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Background: While the energy system is recognized as the largest contributor to climate disruption, the bulk of the sustainability-oriented interventions are made through technologies rather than employment equity and social justice issues. Emergent research points to the critical role of increasing the number of women and other minoritized groups in the energy sector, which could have a cultural, economic, and environmental impact. Nevertheless, how inclusion and diversity in the sector are to be achieved is not clear. Main text: This article is a result of a structured literature review of earlier research focusing on gender in professional networks and mentoring programs within the energy sector. Professional networks and mentoring have been identified as some of the tools employed for increasing gender diversity in the sector. We seek to understand how gender has been integrated, what the main barriers and enablers for women are, and what strategies organizations have applied to achieve gender balance so that men and women face equal opportunities to partake in and influence decisions concerning the energy system. Conclusion: We found that women's exclusion is not recognized as a problem that needs to be acknowledged, monitored, or addressed by the energy sector or policymakers. Professional mentoring and networking have largely been employed to fill the career advancement and diversity gaps left untackled by the energy sector or policymakers. Opportunities for women to be meaningfully included in energy systems decision-making are still limited and fragmented. Furthermore, this lack of recognition is mirrored in energy research. We identified a concerning lack of evidence-based findings on the topic of women's networking and mentoring in the energy sector. We thus call for in-depth, qualitative, and critical examinations of how opportunities for women and other minoritized groups are generated on both the policy and practice level. [ABSTRACT FROM AUTHOR]

Background: Mentoring's success in nurturing professional identity formation (PIF) has been attributed to its ability to build personalised and enduring mentoring relationships. However, beyond functioning as communities of practice (CoPs) supporting socialisation processes, how mentoring integrates programme values and instils a shared identity amongst mentees remains unclear. The need for personalised guidance and timely attention to a mentee's unique needs in evolving mentoring relationships point to the critical role of support mechanisms ('mentoring support'). We conducted a systematic scoping review (SSR) studying "What is known about mentoring support's role in nurturing PIF?". Methods: Adopting PRISMA-ScR guidelines, this SSR was guided by the Systematic Evidence-Based Approach (SEBA). Independent searches were carried out on publications featured between 1st January 2000 and 30th June 2023 in PubMed, Embase, ERIC and Scopus databases. The Split Approach saw concurrent, independent thematic and content analyses of the included articles. The Jigsaw Perspective combined complementary themes and categories, creating broader themes/categories. The subsequent Funnelling Process formed key domains that platformed the synthesis of the discussion. Results: Two thousand three hundred forty-one abstracts were reviewed, 323 full-text articles were appraised and 151 articles were included and analysed. The key domains identified were (1) definitions and roles; (2) personalisation; (3) shepherding; and (4) PIF. Conclusion: The success of mentoring in PIF lies in its ability to blend role modelling, supervision, mentoring, coaching and teaching, with self-care, guided reflection, apprenticeship and assessment to meet the individual needs of the mentee and their changing circumstances. Blending the contents of the mentoring umbrella emphasises the critical role of the mentor and host organisation in supporting mentor training, communications, support and assessment mechanisms. Mentee engagement and its active role in support measures complement the CoP-like mentoring programme's use of blending mentoring support to advance the socialisation process. These insights reflect a complex interactive process scaffolding the development of mentoring relationships and PIF. The effect of the mentoring umbrella on clinical practice requires further study. [ABSTRACT FROM AUTHOR]

Abstract Background While the energy system is recognized as the largest contributor to climate disruption, the bulk of the sustainability-oriented interventions are made through technologies rather than employment equity and social justice issues. Emergent research points to the critical role of increasing the number of women and other minoritized groups in the energy sector, which could have a cultural, economic, and environmental impact. Nevertheless, how inclusion and diversity in the sector are to be achieved is not clear. Main text This article is a result of a structured literature review of earlier research focusing on gender in professional networks and mentoring programs within the energy sector. Professional networks and mentoring have been identified as some of the tools employed for increasing gender diversity in the sector. We seek to understand how gender has been integrated, what the main barriers and enablers for women are, and what strategies organizations have applied to achieve gender balance so that men and women face equal opportunities to partake in and influence decisions concerning the energy system. Conclusion We found that women’s exclusion is not recognized as a problem that needs to be acknowledged, monitored, or addressed by the energy sector or policymakers. Professional mentoring and networking have largely been employed to fill the career advancement and diversity gaps left untackled by the energy sector or policymakers. Opportunities for women to be meaningfully included in energy systems decision-making are still limited and fragmented. Furthermore, this lack of recognition is mirrored in energy research. We identified a concerning lack of evidence-based findings on the topic of women’s networking and mentoring in the energy sector. We thus call for in-depth, qualitative, and critical examinations of how opportunities for women and other minoritized groups are generated on both the policy and practice level.

Purpose – The purpose of this conceptual paper is to define and explore the roles of mentors, the responsibilities and even misconceptions of their position in partnership schools, the characteristics of effective mentors, the gaps that exist in current mentor training and the need for updated and forward-thinking flexible and accessible mentor training as it relates to improvements in University Teacher Preparation Programs and their partnership schools. Design/methodology/approach – The authors detail the process of interviewing a diverse population of mentors and teacher candidates (TCs) who have participated in our professional development (partnership) schools. See Appendices A and B for parallel questions posed during each interview process. Following the interviews, data were gathered in both text and video-based formats to create mentor training video modules to improve the current state of mentor training in our program. Themes were identified following an analysis of both interview intakes, and modules were created to align with these themes. Findings – Following the first rounds of implementation, the authors have reflected and noted that a need for an even more diverse population of both mentors and interns to be interviewed is necessary moving forward. The authors do note an appreciation by mentors and university partners in the quality, flexibility and accessibility that this new video module-based mentor training program provides. Practical implications – The video-based mentor training modules that the authors detail honor the needs of both new and returning mentors. Via the interviews with teacher candidates, mentors are able to empathize and understand how to be better mentors to their future TCs. Via the scenarios and questions that follow each thematically driven module, mentors are able to independently reflect on their current practices and ways to improve their roles. At any point in the internship year, mentors can return to the video training modules to review and thus improve their practice. Social implications – Mentors, university supervisors, teacher candidates and site coordinators (those individuals who identify mentors in their buildings) note improvement in their ability to communicate effectively as a result of being presented with video modules and reflections about the role of mentors from both mentors and TCs. Originality/value – The authors were called on by leadership in the College of Education at the University to create this original mentor training video module. It is unique to the College of Education at the University. Great value exists in its accessibility, adaptability (we can upload new videos at any time) and representation of both the mentor and TC perceptions, suggestions and experiences in our program.

Abstract Background Mentoring plays a pivotal role in mentees’ professional advancement. However, the factors that affect career progression in informal mentoring relationships, especially with respect to faculty members, have not been extensively explored. This study aimed to explore the factors that affect career progression in informal faculty mentorings within mentor and mentee relationships. Methodology A Qualitative Exploratory Study was designed and conducted from May to October 2023. Faculty members with informal mentoring relationships were recruited through purposive sampling. Seven faculty mentors and eight faculty mentees from various institutions participated in the study. Semi-structured interviews were used to collect data, which were audio-recorded and verbatim transcribed. The transcripts were then analysed using NVivo Software and coded. Braun and Clark’s framework was used for the thematic analysis. The study adhered to the COREQ (Consolidated Criteria for Reporting Qualitative Research) checklist to ensure comprehensive and transparent reporting of the qualitative research process. Results A total of 76 codes emerged which were classified into six themes: (1) an ideal mentee, (2) an ideal mentor, (3) factors promoting the relationship, (4) the role of gender, (5) factors deteriorating the relationship, (6) overcoming barriers / trust-building strategies. Within each theme, mentor–mentee needs and behaviours were identified, which could lead to positive or deteriorating outcomes. Conclusion Factors affecting career progression in informal faculty mentoring sessions include mentees' positive mindset, internal motivation and clarity of vision, mentors' skills, reputation, and role modelling. Effective communication, trust, respect, and clear goals are also essential. Challenges, such as busy schedules, cross-gender mentoring, and societal biases, affect these relationships. Overcoming these barriers involves sharing experiences, psychosocial support, empathy, active listening, and feedback.

The inclusion of neurodivergent learners in English language lessons has gained significant attention to promote equitable and effective learning environments for all students. This article presents reflections stemming from my role as a mentor in an English language practicum. It is within this context, supporting studentteachers, that I have helped to develop lessons designed to embrace autism as a unique neurological diversity within the realm of English Language Teaching. Employing narrative inquiry as a research methodology, the transition from instrumental to humanizing perspectives regarding lesson planning is examined providing insights into meaningful practices for teacher education. The narratives inspected reveal the potential to contest normative curricula perpetuating oppression, silencing, and marginalization. Insights into challenges, opportunities, and meaningful practices associated with neurodiversity inclusion in English language teaching (ELT) settings are provided, along with implications for teacher education. The study underscores the adaptability of lesson planning to address the diverse needs of neurodivergent students and highlights how teaching practicum experiences enhance student-teachers' abilities to cultivate inclusive and effective learning environments. [ABSTRACT FROM AUTHOR]

Background/objectives: We aim to systematically review and evaluate the current landscape of postgraduate pharmacy education to a) identify current evidence, best practices, challenges, recommendations, and solutions; and b) develop a framework to optimize postgraduate pharmacy programs. Methods: A scoping review was conducted following the Preferred Reporting Items for Systematic Reviews and Meta-Analyses extension for Scoping Reviews (PRISMA-ScR). Electronic databases, including PubMed, Scopus, EMBASE, ProQuest, Web of Science, and Google Scholar were utilized. The search covered studies published from January 2011 to September 2023. Following the principles of Arksey and O'Malley's framework, data charting and extraction were performed using a pre-designed data collection tool, followed by the synthesis and grouping of studies based on common themes. Results: Of the 5542 articles found, the review included 36 eligible ones focusing on pharmacy postgraduate education (PhD and MSc), grouped into three themes: 1) courses and curriculum; 2) training and skills development; 3) assessment and mentorship methods. Utilized methodologies included descriptive analyses, questionnaires, surveys, trials, and focus groups/interviews. The studies underscored the need for competency-based curricula with regular evaluations, career planning, and diverse course offerings. Identified key skills and competencies in the studies included soft skills, communication, research, desperate skills (e.g., leadership and management), and critical thinking. The studies also emphasized the value of comprehensive evaluation and peer review methods. Challenges included balancing academic and real-world requirements, training, limited resources, time constraints, and faculty workload. Conclusion: Evidence-based suggestions to improve postgraduate pharmacy education include the implementation of practice-oriented courses, value of tailored/or comprehensive assessments, focus on real-world skills, effectiveness of advanced teaching methods, and mentorship role. The proposed framework can guide program enhancement and highlight the need to improve programs holistically, entailing the three themes. [ABSTRACT FROM AUTHOR]

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This longitudinal qualitative inquiry delves into the experiences of three novice teachers in the United States. Over the first four years of their teaching career, participants were interviewed multiple times, during which they created artifacts to capture the complex and emotional aspects of their experiences. The researchers utilized thematic analysis and restorying to illuminate the participants' professional identity development and career trajectories. The findings underscore the realities of entering the teaching profession during a global teacher shortage and the tensions and vulnerability inherent in teacher identity development. The insights gleaned from these novice teachers provide fresh perspectives for educators, policymakers, and teacher educators to reimagine support systems to better sustain teachers in the profession. [ABSTRACT FROM AUTHOR]

Mentorship is critical to fostering professional growth and career development in academia. However, academic mentorship is often an informal activity that is overlooked and under researched. There is much ambiguity and uncertainty surrounding mentorship roles and strategies in academia. This paper provides recommendations and strategies to reframe and advance academic mentorship to support new and early career faculty.

ABSTRACT Course-based undergraduate research experiences (CUREs) have been identified as a promising approach to engage large numbers of students in discovery-based investigations in the biological sciences. As the prevalence of CUREs continues to increase nationwide, the role of graduate teaching assistants (TAs) in facilitating these courses has simultaneously grown. In addition to serving as instructors of CUREs, previous research suggests that educators—including TAs—must also adopt additional roles, including that of a mentor. However, few studies have explicitly examined CURE TAs’ beliefs and practices regarding mentorship. To address this need, we conducted an exploratory, concurrent mixed methods study to better understand TAs’ self-reported mentoring skills levels and their experiences acting as potential mentors in the context of an online introductory biology SEA-PHAGES CURE. Results indicate that TAs (N = 12) believed themselves most skilled in areas related to listening and communication, building rapport with students, and encouraging independence with respect to student research projects. Analysis of open-ended survey data further demonstrated that the overwhelming majority of TAs (n = 10) considered themselves to be mentors, citing a diversity of rationales reflective of both psychosocial and instrumental forms of mentoring support. Collectively, these outcomes contribute to a growing body of literature on the nature and level of involvement of TAs within CURE learning environments, particularly with respect to their posited role as mentors.

In the article, the author conducted a review of modern research on the stated topic and concluded that from the standpoint of sociology, the category of mentoring seems insufficiently researched (in this vein, it is given much less attention in the scientific literature). Mentoring, studied by specialists within the framework of the sociological sciences, was usually considered from the standpoint of the concepts of structural functionalism and social exchange (A. Goffman; J. Allan; E. Gardiner, etc.). For the sociological concepts of the mentoring institute, the basic factor is the category of socialization. Mentoring, along with the processes of education and upbringing, is an integral component of socialization. The practice of introducing mentoring allows us to state the ambiguity and vagueness of the mentor’s ideas about himself and his role, as well as the image of the mentor for his wards, which creates obstacles to instilling standards of mentoring in terms of its organization and successful implementation, both at the individual and group levels. It should be noted that the focus of mentoring has shifted from its representation as a conductor of powerand holder of a certain structure to its importance in the education and development of the corporate culture of a modern organization. The processes of socialization are also related to the mechanisms of adaptation and motivation. If adaptation is considered as part of the socialization process, then, as for motivation, its role in the sociological mechanism of the mentoring institute is debatable.

Introduction. Mentoring in preschool education is a new concept in the context of managing a preschool educational organization. In general, mentoring is an understudied concept for the educational system, so we would like to reveal its aspects and the main types of tools that will allow managers to delegate responsibilities and build trust with teachers. The article reviews domestic and foreign research in the field of scientific foundations of mentoring in tutorship. The aim is to study the components of the developed model “ROST”, to consider the possibility of its application in a preschool educational organization.Materials and methods. The method of communicative core, critical thinking, expert opinion and interviews allowed the authors to study the regions of the Volga region (Chuvash, Mari regions) and the region of the Urals, as well as Udmurtia, Nizhny Novgorod, Kirov, Ulyanovsk, Samara and Penza regions.Results and discussion. After the experiment, all the interviewed managers admitted that prior they treated mentoring and tutorship equally, therefore, when recalling their development as a manager, they recalled a lot about more experienced colleagues who helped them in their professional development and did it in the manner of a “tutor” rather than a “mentor”. The result was that managers recognized the difference between mentoring and tutorship.Conclusion. Mentoring in education is designed to help both novice and experienced educators reveal “hidden” capabilities.

Abstract Introduction Clinical education is a fundamental part of nursing professional education. One method of education is the implementation of the preceptorship program, in which clinical nurses are responsible for educating nursing students. The present study aimed to determine the effectiveness of the preceptorship training program for the participation of clinical nurses in the education of nursing students. Methods This quasi-experimental study was conducted in 2023 at the teaching hospital in Tehran, Iran. The sample consisted of 66 nurses from a teaching hospital selected using the accessible method and randomly were put into two groups. The workshop addressed the educational needs of preceptors and students, their readiness for their role, and strategies to effectively support students. Prior to the study, the nurses’ level of participation was assessed utilizing a valid IMSOC questionnaire that gauged their involvement in guiding nursing students. The participation rate was reassessed after one month using the same questionnaire. The data were analyzed using SPSS version 19. Findings The two groups were homogeneous in terms of demographic characteristics. The average score for nurses’ participation in the education of students before the intervention was 101.84 ± 15.42 in the test group and 107.24 ± 10.53 in the control group; these two groups were not significantly different (P = 0.10). After the intervention, the scores reached 118.90 ± 15.11 in the test group and 106.21 ± 11.96 in the control group, indicating a significant difference (P

AIM The aim of this study was to create a theoretical framework that describes how mentoring relationships in academic nursing unfold from the perspectives of nurse faculty mentors. BACKGROUND Mentoring is a strategy that can promote the satisfaction and retention of nurse faculty. Although research has focused on the experiences of protégés in mentoring relationships, little is known about mentoring from the perspectives of nurse faculty mentors. METHOD Constructivist grounded theory was used to interview 24 experienced nurse faculty about their mentoring experiences. RESULTS The theoretical framework Growing Together: Mentors' Perspectives on Mentoring included four phases (getting together, getting going, going together, going beyond) and three strands (relationship with protégé, work of mentoring, emotional impact of mentoring). CONCLUSION Participants experienced a variety of benefits from mentoring while also experiencing a variety of challenges. Findings suggest that more resources are needed for experienced faculty who mentor novice nurse faculty. [ABSTRACT FROM AUTHOR]

The purpose of this study was to examine the relationship between mentoring and Early Career Teacher retention, within an urban school district in Maryland. The research examined mentoring and teacher retention in an urban school district. There were 11 participants in the study. Seven of the participants remained in the district after their three-year mentorship support. The other four participants left the district at the end of the three years. The study was phenomenological, as it examined the lived experiences of the Early Career Teachers. The study's methodology utilized purposeful sampling and data collection using semi-structured interviews. Some of the major themes identified were mentoring is important for new teachers, mentors should operate in full time positions, mentors should possess certain traits, and the summer orientation session is beneficial. [ABSTRACT FROM AUTHOR]

Introduction: Clinical education is a fundamental part of nursing professional education. One method of education is the implementation of the preceptorship program, in which clinical nurses are responsible for educating nursing students. The present study aimed to determine the effectiveness of the preceptorship training program for the participation of clinical nurses in the education of nursing students. Methods: This quasi-experimental study was conducted in 2023 at the teaching hospital in Tehran, Iran. The sample consisted of 66 nurses from a teaching hospital selected using the accessible method and randomly were put into two groups. The workshop addressed the educational needs of preceptors and students, their readiness for their role, and strategies to effectively support students. Prior to the study, the nurses' level of participation was assessed utilizing a valid IMSOC questionnaire that gauged their involvement in guiding nursing students. The participation rate was reassessed after one month using the same questionnaire. The data were analyzed using SPSS version 19. Findings: The two groups were homogeneous in terms of demographic characteristics. The average score for nurses' participation in the education of students before the intervention was 101.84 ± 15.42 in the test group and 107.24 ± 10.53 in the control group; these two groups were not significantly different (P = 0.10). After the intervention, the scores reached 118.90 ± 15.11 in the test group and 106.21 ± 11.96 in the control group, indicating a significant difference (P < 0.001). A comparison of the nurses' participation scores in the test group indicated a significant difference from the pretest to the posttest, with the improvement in all nurses's participation scores (P < 0.001). However, in the control group, this difference was not significant (P = 0.41). Conclusion: The preceptorship training program is effective in light of increasing the participation of clinical nurses in the education of nursing students. This program can improve various aspects, such as motivation, satisfaction, commitment, implementation, and obstacle removal. Considering the importance of clinical training for nursing students and the essential role of preceptors, it is recommended that managers and health trustees in all university hospitals implement a preceptorship training program to increase the participation of clinical nurses in the education of nursing students. [ABSTRACT FROM AUTHOR]

Research suggests that beginner teachers face challenges when transitioning from pre-service to in-service teaching. Both international and local research found that transitioning from preservice to newly qualified teachers can be problematic. This study explores the learning experiences of beginner foundation phase Grade R teachers. The study utilises a qualitative research design embedded in the interpretivist paradigm. Data were collected from six foundation phase Grade R teachers using semi-structured interviews and reflective journals. The findings show that beginner teachers face enormous challenges early in their careers, and their sustainability in the classroom depends on how well they address these challenges. The findings have significant implications for the implementation of formal mentoring in practice. [ABSTRACT FROM AUTHOR]

This article stems from a broader study that foregrounded an existing mentoring programme against the backdrop of low teacher retention in the South African schooling system. It works from the premise that beginner teachers exit the teaching profession within the first three to five years of teaching. This research suggests that one way of addressing low teacher retention is through a formal mentoring programme that will assist in the transition from university graduates into school practitioners. Data were produced through semi-structured individual and group interviews with a principal, two mentors, and two mentees from a purposively sampled high school. Theoretically, we drew on the work of Lave and Wenger (1991) whose constructs of Community of Practice (CoP) and Legitimate Peripheral Participation (LPP) were used as analytical tools to frame this study conceptually. The data revealed that beginner teachers came into the profession with marked shortcomings stemming from their initial training at universities, which meant that they were insufficiently prepared for the realities of teaching at high school level. To overcome this, the data reveal multiple and overlapping CoPs in operation, pointing to viewing mentoring as multidimensional and not only in dyadic terms as a relationship between a mentor and mentee as it has traditionally been viewed. [ABSTRACT FROM AUTHOR]

Nursing students' integration of theoretical knowledge and practical abilities is facilitated by their practice of nursing skills in a clinical environment. A key role of preceptors is to assess the learning goals that nursing students must meet while participating in clinical practice. Consequently, the purpose of this study was to explore the current evidence in relation to competency assessment and assessment approaches, and the willingness of preceptors for assessing nursing students' competency in a clinical setting. The scoping review used the five-stage methodological framework that was developed by Arksey and O'Malley, as well as the Preferred Reporting Items for Systematic Reviews and Meta-Analyses Extension for Scoping Reviews. Relevant studies were searched by applying a comprehensive literature search strategy up to April 2024 across the following databases: CINAHL, OVID MEDLINE, EMBASE, and PUBMED. A total of 11,297 studies published between 2000 and April 2024 were revealed, and 38 were eligible for inclusion, which the research team categorised into three main themes: definitions of competence, tools for assessing competence and preceptors' and mentors' viewpoints in relation to the assessment of nursing students' competence. This review established that there are a multitude of quantitative instruments available to assess clinical competence; however, a lack of consistency among assessment instruments and approaches between countries and higher education institutions is prevalent. Existing research evidence suggests that the preceptors carried out the assessment process clinically and they found difficulties in documenting assessment. The assessing of nursing students' competency and the complexity of assessment is a concern for educators and mentors worldwide. The main concern centers around issues such as the interpretation of competence and complex measurement tools. [ABSTRACT FROM AUTHOR]

Teaching and Learning in Communication Sciences and Disorders established a scholarship of teaching and learning (SoTL) Fellows program in 2022. The SoTL Fellows program engaged with five different mentored projects over the course of one year. Fellows were invited to submit manuscripts regarding their reflections on SoTL, as well as their original research, for this issue of TLCSD. [ABSTRACT FROM AUTHOR]

Buddy schemes are a form of learning intervention that create a space for students to support each other by ‘sharing knowledge, ideas and experience between [...] participants’ (Boud, 2001, p.3). The author set up and conducted research to evaluate a buddy scheme to support international Nursing students on a one-year programme by matching them with a home-student buddy studying at the same level. This small-scale, qualitative study sought to investigate international and home students’ experiences of participating in the buddy scheme. An online survey asked students to evaluate their access to social and academic support before and during the scheme through textual and numerical questions. A self-selecting subgroup of participants subsequently took part in semi-structured interviews to reveal their experiences and insights. These were recorded and transcribed before the data were analysed using inductive textual analysis to identify key themes. In line with wider literature, this study found peer support has a positive influence on international students’ socio-cultural transition (McPherson, Punch and Graham, 2017; Shu et al., 2020; WONKHE, 2022), yet it is also ‘mutually beneficial’ (Boud, 2001, p.3), having a positive impact on both groups of students. Home students valued the opportunity to build relationships with peers they would not have otherwise met (Bethel, Ward and Fetvadjiev, 2020). This opportunity for intercultural exchange enriched their experience too. As such, this study adds weight to existing evidence that buddy schemes are a useful means by which UK universities can support international and home students.

Mentors often struggle to understand their mentees' needs and to determine effective support strategies that impact the mentor-mentee relationship. This is particularly common among medical faculty, who lack formal training and opportunities to discuss and share. In light of the current situation, we organized an open seminar titled “Empowering Medical Faculty as Mentors” on January 6, 2024, followed by a full-day workshop on February 3, 2024, at Dow University of Health Sciences. This research article aims to involve the medical faculty community of practice to discuss the challenges encountered and coming up with effective strategies in the realm of mentorship. Methods It was an exploratory case study. The event was attended by fifty-one faculty members from 18 medical and dental colleges in Karachi, Pakistan. They were selected based on their teaching experience, seniority, and age. The views and experiences of the participants were documented during discussions and validated through a thorough literature review. The collected data was analysed and coded into themes and subthemes, ultimately identifying strategies for effective mentor-mentee relationships. Results Twelve key strategies for effective mentor-mentee relationship were generated. They were identified as: socialised niceness; transformative capability; adapt a leadership style; psychological resources; manage high assumptions; self-assessment; build a positive connection; avoid pushing personal agenda; reward mentors; efficient time management; recognise gender as a social construct, and to build trust. These should be a valuable resource for new mentors and medical faculty members to be mindful of and consider while involved in the mentoring relationship. Conclusion Both mentor and mentee well-being have received more attention in recent years and is increasingly prioritized in higher education. The identified strategies establish a foundation for future research in health professions education and guidance for educators to be mindful of creating supportive professional relationships that benefit both mentor and mentee.

Kosuke Ishizuka,1 Shun Yamashita,2,3 Yuichiro Mine,4 Yukichika Yamamoto,5,6 Hiroki Kojima,7 Hidehiro Someko,8 Taiju Miyagami4 1Department of General Medicine, Yokohama City University School of Medicine, Kanagawa, Japan; 2Department of General Medicine, Saga University Hospital, Saga, Japan; 3Education and Research Center for Community Medicine, Faculty of Medicine, Saga University, Saga, Japan; 4Department of General Medicine, Faculty of Medicine, Juntendo University, Tokyo, Japan; 5Department of General Medicine, Okayama University Graduate School of Medicine, Dentistry and Pharmaceutical Sciences, Okayama, Japan; 6Department of General Internal Medicine, Iizuka Hospital, Iizuka, Fukuoka, Japan; 7Department of Infectious Disease, Kyorin University School of Medicine, Tokyo, Japan; 8Department of General Internal Medicine, Asahi General Hospital, Asahi, JapanCorrespondence: Kosuke Ishizuka, Department of General Medicine, Yokohama City University School of Medicine, 3-9 Fukuura, Kanazawa-ku, Yokohama-city, Kanagawa pref, Japan, Tel +81-45-787-2800, Fax +81-45-350-2728, Email e103007c@yokohama-cu.ac.jpBackground: Case reports are fundamental to clinical medicine that trace back to ancient Egypt preceding Hippocrates in the history of medicine. Case reports contribute to academic development and new clinical research. However, among cases presented at an annual academic conference for Japanese generalists, only a few cases were later published in peer-reviewed journals, highlighting potential barriers regarding the writing of case reports, such as mentorship absence. This paper aimed to offer guidance and strategies to novice and young general physicians in overcoming barriers and effectively composing case reports for international peer-reviewed journals.Methods: This paper focuses on case reports for general physicians with extensive experience in writing case reports for international peer-reviewed journals. We conducted a narrative review to help beginners and young general physicians in writing case reports and discussed strategies for overcoming these barriers.Results: We propose the following three tips as important processes for writing case reports: recognize the types of suitable cases for case reports; select a journal for submission using a list of candidate journals for general physicians; and organize the discussion section with one theme per paragraph. In addition, we provide a list of journals that specifically focus on case reports, along with important pointers for beginners and young general physicians that will assist authors in the field of general medicine in choosing appropriate journals for submission.Conclusion: We hope that understanding and applying these tips will aid beginners and young general physicians in writing case reports.Keywords: candidate journal, discussion point, generalist, mentor, lessons-learned cases, novelty cases, paragraph, writing process

Abstract Background Mentorship involves a voluntary, collaborative, and non-hierarchical relationship where an experienced individual shares knowledge with a less-experienced individual. This study aimed to evaluate the effects of a mentorship program on anxiety levels and pre-internship exam scores among senior nursing students. Methods This quasi-experimental research was conducted on 37 nursing students in the sixth semester of the School of Medical Sciences in Saveh in the year 2023. Participants were selected based on initial criteria using a census method and were then randomly assigned to two groups: the control group (19 participants) and the intervention group (17 participants). The mentoring program for the intervention group was implemented one month before the pre-internship exam and consisted of six sessions, each lasting two hours, over two weeks (three sessions per week). Data collection tools included a demographic questionnaire, the Sarason Anxiety Questionnaire, and pre-internship exam scores. SPSS software version 23 was utilized for data analysis. Results The mean anxiety exam scores in the two control and intervention groups did not exhibit a statistically significant difference before the intervention (P = 0.34). However, the mean anxiety exam score of the intervention group students after the intervention (5.89 ± 15.11) was significantly lower than that of the control group students (7.04 ± 21.42) (P = 0.007). Additionally, the results showed that the mean anxiety exam scores of the intervention group students before (5.77 ± 17.53) and after the intervention (5.89 ± 15.11) had a statistically significant difference (P = 0.013). Furthermore, the mean pre-internship exam scores of the intervention group students (1.71 ± 17.72) were significantly higher than those of the control group students (1.15 ± 16.46) (P = 0.014). Conclusion The mentorship program resulted in a reduction of exam anxiety in nursing students and improved their performance in the pre-internship exam to the extent that the exam scores of the participating students were higher than those of other students.

Introduction. The authors highlight the main problems of the formation and development of the communication training of mentors within the multicultural specifics of the regional education spaces. The paper proposes an analysis of some aspects for improving the methodology of forming the readiness of an experienced teacher to transfer his/her experience for productive interaction with their colleagues. The purpose of the study is to substantiate the model for the formation of communication competence of mentors for teaching foreign languages within the multicultural specifics of the regional education spaces. Materials and Methods. The methodology focuses on the framework of a lingua-didactic approach based on a historical approach, which assumes both the analysis of Scientific Scholarship, and pedagogical experience in terms of a search experiment on the formation of a mentor’s readiness for socially significant and culturally creative communication to develop optimal conditions for the implementation of mentoring within the regional communicative educational spaces. Results. The authors highlight the necessity and possibilities of mentoring in different spheres of professional activities, the significance of communicative competence and readiness of a mentor to share his/her experience with others, and to monitor the post-effects of professional knowledge and skills. The results of the survey will be of use for those who investigate the likely problem areas of current education. Discussion and Conclusion. The results obtained contribute to the development of a mentoring for different areas of professional activity, because it is communicative readiness that facilitates the process of communication, exchange of experience and control of professional activities between a mentor and his mentee. The materials of the article will be useful to heads of educational organizations, representatives (employees) of institutions for advanced training and additional education of teachers.

Background: Mentorship involves a voluntary, collaborative, and non-hierarchical relationship where an experienced individual shares knowledge with a less-experienced individual. This study aimed to evaluate the effects of a mentorship program on anxiety levels and pre-internship exam scores among senior nursing students. Methods: This quasi-experimental research was conducted on 37 nursing students in the sixth semester of the School of Medical Sciences in Saveh in the year 2023. Participants were selected based on initial criteria using a census method and were then randomly assigned to two groups: the control group (19 participants) and the intervention group (17 participants). The mentoring program for the intervention group was implemented one month before the pre-internship exam and consisted of six sessions, each lasting two hours, over two weeks (three sessions per week). Data collection tools included a demographic questionnaire, the Sarason Anxiety Questionnaire, and pre-internship exam scores. SPSS software version 23 was utilized for data analysis. Results: The mean anxiety exam scores in the two control and intervention groups did not exhibit a statistically significant difference before the intervention (P = 0.34). However, the mean anxiety exam score of the intervention group students after the intervention (5.89 ± 15.11) was significantly lower than that of the control group students (7.04 ± 21.42) (P = 0.007). Additionally, the results showed that the mean anxiety exam scores of the intervention group students before (5.77 ± 17.53) and after the intervention (5.89 ± 15.11) had a statistically significant difference (P = 0.013). Furthermore, the mean pre-internship exam scores of the intervention group students (1.71 ± 17.72) were significantly higher than those of the control group students (1.15 ± 16.46) (P = 0.014). Conclusion: The mentorship program resulted in a reduction of exam anxiety in nursing students and improved their performance in the pre-internship exam to the extent that the exam scores of the participating students were higher than those of other students. [ABSTRACT FROM AUTHOR]

Mentorship is critical to supporting professional development and growth of new and emerging faculty members. Working with the Gerontological Society of America (GSA), we created the Advancing Gerontology through Exceptional Scholarship (AGES) Initiative as a mentorship model to promote productivity and peer support for new and early career faculty members. In this commentary, we highlight the AGES Program as a prototype to facilitate peer support, collective learning, and co-authorship opportunities to advance new and early career faculty members, especially in the field of aging. Moreover, we identify four crucial strategies that cultivated and refined our AGES Program including: i) ensuring flexibility to address mentee needs; ii) establishing check-ins and accountability to enhance productivity; iii) fostering peer support and collective learning; and iv) delivering motivational and educational activities. Drawing on our experience with the AGES Program, this commentary provides recommendations to support other groups looking to develop high-quality mentorship programs to support new and early career faculty members in academia. [ABSTRACT FROM AUTHOR]

Fostering the research skills of young physician scientists is essential to increase the level of medical research in Japan. We aimed to clarify the mentor characteristics associated with a decreased risk of mentees' psychological burnout. A task team comprising medical doctors, researchers, nurses, and other healthcare professionals developed 35 items related to the characteristics of research mentors. In 2015, we recruited 258 physician researchers who were awarded a new Grant-in-Aid for Young Scientists between 2014-2015 and asked them to score 35 items on a five-point Likert scale. We developed a large research mentor scale using factor analysis and investigated which characteristics (i.e., domains) of the developed scale would be associated with a decreased level of psychological burnout measured by the Copenhagen Burnout Inventory. Maximum likelihood factor analysis with varimax rotation found three domains with 16 items. The three domains were labeled "Building a good trust relationship" (6 items, Cronbach's alpha = 0.889), "Mentorship in research" (6 items, alpha = 0.853), and "Established and authorized mentor" (3 items, alpha = 0.882). Multivariate linear regression models demonstrated that "Mentorship in research" was inversely associated with personal burnout (PBO) (beta = -6.25, p = 0.014) and work-related burnout (WBO) (beta = -4.76, p = 0.029); and "Building a good trust relationship" was inversely associated with client-related burnout (CBO) (beta = -4.91, p = 0.014). A great research mentor may be encouraged to have mentorship in research and a trusting relationship with mentees for mental health support. [ABSTRACT FROM AUTHOR]

Research suggests that beginner teachers face challenges when transitioning from pre-service to in-service teaching. Both nternational and local research found that transitioning from preservice to newly qualified teachers can be problematic. This study explores the learning experiences of beginner foundation phase Grade R teachers. The study utilises a qualitative research design embedded in the interpretivist paradigm. Data were collected from six foundation phase Grade R teachers using semi-structured interviews and reflective journals. The findings show that beginner teachers face enormous challenges early in their careers, and their sustainability in the classroom depends on how well they address these challenges. The findings have significant implications for the implementation of formal mentoring in practice.

This paper stems from a broader study that foregrounded an existing mentoring programme against the backdrop of low teacher retention in the South African schooling system. It works from the premise that beginner teachers are exiting the teaching profession within the first three to five years of teaching. This research suggests that one way of addressing low teacher retention is through a formal mentoring programme that will assist in the transition from university graduates into school practitioners. Data was produced through semi-structured individual and group interviews with a principal, two mentors, and two mentees. Theoretically, we drew on the work of Lave & Wenger (1991) whose constructs of Community of Practice (CoP) and Legitimate Peripheral Participation (LPP) were used as analytical tools to frame this study conceptually. The data revealed that beginner teachers come into the profession with marked inadequacies stemming from their initial training at universities which meant that they were insufficiently prepared for the realities of schooling. Furthermore, the data reveals multiple and overlapping CoPs in operation, pointing to viewing mentoring as multidimensional and not only in dyadic terms as a relationship between a mentor and mentee as it has traditionally been viewed.

This study aims to identify literacy competencies, self-efficacy, and Technological Pedagogical Knowledge (TPK) among teacher leaders (TL) as the foundation for developing a model of sustained professional development. The survey involved 153 respondents, TL at the junior high school level in Riau and Riau Islands. Instruments were used to measure literacy skills (environmental, numerical, digital) and TPK employed multiple-choice tests. The questions underwent item analysis, piloted with 30 respondents. A questionnaire measured self-efficacy, the role of TL, and the implementation of the Emancipated Curriculum. Descriptive data analysis determined demographic characteristics and the average competence of TL. Inferential analysis to identify relationships between variables used Structural Equation Modeling (SEM) with Lisrel 8.80 software. Research results reveal that the competence level of TL (literacy, TPK, and self-efficacy) ranges from moderate (60.60) to high (91.20). Based on SEM analysis, the developed model meets the criteria as a well-fitting model. Validation results show that all loading factors are > 0.5, t statistics > 1.96. This study recommends the development of a TL Professional Development model with the acronym MOST (mentor, observe, support, take action) as stages for their professional development to fulfill the mission of moving, acting, and driving the implementation of the Emancipated Curriculum in Indonesia.

Research objectives (aims) and problem(s): This manuscript investigates the reproduction of the classic figure of the mentor/educator and how, in recent times, it has transformed into the archetype of the circumstantial father in video games. Research methods and structure of the article: Through the discourse analysis of the narrative of four popular video games: God of War, The Last of Us, Bioshock Infinite and The Walking Dead, we propose: identify the plot conflicts derived from the fact that the character is a father circumstantial and discern the identifying features of this pseudo-father figure from the structural patterns of the monomyth or hero's journey and relate its characteristics with those of the classic figure of the mentor/educator. Brief description of the context of the problem: Do video games show educational models in their stories? The characters in the audiovisual narrative are a representation of the particular and universal dimension of the environment and the social context of their time. This conception of multicultural humanity allows us to understand the potential of the narrative elements that are developed in different stories and stories, such as archetypes or tropes. In the video game industry in particular, the advances in animation techniques and the community's interest in social and human issues have meant greater depth in the construction of characters and the inclusion of figures away from conventional patterns. Research findings and their impact on the development of educational sciences: The findings allow us to conclude that there is a trend towards replacing the classic archetype of the mentor with the figure of the circumstantial father. Conclusions and/or recommendations: This new character moves away from the classic pattern of Joseph Campbell's hero's journey and is more similar to the characteristics of contemporary antiheroic characters. However, this new archetype bases its teaching on resilience and sacrifice, a relevant fact as it is a figure designed to educate and instill values in young people. Objetivos (fines) y problema(s) de la investigación: Este manuscrito investiga la reproducción de la clásica figura del mentor/educador y cómo, en los últimos tiempos, se transforma en el arquetipo del padre circunstancial en los videojuegos. Métodos de investigación y estructura del artículo: Mediante el análisis del discurso de la narrativa de cuatro populares videojuegos: God of War, The Last of Us, Bioshock Infinite y The Walking Dead, se plantea identificar los conflictos de la trama derivados del hecho de que el personaje sea un padre circunstancial y discernir los rasgos identificativos de esta figura seudopaterna a partir de los patrones estructurales del monomito o viaje del héroe y relacionar sus características con las de la clásica figura del mentor/educador. Problema de la investigación: ¿Los videojuegos muestran modelos educativos en sus historias? Los personajes en la narrativa audiovisual son una representación de la dimensión particular y universal del entorno y contexto social de su tiempo. Esta concepción de la humanidad multicultural nos permite entender el potencial de los elementos narrativos que se desarrollan en las diferentes historias y relatos, como los arquetipos o los tropos. En la industria de los videojuegos en particular, los avances de las técnicas de animación y el interés de la comunidad por temas sociales y humanos, han supuesto una mayor profundidad en la construcción de los personajes y la inclusión de figuras alejadas de los patrones convencionales. Resultados de la investigación y su impacto en el desarrollo de las ciencias de la educación: Los hallazgos permiten reflexionar sobre la posible existencia de una tendencia hacia la sustitución del arquetipo clásico del mentor por la figura del padre circunstancial. Conclusiones y/o recomendaciones: Este nuevo personaje se aleja del patrón clásico del viaje del héroe de Joseph Campbell y se asemeja más a las características propias de los personajes antiheroicos contemporáneos. Finalmente, este nuevo arquetipo basa su enseñanza en la resiliencia y el sacrificio, un dato relevante en tanto que se trata de una figura destinada a educar e inculcar valores en los jóvenes.

Aim. To analyze characteristic features of various role models of interaction between mentors and a young teacher.Material and methods. During the research process, the analysis method was used in accordance with the following criteria: goal setting, individual character, plan for the gradual inclusion of young teachers in teaching, methodological, research and educational activities.Results. In the study process, the following role models of interaction between mentors and a young teacher were identified: mentormethodologist — young teacher model; mentor-subject teacher — young teacher; flash mentoring model. The result of proper management of mentors is a high level of involvement of young and new specialists in pedagogical work, methodological, educational work of a young specialist, as well as in the cultural life of an educational organization.Conclusion. We revealed that the introduction of an individual mentoring approach for young teachers helps ensure not only an increase in the personal achievements of a young specialist, but also their inclusion in teaching activities, the social life of an educational organization, increased self-confidence, the development of self-realization and adaptation to the profession. This methodology allows not only to prepare a teacher for his main job, but also to implement him as a fullfledged participant in the Federal project "Young Professionals".

Purpose: The objective of the article is to identify the dimensions of mentoring experienced by female managers. The recognition of the mentoring dimensions serves a significant role in enhancing the understanding of the support received by the mentee and facilitating an accurate evaluation of mentoring within the managerial context, especially in the Polish socio-economic conditions. Design/methodology/approach: The paper presents the results of an exploratory factor analysis based on data, acquired through an online questionnaire, from 370 female managers at basic, middle and senior levels of management. 18 items Global Measure of Mentoring Practices were used to examine the extent of mentoring actions experienced by female managers. Findings: The study discovered that mentoring female managers can be analyzed in three dimensions. Psychosocial, cognitive and patronage mentoring were distinguished. All mentor activities indicated in the questionnaire were included and allocated to the relevant dimensions of mentoring. Practical implication: The study offers several recommendations based on the results of the research that address the diagnosis of mentoring, which is important in the process of evaluating the mentoring relationship and assessing its effectiveness. Originality/value: The current research provides novel insights about the mentoring relationship among managerial staff. The mentoring support received by managers can be analyzed in three dimensions, related to the various activities undertaken by the mentor.

Introduction: this article discusses the role of a mentor in modern society. The importance of mentoring activities in various directions and areas is revealed.Materials and methods: in the process of preparing and writing this article, Russian and Englishlanguage scientific publications containing the results of sociological research on this topic were used. Theoretical methods were used in the study: study, analysis of scientific literature, systematization of data.Research results: based on the results of the analysis of scientific publications, it was determined that at the present time society is characterized by a rapid pace of development, but at the same time the need for the transfer of knowledge and skills is expressed. The digitalization of the economy has contributed to the fact that mentors have become necessary not only for the younger generation, but also for the older ones who have started interacting with the Internet and need to increase the level of digital literacy, employees at the enterprise, teachers, medical workers, the younger generation. The role of the mentor is determined by the need to facilitate the process of socialization and adaptation of employees, while both in the implementation of direct and reverse mentoring. This function can be performed by persons who must have the necessary competencies and the desire to learn, support others. In addition, the mentor can act as the head of the support service, provide social support, provide assistance in solving various issues.Discussion and conclusion: domestic and foreign sociological studies are analyzed, on the basis of which conclusions are drawn about the importance of a mentor in various social spheres. Based on the research, the necessary personal qualities and acquired skills that are important for a mentor are determined. The role of a mentor in the modern world is determined by the need to transfer experience in a limited time, form a focus on effectiveness, integrate into the professional environment and provide support. However, it is important to determine the ethics, principles and regulatory framework of this activity.

Abstract In this study, an attempt was made to investigate the constraints encountered by student teachers during their practicum experiences at some selected colleges in Oromia, Ethiopia. Adopting a convergent mixed research design, a questionnaire was distributed to student teachers, and a semi-structured interview was conducted with supervisors and mentors. The data found from questionnaire were analyzed using a descriptive statistics, inferential statistics and One-Way ANOVA. Besides, the interview results were analyzed using content analysis method. In the findings, factors such as mentors’ lack of continuous follow up and support, interest to share experience, and friendliness were identified. In addition, follow up and support were not continuously provided by supervisors, and there was no coordination between supervisors and mentors. Further, Colleges engage large numbers of candidates to one school, allot many student teachers for one academic supervisor, opportunity given for practice was inadequate and there was lack of necessary facilities in the cooperating schools. Hence, it can be concluded that there were limitations from the side of mentors, supervisors, colleges and cooperating schools on playing their roles in teaching practice. Therefore, based on the findings of the study and the drawn conclusions; mentors and supervisors of the practicum should make continuous follow up and provide immediate feedback for their student teachers. In addition, they should collaborate while evaluating and equipping their student teachers with all necessary things. Besides, colleges should have good rapport with cooperating schools, try to fulfill necessary facilities, and strengthen to make them effectively produce qualified students. They should work on how to mitigate the number of student teachers with the number of supervisors and schools. Finally, cooperating schools should learn from spontaneous limitations and go further to fulfill their needs.

This longitudinal qualitative inquiry delves into the experiences of three novice teachers in the United States. Over the first four years of their teaching career, participants were interviewed multiple times, during which they created artifacts to capture the complex and emotional aspects of their experiences. The researchers utilized thematic analysis and restorying to illuminate the participants’ professional identity development and career trajectories. The findings underscore the realities of entering the teaching profession during a global teacher shortage and the tensions and vulnerability inherent in teacher identity development. The insights gleaned from these novice teachers provide fresh perspectives for educators, policymakers, and teacher educators to reimagine support systems to better sustain teachers in the profession.

BACKGROUND: Learning in medical education involves a multitude of practical tasks and skills that are amenable to feedback provision. Though passive feedback is given, there is a consistent gap in feedback provision and its receipt. This study aims to assess provider perspectives on feedback and learner attributes influencing the receipt of feedback in medical educational settings. MATERIALS AND METHODS: A parallel mixed methods study was conducted in September 2023 at a tertiary care teaching institute. A convenience sample of 40 medical teachers comprising two faculties per department and 30 students were included. Focus group discussions (FGDs) were conducted with students from each academic year for assessing the student-level factors (facilitators and barriers) in the receipt of feedback. RESULTS: Among the 40 medical teachers who were interviewed, the majority of 23 (57.5%) were assistant professors and nearly half of them (18; 45.0%) were below the age of 30 years. The majority of the respondents (28; 70.0%) were females, and 34 (85.0%) of them were postgraduates. Most of them (24; 60.0%) had worked for more than 10 years at the institute. It was observed that 80.0% of the respondents had given feedback to their students at some point in their careers. The major barriers for providing feedback were lack of curricular guidelines, fear of affective responses from students, burden of clinical, administrative work, and lack of perceived need by both students and teachers. DESTEP analysis of the student-level factors governing the receipt of feedback shows the effects of institutional ethics and culture, feedback model utilized, and the influence of learner behaviors, motivations, and teacher attributes. CONCLUSION: The study elucidates mentor- and mentee-level influencers for providing and receiving feedback. Effective teacher-student partnerships along with an optimal skill set are required to recognize the need, opportunities, and processes to provide and seek feedback. Shifting the focus from feedback giving to active feedback seeking would be a step toward creating effective and pragmatic feedback systems.

This psycho-pedagogical study featured advanced training of teaching staff as a means of adapting the modern educator to the transforming functions of teaching. The research objective was to describe the ideas that modern teachers have about their diverse professional functionality, as well as to identify related priorities and difficulties. The experimental part of the research aimed at revealing the technological methods that would make teaching productive. It relied on the theoretical and empirical analysis and synthesis, evaluation of students' activities, and a psychological and pedagogical experiment. The functional and role repertoire expanded under the following conditions: subject-subject relationships, active and interactive mode, innovative approach, and cooperation among teachers of all experience levels. The research results can be used to create and improve programs of advanced professional education in the teaching sphere. Teaching personnel should be provided with opportunities for a progressive, consistent, and constant development of their individual, socio-psychological, and professional skills to fulfil their teaching potential and functional repertoire.

Abstract This article reviews P.S. Kabytov and N.A. Fedorova’s monograph on the life and work of Professor I.M. Ionenko. Both authors were supervised by I.M. Ionenko as students and postgraduate students. They share what they know about his life experience, his development as a historian and lecturer, and his involvement in public activities. The personality of I.M. Ionenko, the esteemed teacher and true mentor who encouraged his students to take a professional approach to discover the historical truth, is considered in the context of the times in which he lived and worked. He believed that the success of teaching the younger generation of historians depends not only on how they learn to use certain tools in their research but also on how strong the bond is between the students and their teacher. The authors managed to vividly describe the natural charm of I.M. Ionenko as a person. He taught them to extract information correctly, to fit it into the system of moral coordinates, as well as to avoid attributing every historical problem to ideology and politics. I.O. Ionenko adhered to the following two principles: “a historian must first of all have a conscience” and “without the truth of history there is no truth of life.” The monograph is primarily helpful for young people who want to become professional historians.

Abstract Aim To describe practical nursing students', mentors' and educators' perceptions of student learning and assessment of learning progress during work‐based learning. Design A qualitative descriptive study. Methods The research data were collected by interviewing eight practical nursing students, 12 mentors and eight educators (total n = 28) from three vocational institutions and four social‐ and health care organizations in Finland during November 2019–September 2020. The interviews were conducted as focus group interviews, after which the collected material was subjected to content analysis. The researchers had received appropriate research permits from the target organizations. Results Work‐based learning depends on the student, who must be goal‐oriented and responsible for their own learning. The mentor also plays a key role in the learning process as the supporter and enabler of a student's goal‐oriented learning process. The educator is responsible for instructing both students and mentors, and supporting a student's goal‐oriented learning process. The vocational institution also has a role in successful learning among practical nursing students as an enabler of students' individual learning process. The participants shared that the workplace is responsible for ensuring a secure learning environment.

El artículo que se presenta da cuenta de un proyecto que consistió en el desarrollo de mentorías online, como apoyo a los y las estudiantes de educación básica que presentaban mayores dificultades en lenguaje, pertenecientes a una escuela municipal vulnerable. El rol de mentoras lo asumieron estudiantes de pregrado. El objetivo fue conocer la percepción de los agentes educativos sobre el impacto de las mentorías online en el aprendizaje del lenguaje. El enfoque fue cualitativo, con diseño fenomenológico de tipo descriptivo. La muestra estuvo compuesta por 24 participantes y el instrumento de recolección de datos fue el grupo focal. Para analizar los datos se utilizó análisis de contenido. Se concluye que existió una positiva percepción en torno a los aprendizajes en lectura, escritura y desarrollo de la oralidad y una mayor motivación por el aprendizaje del lenguaje. Por tanto, las mentorías online serían un complemento efectivo a las clases presenciales.

Livia Yuliawati,1 Stefani Virlia,1 Meilani Sandjaja,1 Tasia Puspa Sari,1 Bhaktiar Sihombing,2 Mopheta Audiola Dorkas,1 Jessica Noviana Onggono,1 Sri Aryanti Kristianingsih3 1School of Psychology, Universitas Ciputra Surabaya, Surabaya, Indonesia; 2Program Studi Pendidikan Agama Kristen, Sekolah Tinggi Teologi Injili Bethsaida, Medan, Indonesia; 3Faculty of Psychology, Satya Wacana Christian University, Salatiga, IndonesiaCorrespondence: Livia Yuliawati, School of Psychology, Universitas Ciputra Surabaya, Citraland CBD Boulevard, Surabaya, 60219, East Java, Indonesia, Email livia@ciputra.ac.idPurpose: The present study investigated the effect of extrinsic motivation, amotivation, the presence of and search for purpose, and their interaction effects on the perceived positive outcomes of being a peer mentor in college.Methods: We tested a cross-sectional data using correlation design and moderation model. Participants were 232 undergraduate students who served as mentors for freshmen. Data was collected through an online survey.Results: Extrinsic motivation was positively, but amotivation not significantly, associated with perceiving the benefits of being a mentor. The presence of and search for purpose showed positive correlation with positive outcomes. Both the search for and presence of purpose moderated the relation between amotivation and the positive outcomes of being a mentor.Conclusion: The presence of purpose and the search for purpose moderates the relationship between amotivation and the positive outcomes of being a mentor.Keywords: extrinsic motivation, amotivation, presence of purpose, search for purpose, mentor

Abstract In critical care medicine, where there is a demanding career with a problematic work-life balance, mentoring is an important support tool to grow professionally, creating a network of support throughout the career. The mentoring process consists of evidence-based steps to guide critical care mentors and mentees and pair them with each other according to the correct selection and matching of participants. In order to focus on the active role of a young intensivist selected as a mentee at any level and to support their success in a mentoring relationship, the NEXT Committee of the European Society of Intensive Care Medicine (ESICM) developed 2012 a mentoring program. The critical steps of the mentoring program start from establishing a policy and program objectives, passing through the selection of participants, and matching with mentors up to the definition of the personal development plan supported by checklists, worksheets, and evaluation forms. The present manuscript provides key steps and tips for a good, essential based on our experience in the ESICM NEXT-Mentoring Program so that they guide for future mentoring programs conducted by other scientific societies. In addition, we discuss common challenges and how to avoid them.