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Introduction: When the New South Wales government declared lockdowns to mitigate the spread of COVID-19 community transmission in 2020 and 2021, clinical staff at the Northern Sydney Cancer Centre adopted a range of new clinical working arrangements. This included devising methods to continue the provision of some professional learning needs. Case Presentation: This presentation describes the transition of two categories of professional learning at the Northern Sydney Cancer Centre during the June to November 2021 lockdown, when clinical staff were divided into two teams with alternating weekly on-site and off-site rostering. Changes to hosting a weekly inter-professional education meeting series, and the mentoring of student radiation therapists in developing their planning skills, from a face-to-face approach to a live online administration mode, will be outlined. Management/Outcome: Microsoft Teams was implemented in May 2021, proving vital to continued operations during the split teams working period. Student attendance onsite was discontinued, and instead they were remotely mentored in planning skills using Aria combined with Microsoft Teams video call and share screen functions. Weekly inter-professional education meetings were transferred entirely to Microsoft Teams. Discussion(s): Although successful provision of online planning mentoring for students occurred only during the period listed, most elements of this approach could be used when the need arises. The delivery of the weekly inter-professional education meeting series has transformed into an ongoing hybrid mode. These sessions are now primarily offered in face-to-face mode, are simultaneously streamed using the Microsoft Teams video call feature, and video recordings of all sessions made available.
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A comprehensive graduate teaching assistant (GTA) training program in mathematical sciences designed at one institution is being adapted and replicated at two peer institutions. Using a case study approach, this paper outlines the development of the program components, which include a first-year teaching seminar, peer mentoring and support from a peer TA Coach, a Critical Issues in STEM Education seminar, and K–12 outreach to inform understanding of the pipeline. Additionally, adaptations due to institutional context and the impact of the Covid-19 pandemic are described. Implications for components of the comprehensive program, based on GTA-provided feedback, are discussed. [ FROM AUTHOR] Copyright of Primus: Problems, Resources & Issues in Mathematics Undergraduate Studies is the property of Taylor & Francis Ltd and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full . (Copyright applies to all s.)
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Academics like us ...: Creating a process for sustainability as teacher-scholars In this essay, we call for teacher-scholars to honor the coconstructed nature of academic culture and to create systems that sustain us at individual and community levels. The COVID-19 pandemic created space for us to deeply question previously held ways of understanding and navigating the entwinement of our academic and personal lives. [Extracted from the article] Copyright of Communication Education is the property of Taylor & Francis Ltd and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full . (Copyright applies to all s.)
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PurposeThis study reviews strategies organizational leaders and human resource practitioners can deploy to develop knowledge transfer and retention succession planning strategies for older employees to mitigate generational organizational knowledge loss prior to retirement.Design/methodology/approachThis study used a questionnaire with 28 baby boomer employees and leaders of baby boomers at a large federal agency. Purposive and snowball sampling techniques were used. Questions asked participants about knowledge transfer, retention strategies and how challenges to counter baby boomer knowledge loss are addressed in the workplace.FindingsDevelop succession plans using standard operating procedures and job aids to reduce knowledge loss and enhance retention. Deploy hands-on training to share historical knowledge, enhance relationship building, mentoring programs, cross-training opportunities, retention incentives and document process improvement. The strategies are supported by organizational learning and knowledge management theories.Originality/valueThis study contributes to organizational leaders' and human resource practitioners' knowledge transfer and retention succession planning strategies to counter generational knowledge loss.
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Objectives: The objective of this project was to improve healthcare deserts in Sub-Saharan Africa through sustainable knowledge transfer and capacity-building leveraging an advanced cloud-based telemedicine platform. Method(s): In 2022, WTI and its network of partners delivered 2 telehealth devices as part of the effort to create a sustainable platform to address a known health desert in a previously abandoned clinic in the village of Opoji, in the state of Edo, Nigeria. Providers were trained in two cohorts. Global Experts for this project were organized with Providence Health and their Global and Domestic Engagement (GDE) department and trained in telementoring and teleconsulting. Local Specialists were first trained on the platform and then telementored by Global Experts. To better understand the health value outcomes of these interventions, observational research was employed to measure the improvement of patient-to-provider ratios. These ratios were baselined for average patient loads. Result(s): As a result of the pilot, provider-to-patient ratios were improved. Prior to the WTI program, interventions were only available 5% of the time (9 hrs/wk vs 168 hrs/wk), with very basic expertise. After the Opoji Comprehensive Medical Center was reopened and the supporting physicians were scheduled, patients could be seen with a high level of global medical expertise 100% of the time (24 hours per day). Conclusion(s): Telemedicine technology can improve capacity-building in Sub-Saharan Africa with relatively minimal resource allocation in a replicable and scalable manner. Data collection for the pilot did have limitations. The opportunity to collect patient-reported outcomes, including patient satisfaction with telemedicine visits, exists but COVID and other barriers prevented researchers from fully implementing. By mentoring the local specialty hospital staff to deliver care by cloud-based devices, the program has developed an "Africans helping Africans" approach to achieve sustainable capacity building which can be built upon and further researched.Copyright © 2023
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Women faced barriers in academia during the pandemic, and the implications on higher education, their career, and students are meaningful. Research focuses on how the pandemic has affected college students' mental health (Son et al., [12]) and the effects of the pandemic on student success (Lederer et al., [7]). (Re)membering pre-COVID leaks to build resilient community Factors causing the "leaky pipeline" phenomenon, pre-COVID, were not fully understood or addressed;then, we experienced societal upheaval and a pandemic. [Extracted from the article] Copyright of Communication Education is the property of Taylor & Francis Ltd and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full . (Copyright applies to all s.)
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The impact of the COVID 19 pandemic on student wellbeing and mental health should not be understated. Interventions seeking to improve cultures in law schools to challenge stigmas surrounding support access are consequently vital. This paper draws on an innovative staff/student reverse mentoring scheme within a Russell Group university where law school staff were mentored by international undergraduate law students. It explores the use of reverse mentoring as a tool to develop self-awareness and positive identity formation in law students through authentic and reciprocal relationships with staff, facilitating empowered approaches to support which are anticipatory, as opposed to existing in crisis management mode. To demonstrate this, the stages of self-authorship theory are used to thematically organise interview data collected from student mentors. The paper also explores specific areas of student support (employability and personal tutoring) where the impact of reverse mentoring and its self-authorship generating capacity may be particularly useful. This paper argues that reverse mentoring in the law school and beyond provides a positive opportunity for students to adopt more self-authored and authentic approaches to their support needs, identifying a novel intersection between diversity and inclusion initiatives and the practical accessing of support as a law student.
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Faculty members who e-mentor dissertations in online doctoral programs, or remotely as a result of COVID-19 participated in an open-ended survey about strategies that helped them succeed, challenges they faced, and institutional support they would find helpful. Consistent communication, individualized support, and structure were found helpful for e-mentoring dissertations. Faculty overwhelmingly cited time, workload, and lack of institutional support as challenges, and stated that institutions could help e-mentors by providing support with the process, research resources, writing support, and time and incentives for e-mentoring. The results are discussed with recommendations for institutional support for dissertation e-mentoring.
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In this paper, the perception of COVID-19 situation amongst coaching, mentoring, and supervision practitioners is analyzed based on the survey conducted by European Mentoring Coaching Council (EMCC Global) with the participation of (476) people from various countries. Based on the data obtained, ‘word cluster analysis-emotional text mining' and ‘correlation analysis' are performed. The major empirical findings are summarized as follows: firstly, correlations are calculated among the most repetitive words in the statements of participants by using the Euclidian distance approach. In this respect, participants describe COVID-19 related feelings with the most frequent words they use as coaching, work, anxiety, clients, working, fear, time, business, home, and stress respectively. This indicates that COVID-19 epidemic related issues leads participants to think about their clients. They have the most common feelings of anxiety, stress, and fear at work, business and home. They are sensitive about the time as well. Secondly, cluster dendrogram is applied and this indicates that there are five major categories defined with strong correlation between them such that: coaching, work, anxiety, change, issues, crisis, will, managing, new, people, management, client, working, fear, uncertainty, future, time, stress, business, home. In conclusion, policy recommendations are made regarding the pandemic period all over the world in order to contribute relevant literature based on the empirical findings of EMCC Global's survey. © 2023, The Author(s), under exclusive license to Springer Nature Singapore Pte Ltd.
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In education, practical, experiential, or experimental research is usually based on a number of participants from whom we collect data. We contact them and explain their role in the study and ask them to kindly devote their time to us. Our final dataset (data "useful for our research”) is a portion of our data corpus (all data collected). The story we finally print is the one from the dataset purposefully selected from the data corpus. The myriad of reasons given for not including some of our participants' data in the dataset include the following: participants' lack of enthusiasm, punctuality, timely delivery of audio recorded data, or data quality. The pandemic outbreak impacted my participants' lives, workplaces, and studies. Their practicum experience was impacted too, so some of them could not complete their own teaching rounds. As a consequence, they could not provide enough data to analyse in order to answer my research questions. They tried, but it was not possible for some of them. However, all the data collected, my data corpus, is valuable to me as a teacher educator and as a mentor teacher. This is a twofold story: my participants' troubles and commitment during their practicum, and my own troubles collecting data while not neglecting what my unselected participants did for me. The pandemic's devastating effects in teacher education programmes in Chile is affecting pre-service teachers' practicum experience, their relationship with their students and their relationship with their mentor teachers, both university-based tutors and school-based mentors. Knowing the needs and experiences of pre-service teachers who did not get a completed experience in their allocated university-partner schools may help us to better navigate the practicum experience in the present times. © The Editor(s) (if applicable) and The Author(s), under exclusive license to Springer Nature Singapore Pte Ltd. 2022.
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During Covid-19 pandemic many people and institutions preferred online coaching instead of in person education. The problem with online is that it will be difficult to carry on interconnections between students and professors in that environment. The main constraint for conducting online session is that the people in remote areas may find a difficulty to connect to online sessions having network issues. Electronic mentoring (e-mentoring) is implemented like a website in which the mentor and mentee can communicate with each other. With the help of this mentoring the project can provide a best solution for both the mentor and mentee. They can communicate with each other with the help of online platform and even with the help of emails.This proposed method will help them to keep the track of their academic progress and achievements of students. This article mainly focus on the mentoring through physical and virtual environment in which the mentee will be interacting with the mentor to know the progress of their academics. This article discusses about the website which is developed to fulfill the needs of the student and it discusses about the various stages of development that helped in building the website. Students can share their difficulties and their achievements with the mentor who are assigned for them particularly. In future planning to implement artificial intelligence technique to online mentoring process, this is for the betterment of student's growth. © 2023 IEEE.
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BACKGROUND: The COVID-19 pandemic condition limits pregnant women from getting health services, especially continuum care-based health services. Pregnant women need access to antenatal care services to get screening and assistance related to efforts to get good pregnancy outcomes. AIM: The purpose of this study is to identify factors related to information exposure and the role of health volunteers in providing health education to pregnant women. METHOD(S): This study also applies the preparation of health volunteers in conducting online education practices during the COVID-19 pandemic for pregnant women. Pregnant women who have been given education by the health volunteers are asked to assess their acceptance of the health volunteer's educational practices. Collect data about need assessment online education in pregnant women. Health volunteers who attended debriefing related to online education practices and pregnant, women who were given online education by health volunteers. The number of samples of health volunteers and pregnant women in this study was 32 health volunteers and then 32 pregnant women giving assessment about online education practices by health volunteers. RESULT(S): The results of the intervention on the application of online education by health volunteers are quite good, according to pregnant women, namely, screening and mentoring, health volunteers have provided information. Submission of information is done through WhatsApp by 76% and pregnant women understand the health information of pregnant women delivered by health volunteers. CONCLUSION(S): It is necessary to strengthen the role of health volunteers in providing online assistance and education so that it can continue to be carried out optimally.Copyright © 2023 Colti Sistiarani, Erna Kusuma Wati, Setiyowati Rahardjo.
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Commencing a PhD is not always the easiest decision, especially amidst a global pandemic. Despite knowing this, commencing a PhD from home was a decision I chose to make when I was uncertain about my future after completing my Master's. Within this chapter, I discuss how learning the concept of cognitive hardiness proved to be useful to me during this journey. Cognitive hardiness comprises commitment, control, and challenge. I was also fortunate to have supportive supervisors and opportunities to engage in coaching, as well as formal and informal mentoring. In addition to discussing my experiences within this chapter, I also reached out to a colleague who is completing a Master's by Research to assess if there were any points of comparison in our experiences of commencing our studies from home. I hope the research and reflections from our experiences will help other early career researchers and academics develop a variety of coping mechanisms to maintain control, remain committed, and embrace challenges within the current environment, given the possibility that the world of academia has been changed forever. © The Editor(s) (if applicable) and The Author(s), under exclusive license to Springer Nature Singapore Pte Ltd. 2022.
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BACKGROUND: There is a lack of studies on metaverse-based career mentoring for college students in both quantitative and qualitative research. This study aimed to examine the effect of metaverse-based career mentoring among nursing students and explore the experiences of mentors and mentees. METHODS: This study used a mixed methods design using both a survey for collecting quantitative data and focus group interviews for a qualitative one. A total of 8 mentors and 43 mentees participated in the metaverse-based career mentoring program. The program covered eight career fields and was delivered across eight sessions of 60 min each, over six days. Career decision-making self-efficacy among mentees and platform and program satisfaction were measured before and after the program. Afterwards, 7 mentors and 12 mentees participated in the focus group interviews to investigate their experience of participating in the metaverse-based career mentoring program. Quantitative data were analyzed using descriptive statistics, paired t-test, Wilcoxon signed-rank test, and Mann-Whitney U test. The qualitative data underwent thematic analysis. RESULTS: After the metaverse-based career mentoring program, mentees' career decision-making self-efficacy increased significantly compared to the baseline level. From the mentor-mentee focus group interviews, three key themes were derived: (i) communicating frankly and openly, (ii) being satisfied with realistic communication and program functions, and (iii) expecting an even more optimized program. CONCLUSIONS: A metaverse-based career mentoring program for nursing students can have a positive effect on their career decision-making self-efficacy. In addition, in terms of education, it is helpful as a non-face-to-face medium and feeling a sense of reality, so it is expected that it will be beneficial in education by applying various contents in the future.
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Background: People living with HIV (PLHIV) bear 20 times higher risk of acquiring tuberculosis (TB) compared to people without HIV. The World Health Organization recommends TB preventive treatment (TPT) for PLHIV to reduce this risk. However, according to the 2020 Global TB Report, only half of PLHIV were started on TPT globally in 2019, with the lowest coverage observed in low-income countries including Tanzania, where TPT provision is part of the standard of care for eligible PLHIV in Tanzania. We describe programmatic efforts to scale up TPT in 11 regions accounting for half of the 1.5 million PLHIV on ART in Tanzania. Method(s): Starting in 2018, PEPFAR, through the U.S. Centers for Disease Control and Prevention (CDC), supported the Government of Tanzania to accelerate TPT provision by: (1) training and mentoring healthcare workers, (2) integrating isoniazid into supply chain plans at the regional level, and (3) convening quarterly meetings at national and regional levels for program and supply chain monitoring and coordination. Additionally, CDC launched focused regional support interventions, with TPT among its priorities, aiming to facilitate real-time data-driven site monitoring, increased accountability, and on-the-ground coordination with local health authorities and implementing partners. We analyzed routine programmatic data reported in PEPFAR's data reporting system for fiscal years (FY) FY2018 through FY2021. Result(s): The number of PLHIV of all ages who initiated TPT increased from 67,510 in FY2018 to 268,909 in FY2019. Despite coinciding with the COVID-19 pandemic, the initiation numbers in FY2020 were sustained at 264,465 and dropped by about one-third in FY2021 (182,823) compared to the previous year. TPT completion rates among those initiated also showed a positive trend;38% in FY2018, 85% in FY2019, 90% in FY2020, and 91% in FY2021. Conclusion(s): Our findings demonstrate substantial acceleration of TPT initiation and a significant increase in TPT completion rates over the four-year period in 11 regions in Tanzania. The policy of once-in-a-lifetime TPT for PLHIV means fewer people are eligible for TPT over time, which might account for lower numbers of PLHIV initiated on TPT in FY2021. Completion remained high among those who initiated TPT. The strategic shift focusing on capacity building, supply chain strengthening, and site-level monitoring may have contributed to the improvements in TPT initiation and completion.
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The COVID-19 pandemic brought an exponential increase in predominately and fully online degree programs at institutions across the country. While peer mentoring has been present in higher education for some time now, as online programs have steadily increased in past decades, institutions should explore more ways to engage and connect their online student population to success through peer mentoring. [...]the book discusses career-oriented mentoring of students by non-faculty and faculty mentors.
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Mentored undergraduate research experiences have been identified as beneficial to students for persistence in STEM disciplines and increased grade point averages. Participation in research is impactful for both STEM and non-STEM students. Additionally, undergraduate research experiences have a positive effect on subsequent student performance in graduate and professional school as evidenced by students with previous research experience having superior communication skills at the start of their first year and after. Undergraduate research courses tend to be heavily hands-on experiences and structured classroom teaching may not be large portions of the course content. Online material has become increasingly common in the post COVID-19 learning environment. Courses that can have difficulty with online instruction or the inclusion of online content tend to be courses with a heavy focus of hands-on learning or hands-on skill development. The use of a flipped classroom can facilitate student learning in a digital way in addition to in person class meeting. The incorporation of online lecture content to broaden undergraduate student understanding of the application of the scientific method was used to enhance the research experience. Student experiences were evaluated with the Undergraduate Research Student Self-Assessment survey. Significant positive correlation was found between student feelings of "project responsibility" and "Workshops on science writing and presentation" during the semester that online lectures were incorporated. Additionally, graduate student training is a variable and highly individualized experience for each trainee. Most programs focus strongly on cognitive skill training, advanced knowledge of the discipline, conducting research, and preparing manuscripts for publication. Professional development is a component of graduate training that can be easily overlooked or undervalued. The development of soft skills such as time management, personnel management, and leadership and mentoring qualities are vital for trainee success post-graduation. Some current thinking is that devoting time to professional development will result in a slower progression by the trainee, however this is shown to be untrue and students who participate in career growth maintained the same level of productivity measured by time to degree completion and manuscript output. Graduate student experiences with mentoring undergraduates were shown to develop soft skills while also being noted as "an influential experience" when making future career decisions. Development of an undergraduate research program that incorporates more than simply hands on skill development that also significantly incorporates graduate students benefits both student groups and leads to improved outcomes for both student groups post-graduation. [ FROM AUTHOR] Copyright of Journal of Animal Science is the property of Oxford University Press / USA and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full . (Copyright applies to all s.)
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Lane College, founded in 1882 by former slave Bishop Isaac Lane, has strong history of educating underserved, minority students through student-center approaches. The Lane College S-STEM program aims to increase the number of low-income students entering STEM fields by providing scholarships, co-curriculum and high impact program activities to support Lane College students majoring in biology, chemistry, computer science, mathematics, or physics. These activities include development and implementation of new first-year STEM courses, including CHE 110 Scientific Literacy and Critical Problem Solving and PHY 111 Galileo and the Church. We have successfully recruited 3 cohorts of S-STEM scholars who have participated in several project activities including bi-weekly cohort meetings, undergraduate research projects, community outreach, internships, mentoring, and professional development. For the research project, we are exploring the development of non-cognitive factors known to impact student persistence in STEM (Grit, Self-efficacy, Growth Mindset, etc.) as S-STEM scholars matriculate through the program. Our initial measures of Grit and Growth Mindset for cohort 1 do not show a significant difference between S-STEM scholars and the control group of academically talented Power of Potential scholars. However, we have experienced low student participation in surveys during the period of remote instruction in response to the COVID-19 pandemic. For cohort 2, we measured self-efficacy for students in cohort 2 using the self-efficacy formative questionnaire developed by Gaumer Erickson and colleagues. Our data for the five students cohort 2 who completed the survey show an average score of 80.8% for focus, 60.8% for steps, and overall 72.5%. These initial data suggest that the students will benefit from targeted instruction aimed at developing growth mindset and self-efficacy. This research is supported by National Science Foundation Award DUE # 1833960.Copyright © 2023 The American Society for Biochemistry and Molecular Biology, Inc.
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Despite the high burden of mental disorders in low- and middle-income countries (LMICs), less than 25% of those in need have access to appropriate services, in part due to a scarcity of locally relevant, evidence-based interventions and models of care. To address this gap, researchers from India and the United States and the Indian Council of Medical Research (ICMR) collaboratively developed a "Grantathon" model to provide mentored research training to 24 new principal investigators (PIs). This included a week-long didactic training, a customized web-based data entry/analysis system and a National Coordination Unit (NCU) to support PIs and track process objectives. Outcome objectives were assessed via scholarly output including publications, awards received and subsequent grants that were leveraged. Multiple mentorship strategies including collaborative problem-solving approaches were used to foster single-centre and multicentre research. Flexible, approachable and engaged support from mentors helped PIs overcome research barriers, and the NCU addressed local policy and day-to-day challenges through informal monthly review meetings. Bi-annual formal review presentations by all PIs continued through the COVID-19 pandemic, enabling interim results reporting and scientific review, also serving to reinforce accountability. To date, more than 33 publications, 47 scientific presentations, 12 awards, two measurement tools, five intervention manuals and eight research grants have been generated in an open-access environment. The Grantathon is a successful model for building research capacity and improving mental health research in India that could be adopted for use in other LMICs.