Faculty’s experience of a formal mentoring programme: the perfect fit

Roets, Lizeth; Rensburg, Elsie Janse van; Lubbe, Johanna Catharina

doi:10.4314/ahs.v19i2.49

Cited by 8 publications

(6 citation statements)

References 11 publications

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“…7 Factors associated with effective mentoring programs in educational institutions include; visible goals and administrative support, continuous short and long-term evaluation, mentoring framework, regular meetings, mentormentee matching, ongoing mentorship training to elaborate program goals and expectations for building relationships. 8 The faculty mentorship program thus designed to consider the rights of mentees, responsibilities of mentors, and human process was endorsed by both mentor and mentees.…”

Section: Discussionmentioning

confidence: 99%

Reflection of mentors and mentees at initiation of Faculty Mentorship Program at Aga Khan University: A perspective

Rehman

Khan²,

Kayani³

et al. 2022

Pak J Med Sci

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Objectives: To explore perception of mentors and mentees about ‘Mentorship Program at Aga Khan University Medical College (AKU-MC) from a structured feedback form Methods: A retrospective study was conducted for evaluation of mentorship program at AKU-MC during the period from Jan 2019 to March, 2021. Responses on validated “Pre-intervention Probe Forms”, from forty-seven mentors and fourteen mentees inducted in the program were reviewed. Confidentiality and anonymity of data were deliberated. All replies to each question were entered in a separate worksheet to determine the frequency and percentage of answers. Responses conveying same message, but worded differently were then grouped. Results: All the mentees (n=14) responded positively to the question on the “understanding of the mentoring program. The mentees (n=12, 86%) recognized the potential of the program to transfer knowledge and skills, (n=11, 79%) supported its role for achievement of goals, (n=7, 50%), acknowledged its role in faculty relationships. The mentors expressed their enthusiasm to help the mentee’s in their professional development. They (n=20, 43%) offered support to set career goals, (n=29, 62%) proposed transfer of knowledge, skills, and experiences to achieve goals, (n=15, 32%) decided to be “role models”. Some (n=10, 21%) forecasted improved communication skills, (n=14, 30%) boosted leadership capabilities, (n=13, 28%) expected improved work performance, (n=15, 32%) opinioned that networking and leadership qualities will impact the growth of the mentee to meet the university’s expectations. Conclusion: Both mentors and mentees recognized the importance of the faculty mentorship program at AKU-MC for professional guidance, development and improvement in work performance. doi: https://doi.org/10.12669/pjms.38.6.5454 How to cite this:Rehman R, Khan F, Kayani N, Ali TS. Reflection of mentors and mentees at initiation of Faculty Mentorship Program at Aga Khan University: A perspective . Pak J Med Sci. 2022;38(6):---------. doi: https://doi.org/10.12669/pjms.38.6.5454 This is an Open Access article distributed under the terms of the Creative Commons Attribution License (http://creativecommons.org/licenses/by/3.0), which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited.

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Section: Discussionmentioning

confidence: 99%

Reflection of mentors and mentees at initiation of Faculty Mentorship Program at Aga Khan University: A perspective

Rehman

Khan²,

Kayani³

et al. 2022

Pak J Med Sci

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“…Many mentees were able to identify "mentor role model figures" that contributed a lot to their personal and professional growth. For continuity and sustainability of capacity building programmes, it is crucial that mentorship ensures transfer of knowledge and skills down generations 3 . In order to get the most out of the mentors, a structured system is needed 25 .…”

Section: Discussionmentioning

confidence: 99%

“…Mentorship in science, research and capacity building programmes is essential to promote personal and professional advancement especially in low-and middle-income countries (LMIC) such as Uganda 1,2 . Formal mentorship programmes in capacity building or tertiary education offer objective strategies for transfer of knowledge or skills by the mentor to the mentee 3 . Although formal mentorship programmes have positive attributes 4 , they face several challenges such as difficulty in achieving the perfect mentee-mentor matches, effective or sustainable mentoring through mutual respect and trust, and overlap of mentor roles 5,6 .…”

Section: Introductionmentioning

confidence: 99%

Analysis of the MUII-plus mentorship programme: reflections of Fellows’ experiences and lessons for other programmes

Andia-Biraro¹,

Driciru²,

Namaganda³

et al. 2021

Open Res Africa

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Background: The MUII mentorship programme began 11 years ago with a successful group mentorship model. Over the years, the programme has evolved and is presently anchored on the “GROW” approach. This model allows individuals to: set Goals (What I want?); Reflect (Where am I now?); think of Options (What can I do?); What to implement (my actions?). It is intended to help fellows (current, honorary, alumni) herein referred to as mentees achieve their short, medium, and long-term research, career and professional goals. Methods: A mixed methods study combining a cross-sectional survey, one focus group discussion and 11 in-depth key informant interviews were carried out between November 2018 and January 2019 to 1) assess the status of the mentorship programme, 2) perform a strength weakness opportunity and threats (SWOT) analysis, and 3) identify factors relevant for sustainability. Results: An open invitation was made to 52 fellows to participate in the survey, and 23 responded. Among respondents, the largest proportions were male [70% (16/23)], and PhD fellows [35% (8/23)]. The respondents rated the fellowship experience as excellent [65% (15/23)], and most [78% (18/23)] revealed they had benefitted greatly from the programme. The SWOT analysis revealed outstanding strengths of having regular fellows’ meetings for peer support, and availability of international collaborations, linkages and exposure. Opportunities identified included large pool of mentees within MUII-plus and evidence of fellows taking up leadership positions. The biggest threat to the mentorship programme was the busy schedule of mentors. Conclusions: The MUII-plus mentorship programme has strong potential to offer research and career mentorship to its fellows. To promote sustainability of the programme, there is a need for innovative ways to engage mentors; such as digital platforms (e-mentorship) for greater mentor-mentee interactions.

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“…The next set of papers is relevant to education in NCDs. We have a paper on colour vision deficiency among students in Lagos State, Nigeria14, followed by a faculty's experiences of a formal mentoring programme 15, and one on the effect of nutrient intakes on anthropometric profiles among university students in Malaysia16. Kose's paper on the effectiveness of basic life support training on nursing students' knowledge and basic life support practices is the jewel in the crown of this pedagogy section17.…”

Section: Now To Mental Health and Other Issuesmentioning

confidence: 99%

Resurgence of non-communicable diseases in LMICs: a cause for concern?

Tumwine¹

2019

Afr H. Sci.

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Faculty’s experience of a formal mentoring programme: the perfect fit

Cited by 8 publications

References 11 publications

Reflection of mentors and mentees at initiation of Faculty Mentorship Program at Aga Khan University: A perspective

Reflection of mentors and mentees at initiation of Faculty Mentorship Program at Aga Khan University: A perspective

Analysis of the MUII-plus mentorship programme: reflections of Fellows’ experiences and lessons for other programmes

Resurgence of non-communicable diseases in LMICs: a cause for concern?

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