Leadership in health and medical education: lessons from a symposium on health sector development in Ghana

The Ghana College of Physicians and Surgeons (GCPS) has established an annual leadership symposium celebrating innovative leadership in the health sector. The 2022 symposium under the theme "Health Sector Development in Ghana; The Power of Good Leadership" was held in honour of Professor Samuel Ofosu-Amaah (the laureate), an Emeritus Professor of Public Health at the University of Ghana, about his leadership legacy. This article reflects on the leadership challenges in the health sector, the lessons learnt from the symposium, and the way forward. Leadership challenges identified in the health sector included the need for mentorship and coaching, the importance of teamwork and networking for delivering high-quality healthcare, and the role of leadership and governance in the health system. Key lessons from the symposium focused on skills in leading an event organisation, effective collaboration and teamwork, and learning from recognising prominent leaders' contributions to the health sector while these leaders are still alive. Key lessons from the personal and professional life of the laureate included a focus on giving back to the community, building mentorship of health leaders, being a catalyst of change, leadership and governance in public health institutions and publication of research findings. Suggestions were made to name the School of Public Health of the University of Ghana after Professor OfosuAmaah, to include a leadership and management module in all training modules at the GCPS and to establish a health leadership "Observatory" to focus on research on how leadership influences

Application of step-by-step mentorship combined with individualized assessment in practical nursing skill training in higher vocational colleges / 中华医学教育探索杂志

Objective:To explore the application of step-by-step mentorship combined with individualized assessment in practical nursing skill training in higher vocational colleges.Methods:A total of 219 nursing students of Class 2020 were selected from a higher vocational college; they were randomly divided into control group (107 students) and experimental group (112 students), both of which were offered nursing training courses in the first semester. The control group was offered conventional teaching, while the experimental group was offered step-by-step mentorship combined with individualized assessment. The two groups were compared for post-training assessment scores of theoretical knowledge and practical skills and pre-training and post-training comprehensive nursing ability as well as their recognition of the teaching methods after training. The t-test and chi-square test were performed using SPSS 22.0. Results:The post-training assessment scores of theoretical knowledge and practical skills were significantly higher in both subitem score [(89.68±3.58) vs. (82.56±3.35)] and total score [(91.75±3.01) vs. (85.36±2.58)] in the experimental group than in the control group ( P<0.05). There were no significant differences in pre-training comprehensive nursing ability between the two groups, while the post-training comprehensive nursing ability scores were significantly higher in both subitem score and total score [(86.53±2.61) vs. (80.32±2.31)] in the experimental group than in the control group ( P<0.05). After the training, students in the experimental group showed increased recognition of the teaching methods in stimulating their learning interest and initiative, improving their self-learning ability, improving their comprehensive literacy, improving their ability to apply theoretical knowledge, and improving their clinical thinking ability compared with the control group ( P<0.05). Conclusion:The application of step-by-step mentorship combined with individualized assessment in practical nursing skill training in higher vocational colleges can improve students' academic performance and comprehensive nursing ability and increase their recognition of the teaching methods, thus making it worthwhile to be widely adopted.

Tutoría y proyecto formativo del alumnado universitario: la importancia de comenzar bien / Projeto de tutoria e formação para universitários: a importância de começar bem / Tutoring and training project for university students: the importance of starting well

En el artículo se analiza la importancia de la tutoría universitaria en la definición del proyecto formativo-profesional del alumnado. Empleando cuestionarios y entrevistas se registran y analizan las opiniones que 410 estudiantes de 4 promociones hicieron de los Planes de Orientación y Acción Tutorial. Los resultados confirman que los/as tutores/as son un referente importante para el alumnado y la tutoría una estrategia relevante de acompañamiento desde el momento en que inicia sus estudios y a lo largo de su trayectoria formativa. Se concluye que es necesario reforzar la institucionalización de la tutoría, promoviendo modelos activos, integrales e inclusivos de aprendizaje. Estos datos son relevantes para la práctica educativa y para la puesta en práctica de programas de orientación al alumnado.

O artigo analisa a importância da tutoria universitária na definição do projeto formativo-profissional do aluno. Por meio de questionários e entrevistas, foram registradas e analisadas as opiniões de 410 alunos de 4 promoções realizadas nos Planos de Orientação e Ação Tutorial. Os resultados confirmam que os tutores são uma importante referência para os alunos e a tutoria uma estratégia de apoio relevante desde o início dos estudos e ao longo da sua carreira escolar. Conclui-se que é necessário reforçar a institucionalização da tutoria, promovendo modelos de aprendizagem ativos, integrais e inclusivos. Esses dados são relevantes para a prática educacional e para a implementação de programas de orientação estudantil.

The article analyzes the importance of university tutoring in the definition of the student's training-professional project. Using questionnaires and interviews, the opinions that 410 students from 4 promotions made of the Orientation Plans and Tutorial Action were recorded and analyzed. The results confirm that tutors are an important reference for students and tutoring is a relevant support strategy from the moment they start their studies and throughout their educational career. It is concluded that it is necessary to reinforce the institutionalization of tutoring, promoting active, comprehensive and inclusive learning models. These data are relevant for educational practice and for the implementation of student orientation programs.

Implementing an intensified mentorship approach towards accelerated medical laboratory accreditation in 10 counties in Kenya

Background: Despite Kenya's roll-out of the Strengthening Laboratory Management Towards Accreditation programme in 2010, most laboratories had not made significant or tangible improvements towards accreditation by 2016. In April 2016, the University of Maryland, Baltimore enrolled 27 facilities in the standard Strengthening Laboratory Management Towards Accreditation programme. Objective: This study aimed to describe and evaluate the implementation of an intensified mentorship strategy on laboratory accreditation. Methods: In October 2017, the University of Maryland, Baltimore implemented intensive mentorship in 27 hospital laboratories in Nairobi, Kiambu, Meru, Embu, Muranga, Nyeri, Laikipia, Nyandarua, Tharaka-Nithi, and Kirinyaga counties in Kenya. Laboratories were paired with competent mentors whose skills were matched to facility gaps. Baseline and follow-up assessments were done between April 2016 and March 2019 using the World Health Organization's Stepwise Laboratory Quality Improvement Process Towards Accreditation Checklist and overall scores of the 12 Quality System Essentials and star ratings (from zero to five, based on scores) used to evaluate the effectiveness of the intensified mentorship.Results: In September 2017, 14 laboratories scored zero stars, three scored one star, eight scored two stars, one scored three stars, and one laboratory was accredited. By March 2019, eight laboratories were accredited, five scored four stars, 10 scored three stars, three scored two stars, and only one scored one star. The average score change with the intensified approach was 81.5 versus 53.9 for the standard approach.Conclusion: The intensified mentorship strategy resulted in fast-tracked progress towards laboratory accreditation and can be adopted in similar resource-limited settings

Factores de estrés percibidos entre los recién ingresados a la carrera de enfermería / Fatores de estresse percebidos entre carreiras de enfermagem recém entradas / Perceived stress factors among newcomers to the nursing career

Resumen: Objetivo: Conocer los factores de estrés más prevalentes en el alumnado novel de las Facultades de Enfermería de las Universidades de Cádiz, Córdoba, Huelva y Sevilla, así como su relación con sus características sociodemográficas, académicas, socioeconómicas, de orientación y de salud. Diseño: Estudio observacional, descriptivo, transversal. Metodología: Se encuestó a un total de 617 estudiantes (tasa de respuesta del 95,66 %) del primer curso del grado en Enfermería. Los participantes completaron dos cuestionarios: uno sociodemográfico y de salud; y un cuestionario de estrés percibido por alumnos noveles. Se realizó un análisis descriptivo de los factores de estrés con frecuencia, media y desviación típica. Las relaciones se examinaron con análisis diferencial a través de estudios no paramétricos U Mann-Whitney y Kruskal-Wallis. Resultados: Las situaciones que más estrés causan a los nuevos universitarios son: "hacer frente a los exámenes" y "la cantidad de trabajo que tengo que afrontar". En consecuencia, el factor más estresante es el "estrés académico" y el menos estresante el "sentimiento de soledad". Los estudiantes que perciben mayor estrés en varios factores son: mayores de 25 años, mujeres, el alumnado que procede de otras provincias y los que viven de alquiler durante el curso académico. Conclusiones: La entrada a la universidad produce factores de estrés en el alumnado de enfermería, que pueden afectar a su salud, su calidad de vida y su rendimiento académico. Hacer frentes a los exámenes y la alta carga académica son las principales determinantes de estrés. Sin embargo, sería conveniente indagar más en esta línea con el fin de conocer las posibles causas de este problema y poder desarrollar estrategias de prevención que mejoren la calidad de vida de estos estudiantes.

Resumo: Objetivo: Conhecer os fatores de estresse mais prevalentes em novos alunos das Faculdades de Enfermagem das Universidades de Cádis, Córdoba, Huelva e Sevilha, bem como sua relação com suas características sociodemográficas, acadêmicas, socioeconômicas, de orientação, educacionais e saúde. Delineamento: Estudo observacional, descritivo, transversal. Metodologia: Foram pesquisados ​​617 alunos (taxa de resposta de 95,66 %) do primeiro ano do curso de Enfermagem. Os participantes responderam a dois questionários: sociodemográfico e de saúde; e questionário de estresse percebido por alunos iniciantes. Foi realizada análise descritiva dos fatores de estresse com frequência, média e desvio padrão. Os relacionamentos foram examinados com análise diferencial por meio de estudos não paramétricos de U Mann-Whitney e Kruskal-Wallis. Resultados: As situações que mais estressam os novos estudantes universitários são "fazer exames" e "a quantidade de trabalho que tenho que enfrentar". Conseqüentemente, o fator mais estressante é o "estresse acadêmico" e o menos estressante são os "sentimentos de solidão". Os alunos que percebem o maior estresse em vários fatores são: maiores de 25 anos, mulheres, alunos que vêm de outras províncias e aqueles que vivem de aluguel durante o ano letivo. Conclusões: O ingresso na universidade produz fatores estressantes nos estudantes de enfermagem, que podem afetar sua saúde, sua qualidade de vida e seu desempenho acadêmico. A realização de exames e a alta carga acadêmica são apontados como os principais determinantes do estresse. No entanto, seria conveniente aprofundar as investigações nesse sentido para conhecer as possíveis causas desse problema e poder desenvolver estratégias de prevenção que melhorem a qualidade de vida desses alunos.

Abstract: Objective: To determine the prevalent stress factors among new students to the Faculties of Nursing at the Faculties of Nursing at the Universities of Cadiz, Cordoba, Huelva and Seville, and the influence of socio-demographic, academic, socio-economic, orientation and health factors. Design: A descriptive, observational and cross-sectional study. Methodology: 617 first year nursing students were surveyed (with a 95.66 % response rate) by means of two questionnaires, one for socio-demographics and health, the other for the stress perceived by new students. A descriptive analysis of the stress factors was then carried out for the frequency, mean and standard deviation. The relation between factors was examined through differential analysis by means of the Mann-Whitney U and Kruskal-Wallis non-parametric tests. Results: The situations of greatest anxiety among new undergraduates are "taking examinations" and "the amount of work I have to do". Consequently, the most stressful factor is "academic stress" whilst the least stressful is "feelings of loneliness". The students who feel most stress across various factors can be identified as: over 25, women, studying outside their home province, and living in rented accommodation during the academic year. Conclusions: Starting a degree in nursing is a stressful time, and students can find their health, quality of life and academic performance negatively affected. The main determinants of stress among new undergraduates are the joint demands of examinations and workload. It would undoubtedly be enlightening to examine this issue further in order to find the possible causes of the problem and to develop strategies that can help in its prevention and so improve the students' experience of university.

Mentoria: vantagens e desafios da educação on-line durante a pandemia da Covid-19 / Mentoring: advantages and challenges of online education during the Covid-19 pandemic

Resumo: Introdução: A mentoria é uma importante estratégia de ensino em cursos de graduação e no treinamento profissional, especialmente no momento em que o mundo vivencia a pandemia da Covid-19. Essa estratégia possibilita aprendizado dinâmico e coletivo, ao mesmo tempo que minimiza os impactos sociais e emocionais gerados pela pandemia, sem comprometer o isolamento físico. Relato de experiência: A experiência dos alunos da UFMG com a mentoria nos formatos presencial (realizada em 2019) e virtual (durante a pandemia de 2020) demonstrou que, apesar de a modalidade virtual ter aspectos negativos, as vantagens são superiores. O aspecto mais vantajoso elencado por todos os mentorandos foi a possibilidade de discutir temas que iam além do aprendizado da medicina, como uma forma de preparação prática para a vida profissional. Discussão: A mentoria é uma estratégia singular de grande importância na educação médica. O formato misto, composto por reuniões virtuais e presenciais, foi considerado o melhor modelo para sua aplicação. Conclusão: Acreditamos que o presente relato estimulará outras instituições a adotar disciplinas no formato de mentoria, além da utilização do recurso remoto como estratégia de ensino.

Abstract: Introduction: Mentoring is an important teaching tool in undergraduate courses and in professional training, especially at a time when the world is experiencing the Covid-19 pandemic. This strategy enables dynamic and collective learning, while minimizing the social and emotional impacts generated by the pandemic, without compromising physical isolation. Experience report: The experience of UFMG students with mentoring in the face-to-face (held in 2019) and virtual (during the 2020 pandemic) format demonstrated that, although the virtual modality has negative aspects, these are outweighed by the advantages. The most advantageous aspect listed by all the mentors was the possibility of discussing topics that went beyond the learning of medicine, as a way of practical preparation for professional life. Discussion: Mentoring is a unique strategy of great importance in medical education. The mixed format, composed of virtual and face-to-face meetings, was considered the best model for its application. Conclusion: We believe that the present report will encourage other institutions to adopt disciplines in the form of mentoring, in addition to using the remote resource as a teaching strategy.

Does Academic Performance Affect the Perceived Value of Mentorship, and Mentor s Influence on Student s Satisfaction? A Cross Sectional Study

An effective mentorship can greatly help medical students in achieving personal and professional success, and satisfaction. Mentorship efforts are therefore gaining increasing importance in medical education. It is important to make a realistic appraisal of factors that can affect the outcome of mentorship exercise, so that specific improvement in mentorship strategy can be made. Academic performance correlates with students’ ability to handle learning stress, and their professional and personal competence. This study aims at identifying the perceived value of mentorship in medical students. MethodsA cross-sectional survey was conducted among graduate medical students at the College of Medicine, Majmaah University, in October 2019. The mentees completed an anonymous questionnaire about the perceived quality of the mentorship. Academic performance was evaluated from Garde Point Average (GPA), whether the student has repeated one or more years in the college, and the number of academic papers published by the student. Kruskal–Wallis test was used to determine significant differences among groups. Two-tailed p-value was used to evaluate the statistical significance. ResultsThe questionnaire was sent to 337 mentees. The response rate was 67.7 % and the average age of mentees was 21.9 ± 1.4 years. 276 (98 %) mentees were unmarried and 171 (61 %) were men. 78 (27.7 %) mentees had a GPA of 4.5 - 5. 76 (27.0 %) mentees repeated one or more years in the college. 214 (75.9 %) mentees did not have any publication. More men than women had one or more published papers (men 29.2 % vs women 15.2 % , p = 0.04), The median score of Mentorship Relationship Structure (MRS) for the GPA 2 - 2.5 was 8 (IQR = 15) and it increased to 25 (IQR = 12.2) in the group with GPA 4.5 - 5 (p = 0.004). On MRS, there was no effect of repeating a year in college or the number of papers published (both, p > 0.05). ConclusionsThe mentees with extremely low and high GPA can have different perceived quality of the mentorship. The mentorship exercise should be customized to address the specific needs and motivational status of mentees with low and high GPA.

Mentorship in Nursing Academia: A Conceptual Model

@#Mentoring has been used in various forms for centuries in education business, and industry. Changes in health maintenance over the years have stemmed in a nursing lack and insufficient nursing staff. There is evolving proof to hold up the importance of mentorship in other specialties. But in nursing division the proof of mentorship is not properly identified. Mentorship systems are a scheme to help to retain nursing profession. Research reveals mentoring to be valuable for nurse and new graduate nurses to improve retention and reduce their stress. Therefore, the purpose of the survey is to understand recognize attributes of mentorship systems that influenced nursing education programs. The methodologies employed in this study were systematic review. Initial thematic analysis revealed four themes as potential contributions of mentoring to facilitate health care flow amongst nurses. The outcomes of literature review were incorporated to create conceptual model.

Mentoría entre pares en la educación médica de pregrado como herramienta para mejorar el aprendizaje y responder a las demandas de las nuevas generaciones / Peer mentoring in pregraduate medical education as a tool for improving the learning proccess and satisfy new generation requirements

Este ensayo se centra en la mentoría aplicada a la enseñanza de pregrado. Se buscará demostrar que la mentoría se fortalece con las tecnologías de la información (TICs) y es útil para los estudiantes que actualmente cursan pregrado, conformado por las generaciones millenials y centenials. Estas generaciones provocan retos y desafíos que constituyen oportunidades para la integración de las tecnologías de las TICs al proceso educativo. La mentoría entre pares, en la que el mentor puede ser un estudiante de años superiores con ciertos requisitos, constituiría una herramienta útil para permitir una mayor adhesión a la carrera, la integración natural de las TICs a la educación, así como un aprendizaje y aprehendizaje más significativos.

This paper is focused in mentoring in pregraduate medicine teaching. The idea is to show that mentoring is strengthened with information technology and that it is useful for pregraduate students, a population mainly comprising millennials and centennials. These generations represent challenges that may be turned into opportunities for incorporating information technology in their educational process. Peer mentoring, in which mentors may be senior students complying with certain requisites, may become an useful tool for achieving greater adhesion to their careers, by naturally integrating information technology to the educational process , leading to more fruitful learning and comprehension.

Improving the quality of Young-Scholar-Science-Foundation project application by means of the mentorship scheme-Practice and experience / 中华医学科研管理杂志

Objective To improve the success rate of hospital Young Scholar Science Foundation project application,promote the rapid growth of young scientific talents;enhance the capacity of scientific research talents in hospitals Methods The status quo and existing problems of the application and funding of hospital youth science fund were analyzed;explore the construction of youth science fund mentor mechanism,measurements,such as setting up tutoring group,formulate tutoring plan,clarify mentoring details and follow-up implement supervision assessment were developed to strengthen the guidance of young scientific talents.Results Compared to last year,the number of acquisition of Young-Scholar-Science-Foundation projects has risen by 7,and the rate of acquisition in the 30 applications involved in the mentorship scheme reached up to 33.3％,and the difference between Mentorship-Scheme-Group and the other was statistically significant(P＜0.05).Conclusions The implementation of the mentor system has significantly improved the quality of the application of the hospital's youth science fund.The next step is to continually improve the mentor system management and operation mechanism,strengthen the preliminary work support and project implementation guidance for young scientific talents,ensure the stable and well development of the application work of Young-Scholar-Science-Foundation projects.

Evaluación del desempeño del programa de tutorías “IDEAS PROYECTO” del ministerio de salud de Argentina / Performance evaluation of mentoring program “ideas proyecto”, national ministry of health, Argentina

INTRODUCCIÓN: argentina ha evidenciado desde hace varios años una desigualdad entre los profesionales de lasdistintas jurisdicciones en el acceso a las becas de investigación quefinancia el Ministerio de Salud de la Nación. Debido a ello se haimplementado el programa de tutorías “Ideas Proyecto”, a travésdel cual se asiste metodológicamente a investigadores noveles enla formulación de proyectos a fin de mejorar la calidad y reducirla inequidad en el acceso a las becas Salud Investiga. OBJETIVOS: Evaluar la efectividad del programa para la obtención de una beca,así como la opinión y satisfacción de los participantes. MÉTODOS: La efectividad del programa se evaluó mediante un modelo bayesianojerárquico y la satisfacción mediante una encuesta auto administrada. RESULTADOS: Se registraron 2172 postulaciones a becas, de lascuales 40 fueron tutoradas. La tutoría aumentó la chance de obteneruna beca. La comprensibilidad de la información proporcionada por el tutor y la valoración general de la experiencia con la tutoría fueron los ítems con mayor valoración positiva (97%), mientras quela percepción de mejora del posicionamiento laboral fue el de mayor valoración negativa (24%). Los obstaculizadores y facilitadores másmencionados fueron la dosificación y el rol del tutor, respectivamente. CONCLUSIONES: Los resultados demuestran la eficacia de la tutoría para el logro de los objetivos del programa. La satisfacción positiva,los factores obstaculizadores y los factores facilitadores hallados permitirán mejorar el diseño e implementación del programa.

INTRODUCTION: argentina has shown for several years an inequality among professionals in the various jurisdictions in access to research grants that the National Ministry of Health finances. Because of that a mentoring program, “Ideas Proyecto”, was implemented, which assists methodologically junior researchers in the formulation of projects to improve quality and reduce inequality in access to Salud Investiga health research grants. OBJECTIVES: To evaluate the effectiveness of the program to obtain a scholarship as well as the opinion and satisfaction of participants. METHODS: The effectiveness of the program was assessed using a Bayesian hierarchical model and the satisfaction through a self-administered survey. RESULTS: A total of 2 172 scholarship applications were recorded, of which 40 were tutored. Mentoring increased the chance of getting ascholarship. The comprehensibility of the information providedby the tutor and the overall assessment of the experience withtutoring were the items with the most positive assessment (97%), while the perception of improvement in labor positioning had the most negative assessment (24%). The most mentioned hindering and facilitating factors were dosage and role of tutor,respectively. CONCLUSIONS: The results show the effectiveness of mentoring for achieving the program objectives. Positive satisfaction, hindering factors and facilitating factors found will help improve the design and implementation of the program.

Evaluación por los estudiantes al tutor de enfermería en el contexto del aprendizaje basado en problemas / Student assessment on nursing mentor within the context of Problem Based Learning / Avaliação do orientador pelos estudantes de enfermagem no contexto de Aprendizagem Baseada em Problemas

IntroducciónLa universidad necesita incorporar metodologías docentes activas para adaptarse a las demandas de la sociedad del conocimiento en la que el alumno debe ser responsable de su propio aprendizaje. El rol del profesor como un tutor permite dar mayor protagonismo a los estudiantes en su proceso de aprendizaje.ObjetivoInvolucrar al alumnado de enfermería en la evaluación a sus tutoras después de utilizar metodología del aprendizaje basado en problemas y comprobar si existen diferencias en el proceso tutorial entre una tutora experta y una tutora novel.MétodosEstudio transversal, descriptivo, en una muestra de 128 estudiantes de 2.° curso de Enfermería de la Universidad de Valladolid (España) que contestaron a un cuestionario tipo Likert.ResultadosSe encontraron diferencias estadísticamente significativas (p < 0.01) en todos los ítems entre ambas tutoras. La evaluación fue muy satisfactoria.ConclusionesEvaluar al tutor permite una reflexión y retroalimentación entre los estudiantes y sus tutores, mejora la calidad docente y proporciona más autonomía a los estudiantes en su aprendizaje, implicándoles en la responsabilidad de ser honestos al evaluar las actividades de otros miembros del equipo, incluyendo las del tutor y las propias.

IntroductionThe University needs to incorporate active teaching methodologies to respond to the demands of knowledge societies in which the student must be responsible for their own learning. The role of the professor as a mentor allows students to be protagonists of their learning process.ObjectiveTo involve nursing students in the assessment of their mentors after using the methodology of Problem Based Learning, and to verify if there are differences in the mentoring process between an expert mentor and a novice one.MethodsTransversal and descriptive study with a sample of 128 students in their 2 nd Nursing course at the Valladolid University (Spain) who answered a Likert scaled questionnaire.ResultsStatistically significant differences (p < .01) were found in all items between both mentors. The assessment was very satisfactory.ConclusionsAssessing the tutor allows reflection and feedback of students and their mentors, encouraging them to be honest at evaluating the activities of other team members, including those of the tutor and their own.

IntroduçãoA universidade precisa incorporar metodologias docentes ativas para se adaptar às demandas da sociedade do conhecimento, na qual o aluno deve ser responsável de sua própria aprendizagem. O papel do professor como um orientador permite dar maior protagonismo aos estudantes no seu processo de aprendizagem.ObjetivoEnvolver o alunado de enfermagem na avaliação e as suas orientadoras depois da utilização da metodologia de aprendizagem baseada em problemas e comprovar a existência de diferenças no processo da orientação entre uma orientadora experiente e uma orientadora novel.MétodosEstudo transversal, descritivo, em uma amostra de 128 estudantes do 2.° curso de enfermagem da Universidade de Valladolid (Espanha), que responderam um questionário tipo Likert.ResultadosEncontraram-se diferenças estatisticamente significativas (p < 0,01) em todos os itens entre ambas as orientadoras. A avaliação foi muito satisfatória.ConclusõesAvaliar o orientador permite uma reflexão e retroalimentação entre os estudantes e os seus orientadores, melhora a qualidade docente e proporciona mais autonomia aos estudantes na sua aprendizagem, envolvendo-os na responsabilidade de ser honestos para avaliar as atividades dos outros membros da equipe, incluindo as do orientador e as próprias.

Advantages ofmentorship for young college instructorspolicy in promoting teaching quality / 国际中医中药杂志

The mentorship for young college instructorspolicy is aiming to provide an individual training for the young teachers to improve their teaching skills efficiently. In this article, the advantages for improving the young teachers teaching ability through the fundamental teaching, scientific research quality and clinical practice were briefly discussed.

Effect of Mentoring Program on Ways of Coping with Stress and Locus of Control for Nursing Students

PURPOSE: This study evaluated the effectiveness of a 14-week mentoring program for first year nursing students and their ways of coping with stress and locus of control. METHODS: The study was designed as a quasi-experimental study. Sixty-six first year students (mentees) and 66 fourth year students (mentors) were eligible to be in the mentoring program. Mentors and mentees contacted each other weekly, as required, to provide information and support. In order to determine the efficiency of the mentoring program, a Locus of Control Scale, the Ways of Coping Inventory and Mentoring Assessment Form were filled out by mentees. RESULTS: In this study the mentoring program increased students' internal locus of control and active coping with stress. The increase in internal locus of control showed parallelism with students' behaviors of seeking social support. CONCLUSION: It is recommended that in nursing schools, the mentoring program be used as an additional program.

Tutoria em escola médica: avaliação por discentes após seu término e ao final do curso / Mentoring program at medical school: student opinions after the program and at the course end

Na Faculdade de Medicina da UFMG, a tutoria, no formato mentoring, vincula-se ao Núcleo de Apoio Psicopedagógico ao Estudante e é atividade obrigatória. Como em outras escolas médicas, propõe ser um espaço de acolhimento ao estudante no início do ciclo profissional. O objetivo deste trabalho é avaliar, na visão do estudante, a relevância da tutoria em sua formação e as características comuns aos vários grupos. Foram aplicados questionários com perguntas fechadas e abertas aos estudantes do 6º, 11º e 12º períodos do curso médico, com análise descritiva dos resultados quantitativos e análise de conteúdo das questões abertas. Participaram da pesquisa 81% dos estudantes do sexto período e 51% do sexto ano. Houve controvérsia sobre a relevância da atividade, muitas vezes relacionada com obrigatoriedade e inadequação dos tutores, imediatamente após a mesma e ao final do curso. A necessidade de espaço para discutir temas não relacionados com a formação médica puramente técnica também foi salientada. Numa perspectiva geral, a tutoria é atividade importante no quadro curricular, mas é urgente aprimorar o programa, a seleção e a formação dos tutores.

The mentoring program at the Medical School of the Federal University of Minas Gerais is a compulsory subject in the undergraduate medical course. The purpose of mentoring program is to offer psychosocial support and career information early in the medical student's academic journey, thereby fostering their well-being, personal and professional growth. The objective of this work is to explore medical students'perceptions regarding the mentoring programs and to identify the common difficulties among the various groups. Medical students were invited to answer a structured questionnaire on perception, satisfaction and difficulties related to the program with closed and open-ended questions, for third and sixth year students, with descriptive and quantitative analysis. The third year students accounted for 81% and sixth year 51% of the participants.. There was a degree of controversy regarding the perceived relevance of the activity, with the compulsory nature of the program and inadequate tutors frequently reported immediately after the end of the course. The need for a space to discuss themes not related to the purely technical side of medical training was also underlined. From a general perspective, the mentoring program is an important part of the curriculum, but there is an urgent need to improve the program, selection and training of the mentors.

Mentorship in the research setting

Abstract: The research mentorship programme is unique in that it is a planned journey undertaken by the mentor and mentee, preferably with well-defined milestones along the journey. During the journey, familiar landmarks will be pointed out by the mentor. In path-finding situations the experience and wisdom of the mentor and the critical appraisal of both mentor and mentee will contribute to learning from the encounter. In most mentor-mentee partnerships, a formal acceptance to the relationship, well-defined landmarks measuring progress in the journey, regular appraisal of the skills developed and acquired, and phased, judicious modification in the individual roles of that relationship will be required. Although there is no consensus on the elements of mentorship, there are some strategies which can contribute to the success of the relationship. Critical success factors include convergence of the research area within the broad expertise of the research mentor. The research mentor should have a proven research track record and is committed to serve in that official capacity. The research mentoring process is dynamic and characteristics of both mentor and mentee contribute to the robustness of that relationship. The mentee would have identified some attributes of the mentor that are desirable and is willing to work hard to achieve, build on, and improve upon. In the research setting endpoint measurements of success will be based on recognition of the research standing of the mentee, measurable outcomes such as number of papers in top tier journals, citation indices, etc. consultancies attracted as well as invitations to deliver plenaries in scientific conferences, patents filed and research findings translated and applied, and other measures of research productivity. In the pursuit of research excellence the mentee would have imbibed values of professionalism and ethics in research and would have constantly kept in mind that to be successful, the mentee would be able to excel beyond his mentor and that the next generation of researchers will seek mentorship from him.

Mentors, students, and the undergraduate medical course: a virtuous circle / Tutores, alunos e o curso de graduação em medicina: um círculo virtuoso

BACKGROUND: Mentoring Programs have been developed in several medical schools, but few studies have investigated the mentors'perspective. PURPOSES: To explore mentors'perceptions regarding their experience. METHODS: Mentors at a medical school were invited to participate in an in-depth interview including questions on satisfaction, difficulties, and perception of changes resulting from the program. RESULTS: Mentors' satisfaction and difficulties are strongly associated with students'involvement in the activity. Mentors believe changes observed in students were more related to life issues; for some mentors, there is no recognition or awareness of the program. However, most of the mentors acknowledged important changes in relation to themselves: as teachers, faculty members, and individuals. CONCLUSION: Attendance is crucial for both the mentoring relationship and strengthening of the program. Students involved in the activity motivate mentors in teaching and curriculum development, thereby creating a virtuous circle and benefiting undergraduate medical education as a whole.

CONTEXTO: Programas de Mentoring têm sido desenvolvidos em várias escolas médicas, mas poucos estudos investigam essa experiência sob a perspectiva dos mentores. OBJETIVOS: Explorar a percepção de mentores a respeito de suas experiências ao longo do tempo. MÉTODO: Mentores de uma escola médica foram convidados a participar de uma entrevista em profundidade que incluía questões sobre satisfação, dificuldades e percepção de mudanças resultantes do programa. RESULTADOS: A satisfação e as dificuldades relatadas pelos mentores mostraram-se fortemente ao grau de envolvimento dos alunos no programa. Os mentores acreditam que as mudanças observadas nos alunos estão mais relacionadas a questões dessa fase de vida e, para alguns, ainda não há reconhecimento do programa pela instituição. Por outro lado, a maioria dos mentores reconhece importantes mudanças nem si mesmos: como professores, como membros da faculdade e como pessoa. CONCLUSÕES: A adesão dos alunos mostra-se crucial tanto para a relação de Mentoring quanto para a própria consolidação do programa. Alunos envolvidos com a atividade motivam os mentores para o ensino e o aprimoramento do currículo, criando assim um círculo virtuoso, que beneficia o curso e a formação médica como um todo.

Mentoring: ir ou não ir, eis a questão: um estudo qualitativo / Mentoring: to attend or not to attend, that is the question: a qualitative study

Para melhor compreender a adesão dos alunos a um Programa de Mentoring, o Programa Tutores FMUSP, este estudo qualitativo explorou as razões apresentadas pelos estudantes em relação ao seu envolvimento com a atividade, no período 2004-2005, antes e depois de mudanças estruturais no programa (inserção da atividade na grade horária). Os estudantes avaliam anualmente o programa por meio de um questionário estruturado - "O Tutorando". Nele, uma questão específica sobre adesão é apresentada e foi analisada neste estudo. A análise dos resultados mostra que a troca de experiência entre alunos de diferentes anos, mediada por um tutor habilidoso, promove uma visão ampliada do curso e da profissão e motiva os alunos a participarem mais do programa. Tutores que se desligam do programa, agendamento irregular dos encontros, comunicação não efetiva, discussão de temas desinteressantes contribuem para uma baixa adesão. A inserção do programa na grade horária oficial resolveu importantes problemas, mas muitos alunos ainda preferem usar o tempo do Mentoring para outras atividades acadêmicas ou necessidades pessoais. O mentoring informal e grupos com uma dinâmica ruim também justificam, para os alunos, uma menor adesão. O sucesso de um Programa de Mentoring, no que diz respeito à adesão dos alunos, mostra estar vinculado não apenas a uma estrutura adequada, mas também às características pessoais e valores dos participantes.

In order to better understand students' adherence to the Mentoring Program at the School of Medicine, University of São Paulo (FMUSP), this qualitative study explored the reasons expressed by students for their involvement in the activity in 2004-2005, before and after structural changes in the program (inclusion of the mentoring program in the course hours). Students perform an annual assessment of the program through a structured questionnaire: "The Mentoree". This includes a specific question on attendance in the program, analyzed in this study. The findings show that exchange of experiences between students from different years, as mediated by a skillful mentor, promotes an expanded view of the course and the profession and motivates students to participate more in the program. Mentors that leave the program, irregular scheduling of meetings, ineffective communication, and discussion of uninteresting themes contribute to low adherence to the program. Inclusion of the program in the official course hours solved important problems, but many students still prefer to use the mentoring time for other academic activities or personal needs. Informal mentoring and groups with poor dynamics also explain limited participation (in the students' eyes). A mentoring program's success, as measured by students' participation, proves to be linked not only to an adequate structure, but also to the participants' personal characteristics and values.

Effects of the Mentoring Program as a Strategy for Retention of Clinical Nurses / 간호행정학회지

PURPOSE: The purpose of this study was to identify the effect of a mentoring program as a strategy for the retention of clinical nurses. METHOD: Research subjects were 20 mentors, 20 mentees and 22 clinical nurses for a control group of mentees. A mentoring program was developed by an expert committee and applied to the experimental group for six months. Data were collected at three and six months after the application of the program from September, 2008 to March, 2009. Data were analyzed using chi-square-test, t-test, Repeated Measures ANOVA, One-way ANOVA in SPSS/Win 15.0 Program. RESULTS: Job satisfaction, organizational commitment, empowerment, and carrier commitment in the mentees of the experimental group were significantly higher than the nurses of the control group. Intention of resignation in mentees of the experimental group were significantly lower than the nurses of the control group. Also, there were significant interaction between the groups and the times of measurements in all variables. CONCLUSION: The mentoring program showed positive impact on the variables for maintenance of clinical nurses. Recommendation: Based on these findings, retention strategies using mentoring programs were recommended to reduce clinical nurses' resignation and improve the competency of clinical nurses that leads to the productivity of nursing organizations.

Effects of the Mentoring Program as a Strategy for Retention of Clinical Nurses / 간호행정학회지

PURPOSE: The purpose of this study was to identify the effect of a mentoring program as a strategy for the retention of clinical nurses. METHOD: Research subjects were 20 mentors, 20 mentees and 22 clinical nurses for a control group of mentees. A mentoring program was developed by an expert committee and applied to the experimental group for six months. Data were collected at three and six months after the application of the program from September, 2008 to March, 2009. Data were analyzed using chi-square-test, t-test, Repeated Measures ANOVA, One-way ANOVA in SPSS/Win 15.0 Program. RESULTS: Job satisfaction, organizational commitment, empowerment, and carrier commitment in the mentees of the experimental group were significantly higher than the nurses of the control group. Intention of resignation in mentees of the experimental group were significantly lower than the nurses of the control group. Also, there were significant interaction between the groups and the times of measurements in all variables. CONCLUSION: The mentoring program showed positive impact on the variables for maintenance of clinical nurses. Recommendation: Based on these findings, retention strategies using mentoring programs were recommended to reduce clinical nurses' resignation and improve the competency of clinical nurses that leads to the productivity of nursing organizations.