Evaluation of an Occupational Therapy Mentorship Program

Milner, Tracy; Bossers, Ann

doi:10.2182/cjot.05.0003

Cited by 26 publications

(33 citation statements)

References 13 publications

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“…University or institutional support for peer mentorship, consistently identified in the literature as key to success, 3,12,29,30,36 was reported to be lacking by study respondents. Efficient access to information creates an environment conducive to learning, in which students play an active role and are empowered by their education.…”

Section: Discussionmentioning

confidence: 99%

“…This finding concurs with most of the existing evidence supporting the concept of peer mentorship. 12,15,29,30,33,36,[46][47][48] Our respondents perceive peer mentorship as important and are interested in learning skills to incorporate peer mentorship during their MPT programme, which suggests that MPT students would support peer mentorship programming initiatives. The majority of respondents agreed that peer mentorship could assist them with their academic learning needs, and nearly all agreed that peer mentorship can assist with clinical internship learning.…”

Section: Discussionmentioning

confidence: 99%

“…3,[7][8][9][10][11] Peer mentorship among students is defined as an interpersonal relationship in which a senior, more experienced student, the mentor, provides guidance and support to a junior, less experienced student, the mentee. [12][13][14] Early exposure to peer mentorship can foster the acquisition of skills necessary to support personal growth, both professionally and psychosocially; facilitate the transition from student to clinician; and help to advance the physiotherapy (PT) profession. 3,[7][8][9][10] Mentorship, which involves recognizing strengths and providing constructive feedback, 15 can be seen as a process of collaborative learning, which is the learning approach most adults prefer.…”

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confidence: 99%

“…The second gap is a lack of research specifically addressing peer (studentstudent) mentoring relationships: in clinical education, most investigations of mentoring deal with facultystudent relationships. 12,15,29,31,32 Finally, few studies of mentorship include measurement of psychosocial variables such as satisfaction and expectations for professional advancement; 28,33 instead, measures largely relate to programme evaluation and focus on career development. 28,33 Following a meta-analysis of 43 studies, Allen and colleagues concluded that a quantitative study of mentoring benefits would be a welcome contribution to the literature.…”

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confidence: 99%

“…Barriers to peer mentorship that may be of concern for the MPT student population, such as lack of time, ambiguity about roles and expectations, and lack of organizational support, remain unstudied. 12 The Canadian Physiotherapy Association (CPA) has acknowledged the significance of peer mentorship with its online mentorship programme for practising physiotherapists. The programme consists of self-directed learning modules, a mentor database, and a mentor search engine to facilitate the development of mentorship relationships among CPA members.…”

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confidence: 99%

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The Knowledge, Attitudes, and Practices of Canadian Master of Physical Therapy Students Regarding Peer Mentorship

Quesnel

King²,

Guilcher

et al. 2012

Physiotherapy Canada

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Purpose: To describe Canadian Master of Physical Therapy (MPT) students' knowledge, attitudes, and practices regarding peer mentorship. Methods: A quantitative cross-sectional survey study was conducted. An online questionnaire was sent to 945 MPT students via e-mail, using a modified Dillman approach. Data were analyzed using descriptive statistics to describe the knowledge, attitudes, and practices of Canadian MPT students. Results: A total of 260 MPT students (27.5%) responded to the questionnaire. Most respondents (68.7%) did not have any experience in a peer mentorship relationship during their MPT programme. A few respondents (5.4%) reported having received formal training on peer mentorship as part of their PT curriculum. Respondents generally held positive attitudes toward peer mentorship: 65.9% agreed that including peer mentorship is important, 89.5% agreed that peer mentorship can assist with learning in clinical internships, and 84.1% agreed that peer mentorship can help the transition from student to professional. Most respondents (52.5%) did not participate in a peer mentorship relationship during a typical month. Conclusions: MPT students' attitudes toward peer mentorship are positive, yet their knowledge of and resources for peer mentorship are limited, and few students have been involved in peer mentorship practices. The findings highlight the importance of university programme support to provide a nurturing environment and structure to overcome barriers, promote commitment, and facilitate successful participation. The evidence from this study provides a rationale to support and guide peer mentorship programming for Canadian MPT students.Key Words: mentors; physical therapy; students. RÉ SUMÉObjectif : Dé crire les connaissances, le point de vue et les pratiques des é tudiants canadiens à la maîtrise en physiothé rapie en matiè re de mentorat par les pairs. Mé thode : Un sondage quantitatif transversal a é té ré alisé . Pour ce faire, un questionnaire a é té mis en ligne et a é té envoyé par courriel à 945 é tudiants à la maîtrise en physiothé rapie (M.Pt.), à l'aide de la mé thode de Dillman modifié e. Les donné es ont é té analysé es sous forme de statistiques descriptives pour dé crire les connaissances, les attitudes et les pratiques des é tudiants canadiens à la maîtrise en physiothé rapie. Ré sultats : Au total, 260 é tudiants à la maîtrise en physiothé rapie (27,5 %) ont ré pondu au questionnaire. La plupart des ré pondants (68,7 %) ont dit n'avoir eu aucune expé rience de mentorat par des pairs au cours de leur programme de M.Pt. Quelques ré pondants (5,4 %) ont dit avoir reç u une formation en mentorat par les pairs dans le cadre de leur programme de cours. Les ré pondants avaient gé né ralement une opinion positive envers cette forme de mentorat ; 65,9 % ont affirmé qu'à leur avis, le mentorat par les pairs é tait important ; 89,5 % se sont dit en accord avec le fait que le mentorat par les pairs peut les aider dans leurs apprentissages en stages cliniques et 84,1 % ont dit est...

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Section: Discussionmentioning

confidence: 99%

Section: Discussionmentioning

confidence: 99%

mentioning

confidence: 99%

mentioning

confidence: 99%

mentioning

confidence: 99%

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The Knowledge, Attitudes, and Practices of Canadian Master of Physical Therapy Students Regarding Peer Mentorship

Quesnel

King²,

Guilcher

et al. 2012

Physiotherapy Canada

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Faculty Mentors' Perspectives on E‐Mentoring Post‐Professional Occupational Therapy Doctoral Students

Doyle

Jacobs

Ryan

2016

Occupation Therapy Intl

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E-mentoring is a viable option for mentoring students in occupational therapy educational programs. The objective of this study was to investigate faculty perspectives of faculty-to-student e-mentoring in an online post-professional doctor of occupational therapy program. In a retrospective mixed-method design, nine faculty members described features and outcomes of e-mentoring 48 doctoral students. Online survey results were analysed quantitatively for descriptive statistics; transcripts from structured interviews were analysed using qualitative content analysis. The results showed that successful, satisfactory e-mentoring is student-centered, flexible, frequent, academically and psychosocially supportive; faculty members must be skilled in adapting e-mentoring to the needs and objectives of each mentee; e-mentoring provides opportunities for faculty members and students to achieve academic and professional objectives and growth. The findings suggest that implementation of e-mentoring may be a useful model in other occupational therapy programs. There is a need for future studies with broader participant pool, observable measures of e-mentoring, standardized measures of satisfaction and success and comparison between e-mentoring with and without web camera. Copyright © 2016 John Wiley & Sons, Ltd.

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Evaluation of the mentor–mentee relationship in an occupational therapy mentorship programme

Milner¹,

Bossers

2004

Occupation Therapy Intl

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Mentor group relationships in an occupational therapy university curriculum were investigated. In phase I, mentors (n = 23) and mentees (n = 124) were surveyed over a four year period. In phase II, 14 mentees from the same time period were surveyed after graduation. It was found that mentors and mentees surveyed agreed that their mentor group leader displayed more mentoring (i.e. ongoing partnership for guidance and support) than coaching (i.e. short-term relationship for providing feedback on areas requiring change) characteristics, and most agreed that, post-graduation, their mentor group leader had been a mentor to them. Mentees viewed their mentors predominantly as a role model or counsellor and emphasized knowledge, experience, guidance, and support as desirable attributes of a mentor. Contact with mentors for resources, support, or job-related purposes continued after graduation for more than half of mentees. Some mentees reported that peer mentoring had also occurred. Limitations of the study include the small sample size in Phase II and some aspects of survey design. Future areas of research identified include studying the development of the relationship over time (i.e. pre-, mid-way, and post-programme), comparing relationships between mentors and mentees who have similar versus dissimilar expectations for the programme, further examining peer mentoring or group relationships, and continuing post-graduation surveys with a larger sample size for increased reliability.

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Evaluation of an Occupational Therapy Mentorship Program

Abstract: Results can impact further program development at this university and other occupational therapy programs which may have a similar program or are interested in developing a mentorship program.

Cited by 26 publications

References 13 publications

The Knowledge, Attitudes, and Practices of Canadian Master of Physical Therapy Students Regarding Peer Mentorship

The Knowledge, Attitudes, and Practices of Canadian Master of Physical Therapy Students Regarding Peer Mentorship

Faculty Mentors' Perspectives on E‐Mentoring Post‐Professional Occupational Therapy Doctoral Students

Evaluation of the mentor–mentee relationship in an occupational therapy mentorship programme

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