Etapas de ejecución del programa de mentoría de la Unidad Académica de Medicina Veterinaria y Zootecnia de la Universidad Autónoma de Zacatecas

Abstract

Existen diversas formas de acompañamiento estudiantil que tienen el objetivo de disminuir la deserción y el rezago educativo en las instituciones de educación superior. Una de ellas es la mentoría. La mentoría es la relación entre el estudiante mentor y el estudiante mentorado que surge como una estrategia de apoyo a alumnos de nuevo ingreso para mejorar su rendimiento académico y social. El presente artículo tiene como objetivo definir las etapas de la ejecución de la mentoría de la Unidad Académica de Medicina Veterinaria y Zootecnia de la Universidad Autónoma de Zacatecas. El enfoque metodológico es cualitativo, apoyándose de los métodos bibliográfico y descriptivo con técnicas de análisis documentales. Entre los principales resultados se destaca que es necesario disponer de una serie de etapas para la organización de un programa de mentoría. Aquí se definen las siguientes: conformación de los mentores, capacitación de mentores, asignación de materias, diagnóstico de estudiantes de recién ingreso, asignación de mentorados, diseño de formatos, implementación y seguimiento y evaluación del programa de mentoría; cada etapa registra detalles para facilitar el proceso de mentoría estudiantil. A manera de conclusión se subraya que la mentoría aplicada de manera formal ayuda a reducir el rezago estudiantil y contribuye al rendimiento académico.

Health research mentorship in low- and middle-income countries: a scoping review

“…The majority of the papers were from Africa (n=28) 8,17,18,24,33–35,37,41–44,46,48,50,51,53,57,59,61,62,65,66,68,79–81,85 . Others were from the Americas (n=7), 29,49,69–72,83 South East Asia (n=4), 30,64,67,78 Eastern Mediterranean (n=2), 56,82 and Western Pacific (n=2) 58,88 regions according to the World Health Organization regional classification 89 . A total of 26 studies and reports were from LMICs 2,5,9,19,20,23,26,28,31,32,36,38,39,45,47,54,55,60,63,73–77,86,87 that included at least 2 regional offices, whereas 8 studies and reports were from around the globe 16,21,22,25,27,40,52,84 and included both LMICs and HICs.…”

“…Mentoring strategies among young researchers and volunteer online mentors were applied to improve research capacities and outcomes using hierarchical (vertical) and peer-to-peer (horizontal) strategies. Virtual platforms, emails, and establishment of an alumni network were considered to leverage opportunities for mentoring 8,16,17,23,26,27,29,31,32,34,39,61,64,65,71,74,75,78,85,86 …”

“…The characteristics of included studies are presented in Appendix IV. The included sources were published between 2009 and 2021, 2,5,8,9,16–88 and most (n=57, 74%) were published from 2017 onward. The majority of the papers were from Africa (n=28) 8,17,18,24,33–35,37,41–44,46,48,50,51,53,57,59,61,62,65,66,68,79–81,85 .…”

“…Mentorship programs designed in LMICs should address challenges at individual, institutional, national, and global levels 16,19,20,34,51,77 . Programs should have a series of standardized mentorship tools; a formal, sustainable, and well-structured mentoring mechanism; and formalization and recognition of the mentoring process 20,68,69,71 . Albanaes et al suggested creating positive mentoring relationships and proper conflict resolution mechanisms 69 …”

“…A follow-up meeting took place in London 6 months later. Over the 5-day initial workshop, discussions informed the development of 4 draft research proposals. Mentoring and capacity development emerged as critical areas to be enhanced and further developed through the network. Rochin Berumen et al , 71 2020 Bibliographic and descriptive methods, with document analysis techniques Mentoring is a strategy that is formally applied when it is planned. Formally applied mentoring helps to reduce student lag and contributes to academic performance. Rodríguez et al , 32 2021 Builds on the coauthors’ experiences as trainees, trainers, organizers, and evaluators of 6 global health leadership programs to reflect on lessons learned regarding experiential learning and mentorship.…”