A Change in Interpersonal Relational Capital: Through mentoring relationships and homework activities in a university setting

This article presents an innovative project revolving around student participation in homework activities. The theoretical framework is relational pedagogy with a focus on student-mentor relationships in a university setting. The authors used semi-structured interviews combined with observations of the interactions between the participants. The findings are analysed at a micro- and meso-level, based on an interpersonal relational perspective on teaching, Pedagogical Relational Teachership (PeRT). The popular claim that homework time is positively related to scholastic achievements gains was observed. The findings from this study add to the general knowledge of how participants perceive their school activities and future careers. Furthermore, relational values like connecting, belonging, trusting, including and confidence-building emerged between students and mentors over time. The examination of the mentor-student relationships highlights how a new interpersonal relational capital launched a movement with a possible change in social position, in terms of entering future university studies. The article discusses the results at a societal level in relation to equity and young people’s possibilities of participating in future university studies. Since the study shows the positive aspects of ‘enriching’ activities supporting immigrant youth in homework activities at university facilities, we encourage other institutions of higher education to open up their premises for similar projects, in order to improve engagement, raise achievement levels and enhance inclusiveness in the larger social fabric.

STUDENT MENTOR'S IDEAL FEATURES: PEER CHOICE

Introduction: A student mentor is someone who shares his or her knowledge with a less experienced colleague in order to help the other developing his or her full academic potential by providing him/ her with the right guidance and support during his learning, social and academic integration processes. Objective: To assess the features higher education students consider to be the most effective characteristics their Student Peer Mentor should possess. Method: A descriptive-exploratory study, with a cross-sectional focus, involving a sample of 306 higher education health students, with a mean age of 21.15 (± 3,540) years. 81.7% of the participants are female. Data collection was achieved using Cunha’s Ideal Mentor Faces Scale (2017) with images adapted from Botas, Gabriel & Welling, (1997/1998). Results: Results show that 61.8% of the students surveyed would like to be student mentors and that most participants (54.2%) look at their ideal mentor as someone who possesses positive features, while 12,1% of the participants would choose for their ideal mentor a student whose features might suggest the existence of a risk profile. Finally, and paradoxically, 33.7% of them would choose a student mentor who tends to exhibit certain negative features. Positive characteristics were granted the highest mean values. Those values ranged between Satisfied (68%), Tranquil (78.1%); Optimistic (85%); Confident (88.2%) and Interested (87.9%). Conclusions: Results suggest that higher education students value the existence of student mentors with positive features/characteristics and realize that their existence is of great pedagogical importance. Therefore, there is now a greater need to ask higher education students to participate in Mentoring programs implemented with the support of second or third year Student Mentors who, on a voluntary basis, using their experiences and academic experiences can supervise incoming first year students (Mentee Students) in order to facilitate their integration and their adaptation to the different dimensions (pedagogical, scientific, social and any other) of the academic environment.

Reflections from Ege University Medical School’s clinical internship mentoring program (2011–2018)

Objectives Ege University Medical School initiated system based integrated clinical internship in 2011. The need for a mentor who would closely monitor and guide the student in knowledge and skill gains for every clinical internship block and who would be an academic role model was well established. The aim of this study reports the results of the clinical internship mentoring program in the Ege University Medical School. Methods The Clinical Internship Counseling Committee reviewed similar programs in the literature, conducted focus group discussions, determined the wishes and needs of the students, and developed a mentoring program. Results The program was initiated by announcing the student-mentor matches and the procedure which was based on meetings of the student-mentor at the 1st, 8th and 13th weeks of the integrated internship. This meeting was designed to be a time for the mentor to guide the student to achieve the internship goals, to establish his/her internship progress file and to be an academic role model. At the final evaluation of the mentor, communication between student and the progress in the establishment of the internship progress file contributed to the 5% of the final internship success grade. Conclusions Evaluation of 7 years of experience led to the agreement that the goals of clinical internship program should be integrated into the newly established “Student Mentorship Program” that starts at the 1st year of the medical school.

Feasibility of Medical Student Mentors to Improve Transition in Sickle Cell Disease

Objective Advances in medical care have resulted in nearly 95% of all children with sickle cell disease (SCD) living to adulthood. There is a lack of effective transition programming, contributing to high rates of mortality and morbidity among adolescents and young adults (AYAs) during the transition from pediatric to adult healthcare. This nonrandomized study evaluated the feasibility, acceptability, and preliminary outcomes of a novel medical student mentor intervention to improve transition outcomes. Methods Eligible participants were ages 18–25 years, either preparing for transition or had transferred to adult care within the past year. Twenty-four AYA with SCD (Mage = 20.3, SD = 2.6) enrolled in the program and were matched with a medical student mentor. Feasibility and acceptability of the intervention was assessed through enrollment rates, reasons for refusal, retention rates, engagement with the intervention, satisfaction, and reasons for drop-out. Dependent t-tests were used to evaluate the preliminary effects of the intervention on patient transition readiness, health-related quality of life, self-efficacy, SCD knowledge, medication adherence, and health literacy. Results Participants (N = 24) demonstrated adequate retention (75.0%), adherence to the intervention (M = 5.3 of 6 sessions), and satisfaction with the intervention. Participants demonstrated significant improvements in transition readiness (p = .001), self-efficacy (p = .002), medication adherence (p = .02), and health literacy (p = .05). Conclusions A medical student mentor intervention to facilitate transition from pediatric to adult care for AYA with SCD is both feasible and acceptable to patients and medical students. Preliminary results suggest benefits for patients, warranting a larger efficacy study.

Mentors' experiences in an osteopathic medical student research program

Context Medical students, especially at osteopathic medical schools, have limited research exposure. Systematic instruction in research, supervised by qualified mentors, could motivate osteopathic medical students to pursue research in their careers, thereby increasing the number of future clinician-scientists. Recruiting and retaining suitable research mentors are crucial to sustaining such programs, but this task is also particularly challenging for osteopathic medical schools. Objectives To assess mentors' experiences in a voluntary student-mentor medical research program. Methods An online survey was sent to 76 university- or hospital-based participants who previously mentored 219 medical students between 2014 and 2019. The questionnaire consisted of 13 items with responses in checklist, five-point Likert scale, and categorical multiple-choice formats, assessing motivation for participation, satisfaction with the program, and interest in future participation. Data were analyzed descriptively, and responses from mentors at the university and hospital were compared using univariate logistic and ordinal regression analyses. Results Among 70 (92.1%) mentors who responded to the survey, 61 (87.1%) reported being motivated by a desire to help medical students learn research. Forty-nine (70.0%) mentors indicated that furthering their own research productivity was a motivation, and hospital-based mentors were statistically significantly more likely to endorse this source of motivation (OR=2.02; 95% CI=1.18–3.45; p=0.01). Most respondents were satisfied with the quality of the students' work (59 [84.3%]) and with the program (59 [85.5%]). However, 46 (65.7%) suggested the program could be enhanced by requiring medical students to be physically present in the clinic or laboratory for a minimum amount of time. Importantly, most (58 [84.1%]) mentors reported that they would be interested in participating in future mentored research programs. Conclusions Mentors were motivated to participate in the voluntary research program for both altruistic and professional reasons. Since most mentors reported being satisfied with the program, it is likely they would participate in future mentored research programs. Our results suggest that mentors viewed this voluntary research program as mutually beneficial.

“That’s What the Program Is All about… Building Relationships”: Exploring Experiences in an Urban Offering of the Indigenous Youth Mentorship Program in Canada

Peer mentorship is an effective approach for delivering health promotion programs that may be particularly useful among underrepresented populations. Advancing the peer-led approach, the Indigenous Youth Mentorship Program (IYMP) is a communal-led program rooted in Indigenous values aimed at the promotion of healthy lifestyles in children and youth. The program includes layers of multi-age mentoring (i.e., elementary students, high school student mentors, and young adult health leaders [YAHLs]) and incorporates three core components: physical activity, healthy eating, and cultural teachings. The purpose of this study was to qualitatively explore elementary student, mentor, and YAHL experiences in an urban IYMP offering. Eleven sharing circles were conducted; six with elementary students (n = 23; grade 4 and 5 students), two with mentors (n = 3; students enrolled in a grade 10 wellness girls class), and three with YAHLs (n = 6; undergraduate university students). Focus groups were also held with respective school teachers and principals. An inductive content analysis generated three themes that represent the perceived impacts of this urban IYMP offering: (1) Fostering Wellness, (2) Strengthening Meaningful Connections, and (3) Exploring Leadership. Findings are positioned within a communal mentorship framework that is circular and multi-directional. By bringing together Indigenous and non-Indigenous peoples, this program offering supports Indigenous cultural relevance in an urban-based wellness program.

Importance and Establishment of Partnership: Doctoral Candidate - Mentor(S) - University

The paper deals with the triangle of participants in the Doctoral Study process: Institution-mentor-Doctoral student. Shown are: Basic dimensions of the student – mentor relationship, Motivation and responsibility in the student – mentor relationship, Expectations, perceptions and satisfaction in the student-mentor relationship, Factors which influence expectations in the student-mentor relationship, Keys to Successful Mentoring Relationships on personal and interpersonal levels, Possible solutions for Successful Mentoring on the Faculty and university level, and the Benefits of those activities.

Contributions Made by Undergraduates to Research Projects: Using the CREDIT Taxonomy to Assess Undergraduate Research Experiences

The authors developed the CREDIT URE to define and measure roles performed by undergraduates working in research placements. Derived from an open-source taxonomy for determining authorship credit, the CREDIT URE defines 14 possible roles, allowing students and their research mentors to rate the degree to which students participate in each role. The tool was administered longitudinally across three cohorts of undergraduate student-mentor pairs involved in a biomedical research training program.

Utilizing Medical Students As Patient Mentors: An Intervention to Improve Transition Readiness in Young Adults with Sickle Cell Disease

Background:Advances in medical care have resulted in nearly 95% of all children with sickle cell disease (SCD) living to adulthood. Standardized transition programming does not currently exist, resulting in high rates of mortality and morbidity among young adults (YA) during the transition period. Mentoring and social support have been used to impact health behavior change. Medical student mentors can serve as mentors offering specialized support for YA. This study examined the feasibility and preliminary efficacy of a medical student mentor intervention to improve transition outcomes for YAs with SCD. Methods:24 YA with sickle cell disease and 9 medical student mentors enrolled in the intervention. Feasibility and acceptability of the intervention was assessed through enrollment rates, reasons for refusal, retention rates, engagement with the intervention, satisfaction, and reasons for drop-out. The preliminary efficacy of the intervention among patient participants was assessed using dependent t-tests to evaluate changes in transition readiness, health related quality of life, self-efficacy, SCD knowledge medication adherence, and health literacy. Among medical student mentor participants, changes in attitudes towards chronic illness and SCD knowledge were explored. Results:Patient participants demonstrated adequate enrollment (63.2%), retention (75.0%), and adherence to the intervention (88.3%) and rated the intervention components highly. Patient participants demonstrated significant improvements in transition readiness (p= .001), self-efficacy (p= .002), medication adherence (p= .02), and health literacy (p= .05). Medical students also demonstrated significant improvements in SCD knowledge (p= .01). Discussion:A medical student mentor intervention to facilitate transition from pediatric to adult care for young adults with SCD is both feasible and acceptable to patients and medical students. Preliminary evidence suggests such an intervention may provide dual benefit for both patients and students. A randomized controlled trial is needed to evaluate efficacy. Disclosures No relevant conflicts of interest to declare.