27/2022] [Revised: 06/09/2022] [Accepted: 06/10/2022] [Indexed: 06/15/2023]
Abstract
INTRODUCTION/BACKGROUND The surgical residency model assumes that upon completion, a surgeon is ready to practice and grow independently. However, many surgeons fail to improve after reaching proficiency, which in certain instances has correlated with worse clinical outcomes. Coaching addresses this problem and furthers surgeons' education post-residency. Currently, surgical coaching programs focus on medical students and residents, and have been shown to improve residents' and medical students' technical and non-technical abilities. Coaching programs also increase the accuracy of residents, fellows, and attendings in self-assessing their surgical ability. Despite the potential benefits, coaching remains underutilized and poorly studied. We developed an expert-led, face-to-face, video-based surgical coaching program at a tertiary medical center among specialized attending surgeons. Our goal was to evaluate the feasibility of such a program, measure surgeons' attitudes towards internal peer coaching, determine whether surgeons found the sessions valuable and educational, and to subjectively self-assess changes in operative technique. METHODS/MATERIALS Surgeons who perform robot-assisted laparoscopic prostatectomies were chosen and grouped by number of cases completed: junior (<100 cases), intermediate (100-500 cases), and senior (>500 cases). Surgeons were scheduled for 3 1-hour coaching sessions 1-2 months apart (February-October 2019), meeting individually with the coach (PS), an expert Urologic Oncologist with thousands of cases of experience performing radical prostatectomy. He received training on coaching methodology prior to beginning the coaching program. Before each session, surgeons selected 1 of their recent intraoperative videos to review. During sessions, the coach led discussion on topics chosen by the surgeon (i.e. neurovascular bundle dissection, apical dissection, bladder neck); together, they developed goals to achieve before the next session. Subsequent sessions included presentation and discussion of a case occurring subsequent to the prior session. Sessions were coded by discussion topics and analyzed based on level of experience. Surgeons completed a survey evaluating the experience. RESULTS All 6 surgeons completed 3 sessions. Five surgeons completed the survey; most respondents evaluated themselves as having improved in desired areas and feeling more confident performing the discussed steps of the operation. Discussed surgical principles varied by experience group; when subjectively quantifying the difficulty of surgical steps, the more difficult steps were discussed by the higher experience groups compared to the junior surgeons. The senior surgeons also focused more on oncologic potency, continence outcomes, and more theory-driven questions while the junior surgeons tended to focus more on anatomic and technique-based questions such as tissue handling and the use of cautery and clips. Overall, the surgeons thought this program provoked critical discussion and subsequently modified their technique, and "agreed" or "strongly agreed" that they would seek further sessions. CONCLUSIONS Surgical coaching at a large medical center is not only feasible but was rated positively by surgeons across all levels of experience. Coaching led to subjective self-improvement and increased self-confidence among most surgeons. Surgeons also felt that this program offered a safe space to acquire new skills and think critically after finishing residency/fellowship. Themes discussed and takeaways from the sessions varied based on surgeon experience level. While further research is needed to more objectively quantify the impact coaching has on surgeon metrics and patient outcomes, the results of this study supports the initial "proof-of-concept" of peer-based surgical coaching and its potential benefits in accelerating the learning curve for surgeons' post-residency.
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Affiliation(s)
- Jonathan Fainberg
- Department of Urology, New York Presbyterian Hospital/Weill Cornell Medicine, New York, New York.
| | | | - Gregory Chesnut
- Department of Surgery, Memorial Sloan Kettering Cancer Center, New York, New York
| | - Jonathan A Coleman
- Department of Surgery, Memorial Sloan Kettering Cancer Center, New York, New York
| | - Timothy Donahue
- Department of Surgery, Memorial Sloan Kettering Cancer Center, New York, New York
| | - Behfar Ehdaie
- Department of Surgery, Memorial Sloan Kettering Cancer Center, New York, New York
| | - Alvin C Goh
- Department of Surgery, Memorial Sloan Kettering Cancer Center, New York, New York
| | - Vincent P Laudone
- Department of Surgery, Memorial Sloan Kettering Cancer Center, New York, New York
| | - Taehyoung Lee
- Department of Surgery, Memorial Sloan Kettering Cancer Center, New York, New York
| | - Jin Pyon
- Weill Cornell Medicine, New York, New York
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Bundy J. Effective strategies to improve the college-going process of Black students considering nursing education: A Case Study Approach. Nurse Educ Today 2022; 118:105522. [PMID: 36081268 DOI: 10.1016/j.nedt.2022.105522] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 12/13/2021] [Revised: 07/17/2022] [Accepted: 08/22/2022] [Indexed: 06/15/2023]
Abstract
OBJECTIVES The objective of the study was to describe the mentoring relationship and parental involvement during the college-going process of nursing education from the student's perspective. DESIGN Qualitative research design was employed utilizing Yin's case study methodology. SETTINGS The mentoring program took place over a 6-month period in a large urban city located in the United States. PARTICIPANTS A total of six high school students and 6 nurses participated in the study resulting in 6 mentor dyads. METHODS Data was collected using multiple sources of evidence including the Mentoring Match Demographic Questionnaire (MMDQ), Parental Involvement Scale (PIS), electronic documentation, and interviews. Information from the MMDQ was completed prior to the start of the mentoring program and used to assign mentor dyads. All other sources of evidence were administered and analyzed at the end of the mentoring program. RESULTS Six themes emerged capturing the students' perspective of mentoring and parental involvement during the college-going process of nursing education. The themes were (a) Beneficial Relationship, (b) Adaptive Communication, (c) Strengths and Limitations, (d) Good Mentor Characteristics and Qualities, (e) Goal Setting and (f) Parent Involvement: "Being there emotionally". Parental involvement was moderate for most student mentees participating in the mentoring program. CONCLUSION Developing mentoring relationships with professional nurses and increasing parental involvement is an effective strategy to improve the college-going process of nursing education of first-generation Black high school students.
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Affiliation(s)
- Jawanza Bundy
- Widener University, One University Place, Chester, PA 19103, United States of America.
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Park J, Kim M, Park JH. Promoting Adherence to Joint Exercise Using the Donation Model: Proof via a Motion-Detecting Mobile Exercise Coaching Application. Yonsei Med J 2022; 63:1050-1057. [PMID: 36303314 PMCID: PMC9629899 DOI: 10.3349/ymj.2022.0141] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Received: 05/04/2022] [Revised: 08/22/2022] [Accepted: 09/06/2022] [Indexed: 11/22/2022] Open
Abstract
PURPOSE Maintaining or increasing user adherence to digital healthcare services is of great concern to service providers. This study aims to verify whether the donation model is an effective strategy to increase adherence to physical exercise using a mobile application. MATERIALS AND METHODS A total of 5618 users of a motion-detecting mobile exercise coaching application participated in a donation or self-reward exercise challenge with the same exercise protocol. The workout consisted of 50 squats daily for 14 days. The user's exercise was monitored through a smartphone camera, providing real-time visual and audio feedback. In the donation group, 6 USD was donated to the economically disadvantaged if a participant completed their workout each day. In the self-reward group, three people who completed the program and 20 people who completed ≥12 days of exercise were randomly selected and provided with goods worth 60 USD and 4.3 USD of online currency, respectively. RESULTS The average daily exercise completion rate (% of participants who completed daily exercise) in the donation group was 1.8 times higher than that of the self-reward group (donation, 41.7%; self-reward, 22.7%; p<0.0001). The donation group completed more days of the program (donation, 5.8; self-reward, 3.2; p<0.0001). The completion rate of both groups decreased with time and decreased most on day two (donation, -9.9%; self-reward, -14.5%). CONCLUSION The donation model effectively promoted adherence to mobile app-based exercise. This donation model is expected to effectively enhance user adherence to digital healthcare services.
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Affiliation(s)
- Jinyoung Park
- Department of Rehabilitation Medicine, Gangnam Severance Hospital, Yonsei University College of Medicine, Seoul, Korea
| | - Myungsang Kim
- Department of Rehabilitation Medicine, Gangnam Severance Hospital, Yonsei University College of Medicine, Seoul, Korea
| | - Jung Hyun Park
- Department of Rehabilitation Medicine, Gangnam Severance Hospital, Yonsei University College of Medicine, Seoul, Korea.
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Sebok-Syer SS, Shaw JM, Sedran R, Shepherd L, McConnell A, Dukelow AM, Syer MD, Lingard L. Facilitating Residents' Understanding of Electronic Health Record Report Card Data Using Faculty Feedback and Coaching. Acad Med 2022; 97:S22-S28. [PMID: 35947480 DOI: 10.1097/acm.0000000000004900] [Citation(s) in RCA: 2] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 06/15/2023]
Abstract
PURPOSE Feedback continues to present a challenge for competency-based medical education. Clear, consistent, and credible feedback is vital to supporting one's ongoing development, yet it can be difficult to gather clinical performance data about residents. This study sought to determine whether providing residents with electronic health record (EHR)-based report cards, as well as an opportunity to discuss these data with faculty trained using the R2C2 model, can help residents understand and interpret their clinical performance metrics. METHOD Using action research methodology, the author team collected EHR data from July 2017 to February 2020, for all residents (n = 21) in one 5-year Emergency Medicine program and created personalized report cards for each resident. During October 6-17, 2020, 8 out of 17 eligible residents agreed to have their feedback conversations recorded and participate in a subsequent interview with a nonphysician member of the research team. Data were analyzed using thematic analysis, and the authors used inductive analysis to identify themes in the data. RESULTS In analyzing both the feedback conversations as well as the individual interviews with faculty and residents, the authors identified 2 main themes: (1) Reactions and responses to receiving personalized EHR data and (2) The value of EHR data for assessment and feedback purposes. All participants believed that EHR data metrics are useful for prompting self-reflection, and many pointed to their utility in providing suggestions for actionable changes in their clinical practice. For faculty, having a tool through which underperforming residents can be shown "objective" data about their clinical performance helps underscore the need for improvement, particularly when residents are resistant. CONCLUSIONS The EHR is a valuable source of educational data, and this study demonstrates one of the many thoughtful ways it can be used for assessment and feedback purposes.
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Affiliation(s)
- Stefanie S Sebok-Syer
- S.S. Sebok-Syer is assistant professor, Department of Emergency Medicine, Stanford University School of Medicine, Palo Alto, California; ORCID: http://orcid.org/0000-0002-3572-5971
| | - Jennifer M Shaw
- J.M. Shaw is research associate, Centre for Education, Research, and Innovation, Schulich School of Medicine and Dentistry, Western University, London, Ontario, Canada
| | - Robert Sedran
- R. Sedran is associate professor, Division of Emergency Medicine, Schulich School of Medicine and Dentistry, London, Ontario, Canada
| | - Lisa Shepherd
- L. Shepherd is professor, Division of Emergency Medicine, Schulich School of Medicine and Dentistry, London, Ontario, Canada
| | - Allison McConnell
- A. McConnell is assistant professor, Division of Emergency Medicine, Schulich School of Medicine and Dentistry, London, Ontario, Canada
| | - Adam M Dukelow
- A.M. Dukelow is associate professor, Division of Emergency Medicine, Schulich School of Medicine and Dentistry, London, Ontario, Canada
| | - Mark D Syer
- M.D. Syer is an affiliate, School of Computing, Queen's University, Kingston, Ontario, Canada
| | - Lorelei Lingard
- L. Lingard is professor, Department of Medicine and Faculty of Education, and senior scientist, Centre for Education, Research, and Innovation, Schulich School of Medicine and Dentistry, Western University, London, Ontario, Canada; ORCID: http://orcid.org/0000-0002-1524-0723
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Pearce MJ. Professional Development Coaching for Health Professions Graduate Faculty: A Pilot Implementation. J Contin Educ Health Prof 2022; 42:291-293. [PMID: 34966110 DOI: 10.1097/ceh.0000000000000416] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 06/14/2023]
Abstract
INTRODUCTION Organizations have offered executive coaching to their senior leaders for several decades and report improvement in performance, leadership, self-efficacy, and goal attainment. Despite this success, little research exists on coaching programs for faculty who may also benefit from this resource. We sought to develop, implement, and evaluate a professional development coaching program for diverse graduate faculty at a health professions university. METHODS We implemented a professional development coaching program to provide one-on-one support for interested faculty. Faculty were offered four 1-hour or eight half-hour sessions each academic semester by eight trained volunteer coaches unaffiliated with the university. We had 67 faculty members participate across the academic year. They were asked to complete a brief impact survey at the end of each semester. RESULTS The coaches provided 378 sessions, totaling 281 hours of coaching. Survey results revealed that coaching was effective in helping faculty achieve their professional goals and empowered them for future professional success. Faculty were highly satisfied with the program. DISCUSSION There is early evidence that professional development coaching can help faculty reach their professional goals and add value to an institution. The program may be a helpful model for developing and implementing coaching programs on other campuses.
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Affiliation(s)
- Michelle J Pearce
- Dr. Pearce: Professor and Program Director, Graduate School, University of Maryland, Baltimore, MD, and Department of Psychiatry and Behavioral Sciences, Duke University Medical Center, Durham, NC
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Mann A, Fainstad T, Shah P, Dieujuste N, Thurmon K, Dunbar K, Jones C. "We're all going through it": impact of an online group coaching program for medical trainees: a qualitative analysis. BMC Med Educ 2022; 22:675. [PMID: 36100880 PMCID: PMC9468533 DOI: 10.1186/s12909-022-03729-5] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Figures] [Subscribe] [Scholar Register] [Received: 06/06/2022] [Accepted: 08/30/2022] [Indexed: 06/15/2023]
Abstract
BACKGROUND Trainees in graduate medical education are affected by burnout at disproportionate rates. Trainees experience tremendous growth in clinical skills and reasoning, however little time is dedicated to metacognition to process their experiences or deliberate identity formation to create individualized definitions of success and wellbeing. The purpose of this study was to understand the perspectives and experiences of trainees who participated in a 6-month, web-based, group coaching program for women residents in training. METHODS Better Together Physician Coaching is a six-month, self-paced, online, asynchronous, coaching program with multiple components including live coaching calls, unlimited written coaching, and self-study modules. Semi-structured interviews of seventeen participants of Better Together from twelve GME programs within a single institution in Colorado were conducted from May to June of 2021. All identified as women and had participated in a 6-month coaching program. Both inductive and deductive methods were used in collecting and analyzing the data with an aim to understand learners' perceptions of the coaching program, including "how and why" the coaching program affected training experiences and wellbeing. RESULTS Three main themes emerged as benefits to the coaching program from the data: 1) practicing metacognition as a tool for healthy coping 2) building a sense of community, and 3) the value of a customizable experience. CONCLUSIONS Female trainees who participated in a group coaching program expressed that they found value in learning how to cope with stressors through metacognition-focused coaching. They also described that building a community and being able to customize the experience were positive aspects of the program. TRIAL REGISTRATION ClinicalTrials.gov Identifier: NCT05280964 . Date of registration: March 15th 2022. Retrospectively registered. URL of trial registry record.
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Affiliation(s)
- Adrienne Mann
- Department of Medicine, Division of Hospital Medicine, University of Colorado Anschutz Medical Campus, Veterans Health Administration, Aurora, CO, USA.
- Rocky Mountain Regional VA Medical Center, 1700 N Wheeling St., Aurora, CO, 80045, USA.
| | - Tyra Fainstad
- Department of Medicine, Division of General Internal Medicine, University of Colorado Anschutz Medical Campus, Aurora, CO, USA.
- Lowry Internal Medicine, 8101 E Lowry Blvd Ste 120, Denver, CO, 80230, USA.
| | - Pari Shah
- Graduate School of Social Work, University of Denver, Denver, CO, USA
| | - Nathalie Dieujuste
- Adult & Child Consortium for Health Outcomes Research & Delivery Science (ACCORDS), University of Colorado, School of Medicine, Aurora, CO, USA
| | - Kerri Thurmon
- Department of Surgery, Division of Urology, Denver Health, Denver, USA
| | - Kimiko Dunbar
- Department of Pediatrics, Division of Hospital Medicine, Children's Hospital, Aurora, USA
| | - Christine Jones
- Department of Medicine, Division of Hospital Medicine, University of Colorado Anschutz Medical Campus, Veterans Health Administration, Aurora, CO, USA
- Veterans Health Administration, Eastern CO Health Care System, Denver-Seattle Center of Innovation for Veteran-Centered and Value Driven Care, Aurora, CO, USA
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Kurt Y, Özkan ÇG, Öztürk H. Comparison of the effects of face-to-face and electronic peer mentoring on students' care plan preparation and motivation levels. Nurse Educ Today 2022; 116:105455. [PMID: 35780690 DOI: 10.1016/j.nedt.2022.105455] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 12/07/2021] [Revised: 06/08/2022] [Accepted: 06/22/2022] [Indexed: 06/15/2023]
Abstract
BACKGROUND It is a basic requirement in professional nursing education that nursing students learn the process of caring as the entity at the center of nursing practice. Peer mentoring programs can be beneficial for the mutual growth of mentors and mentees and improve the care competencies of nursing students. OBJECTIVE To compare the effects of face-to-face and electronic peer mentoring on students' nursing process-based patient care plan preparation and motivation levels for the course. DESIGN The study used an experimental three-group design. SETTINGS AND PARTICIPANTS This experimental study was conducted with 83 first- and 6 fourth-year nursing students. METHOD The data were collected with the information and opinion form, the Instructional Materials Motivation Survey (IMMS), and the Nursing Care Plan Rubric (NCPR). In the study, conducted with three subgroups of each group, the experimental group received electronic peer mentoring (EPM), and the experimental group 2 received face-to-face peer mentoring (FPM), while the control group did not receive any intervention. RESULTS It was statistically significant that the students in the EPM group had higher patient care plan preparation scores than the FPM and control groups, and the FPM group had higher patient care plan preparation scores than the control group (p < 0.05). Also, the students in the FPM group had statistically significantly higher confidence-satisfaction sub-dimension scores on the IMMS than those in the EPM and control groups (p < 0.05). CONCLUSION While electronic peer mentoring was effective on the patient care plan preparation levels of first-year nursing students, face-to-face peer mentoring was more effective in increasing the students' confidence and attitude levels and thus their motivation levels.
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Affiliation(s)
- Yeter Kurt
- Karadeniz Technical University, Nursing Department, Trabzon, Türkiye.
| | | | - Havva Öztürk
- Karadeniz Technical University, Nursing Department, Head of the Fundamental of Nursing, Trabzon, Türkiye
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