Supporting Autistic Adults in Postsecondary Settings: A Systematic Review of Peer Mentorship Programs

2021 ◽  
Vol 3 (1) ◽  
pp. 85-99
Author(s):  
Kari Duerksen ◽  
Richard Besney ◽  
Megan Ames ◽  
Carly A. McMorris
Keyword(s):  
Systematic Review ◽  
Peer Mentorship ◽  
Mentorship Programs ◽  
Autistic Adults

scholarly journals Peer Mentorship Programs for Breast Cancer Patients

2016 ◽  
Vol 51 (5) ◽  
pp. e5-e7 ◽  
Author(s):  
Caitlin E. Loprinzi Brauer ◽  
Matthew M. Clark ◽  
Lise Solberg Nes ◽  
Linda K. Miller
Keyword(s):  
Breast Cancer ◽  
Cancer Patients ◽  
Breast Cancer Patients ◽  
Peer Mentorship ◽  
Mentorship Programs

scholarly journals Peer mentoring in medical residency education: A systematic review

2020 ◽  
Author(s):  
Helen Pethrick ◽  
Lorelli Nowell ◽  
Elizabeth Oddone Paolucci ◽  
Liza Lorenzetti ◽  
Michele Jacobsen ◽  
...  
Keyword(s):  
Systematic Review ◽  
Peer Mentoring ◽  
Academic Research ◽  
Residency Education ◽  
Medical Residents ◽  
Professional Competencies ◽  
Mentoring Relationships ◽  
Medical Residency ◽  
Peer Mentorship ◽  
Psychosocial Wellbeing

Background: Medical residents may experience burnout during their training, and a lack of social support. This can impact their overall wellbeing and ability to master key professional competencies. We explored, in this study, the extent to which peer mentorship promotes psychosocial wellbeing and the development of professional competencies in medical residency education. Methods: We searched six databases (MEDLINE, EMBASE, PsycINFO, Academic Research Complete, ERIC, Education Research Complete) for studies on peer mentoring relationships in medical residency. We selected any study where authors reported on outcomes associated with peer mentoring relationships among medical residents. We applied no date, language, or study design limits to this review. Results: We included nine studies in this systematic review. We found that medical residents received essential psychosocial supports from peers, and motivation to develop academic and career competencies. Medical residents in peer-mentoring relationships also reported increased overall satisfaction with their residency training programs. Conclusions: Peer-mentoring relationships can enhance the development of key professional competencies and coping mechanisms in medical residency education. Further rigorous research is needed to examine the comparative benefits of informal and formal peer mentoring, and identify best practices with respect to effective design of peer-mentorship programs.

scholarly journals Group mentorship for undergraduate medical students—a systematic review

2020 ◽  
Vol 9 (5) ◽  
pp. 272-280
Author(s):  
Elise Pauline Skjevik ◽  
J. Donald Boudreau ◽  
Unni Ringberg ◽  
Edvin Schei ◽  
Terese Stenfors ◽  
...  
Keyword(s):  
Systematic Review ◽  
Medical Education ◽  
Medical Students ◽  
Undergraduate Medical Education ◽  
Undergraduate Medical Students ◽  
Cross Sectional ◽  
Group Mentoring ◽  
Ovid Medline ◽  
Mentorship Programs ◽  
Cross Sectional Design

Abstract Introduction Mentoring has become a prevalent educational strategy in medical education, with various aims. Published reviews of mentoring report very little on group-based mentorship programs. The aim of this systematic review was to identify group-based mentorship programs for undergraduate medical students and describe their aims, structures, contents and program evaluations. Based on the findings of this review, the authors provide recommendations for the organization and assessment of such programs. Methods A systematic review was conducted, according to PRISMA guidelines, and using the databases Ovid MEDLINE, EMBASE, PsycINFO and ERIC up to July 2019. Eight hundred abstracts were retrieved and 20 studies included. Quality assessment of the quantitative studies was done using the Medical Education Research Study Quality Instrument (MERSQI). Results The 20 included studies describe 17 different group mentorship programs for undergraduate medical students in seven countries. The programs were differently structured and used a variety of methods to achieve aims related to professional development and evaluation approaches. Most of the studies used a single-group cross-sectional design conducted at a single institution. Despite the modest quality, the evaluation data are remarkably supportive of mentoring medical students in groups. Discussion Group mentoring holds great potential for undergraduate medical education. However, the scientific literature on this genre is sparse. The findings indicate that group mentorship programs benefit from being longitudinal and mandatory. Ideally, they should provide opportunities throughout undergraduate medical education for regular meetings where discussions and personal reflection occur in a supportive environment.

A systematic review of graduate student peer mentorship in academia

2019 ◽  
Vol 27 (5) ◽  
pp. 549-576 ◽  
Author(s):  
Diane L. Lorenzetti ◽  
Leah Shipton ◽  
Lorelli Nowell ◽  
Michele Jacobsen ◽  
Liza Lorenzetti ◽  
...  
Keyword(s):  
Systematic Review ◽  
Graduate Student ◽  
Peer Mentorship

scholarly journals Interventions to address health outcomes among autistic adults: A systematic review

Autism ◽  
2020 ◽  
Vol 24 (6) ◽  
pp. 1345-1359 ◽  
Author(s):  
Teal W Benevides ◽  
Stephen M Shore ◽  
May-Lynn Andresen ◽  
Reid Caplan ◽  
Barb Cook ◽  
...  
Keyword(s):  
Quality Of Life ◽  
Mental Health ◽  
Systematic Review ◽  
Health Outcome ◽  
Health Outcomes ◽  
Intervention Studies ◽  
Expert Opinions ◽  
Primary Health ◽  
Autistic Adults

Research has shown that autistic adults have poor health outcomes. We conducted a systematic review to identify existing interventions to address health outcomes for autistic adults and to determine whether these interventions address the priorities of the autistic community. We searched PubMed for articles that included an intervention, a primary health outcome measured at the individual (not system) level, and a sample population of at least 50% autistic adults. Studies were excluded if they were not peer-reviewed, had a focus on caregivers, were expert opinions on specific interventions, untested protocols, or interventions without a primary health outcome. Out of the 778 articles reviewed, 19 were found to meet the stated criteria. Based on the evidence gathered, two were considered emerging evidence-based approaches: cognitive behavioral approaches and mindfulness. The remaining interventions included in the review did not have sufficient evidence to support current use with this population. The majority of the studies included samples of young autistic adults, primarily male, without an intellectual disability. Anxiety, quality of life, depression, and behavioral issues were among the health outcomes measured in the final included articles. More research on preferred interventions with prioritized health outcomes of the autistic adult population is needed. Lay abstract Autistic adults have more health problems then their same-aged peers. Yet little research has been conducted that focuses on addressing these health problems. In order to guide future research, it is important to know what intervention studies have been done to improve health outcomes among autistic adults. The project team and student assistants read studies that were published between 2007 and 2018 in the online research database, PubMed. We looked for studies published in English, which were peer-reviewed and included (1) an intervention, (2) an outcome that was related to health, and (3) a study group that included autistic adults. We did not include studies that had outcomes about employment (unless there was a health outcome), studies about caregivers or caregiving, or expert opinions about interventions. Of 778 reviewed articles, 19 studies met all of the criteria above. Within these studies, two approaches were found to have emerging evidence for their use in autistic adults: cognitive behavioral interventions and mindfulness-based approaches for improved mental health outcomes. The remaining intervention approaches did not have enough articles to support their use. Many of the outcomes were about reduced symptoms of co-occurring mental health diagnoses (e.g. reduced anxiety, depression). Most of the participants in these studies were male and did not have intellectual disability. Most study participants were adults younger than 40. There are not many intervention studies that address health outcomes among autistic adults. More research is needed on interventions which are desired by the adult autism community and address preferred health outcomes such as increased quality of life or well-being.

scholarly journals Online peer mentorship programmes for children and adolescents with neurodevelopmental disabilities: A systematic review

2019 ◽  
Vol 46 (1) ◽  
pp. 132-148 ◽  
Author(s):  
Shikha Saxena ◽  
Jacob Mitchell ◽  
Annahita Ehsan ◽  
Annette Majnemer ◽  
Keiko Shikako‐Thomas
Keyword(s):  
Systematic Review ◽  
Children And Adolescents ◽  
Peer Mentorship ◽  
Neurodevelopmental Disabilities

scholarly journals International Student Mentor Development Study

2020 ◽  
Vol 11 (Winter) ◽  
pp. 100-102
Author(s):  
Shasha Cui
Keyword(s):  
International Student ◽  
Research Study ◽  
Positive Outcomes ◽  
Peer Mentors ◽  
Peer Mentor ◽  
Peer Mentorship ◽  
Student Mentors ◽  
Mentorship Programs ◽  
Student Mentor ◽  
Different Cultures

Peer mentorship programs are promoted as reciprocal, where both mentors and mentees benefit; however, the majority of qualitative research focuses on the positive outcomes for mentees, while few (Haggard et al., 2011; Heirdsfield et al., 2008) focus on the experiences and positive outcomes for mentors. International student peer mentorship programs help mentors develop leadership, intercultural communication, and professional skills as they help others and interact with students from different cultures and backgrounds (Haggard et al., 2011). This research study is going to fill the gap and contribute to international higher education by focusing on student peer mentors’ self-experience and how they value their roles. The research project specifically seeks to address the following questions: How do student mentors perceive and value the experiences of being peer mentors for international students?  How does the international student peer mentor program contribute to mentors’ development?

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