Mixed-Methods Assessment of a Mentoring Program

Harker, Karen; O’Toole, Erin; Keshmiripour, Setareh; McIntosh, Marcia; Sassen, Catherine

doi:10.1080/01930826.2019.1661745

Cited by 11 publications

(10 citation statements)

References 62 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…The four items, (7) setting clear relationship expectations, (8) aligning expectations, (13) estimating mentee ability, and ( 14) enhancing mentee skills, were loaded into one component. Three items, (10) setting research goals, (11) developing strategies to meet goals, and (12) assessing mentee knowledge, were loaded into another component. The item of (9) considering differences that may impact expectations was loaded into the other component with two items of the addressing diversity scale, (20) accounting for biases and prejudices and ( 21) accounting for different backgrounds of mentors and mentees.…”

Section: Principal Component Analysismentioning

confidence: 99%

“…Since the original publication, the MCA has been widely used as an assessment of mentor training interventions, largely in clinical fields, as well as to assess mentoring programs more broadly [5][6][7]. The MCA has also been adapted for other contexts and uses, such as a means of assessing the importance of each competency to mentees [7][8][9][10].…”

Section: Introductionmentioning

confidence: 99%

See 1 more Smart Citation

Revalidation of the Mentoring Competency Assessment to evaluate skills of research mentors: The MCA-21

Hyun

Rogers

House

et al. 2022

J. Clin. Trans. Sci.

View full text Add to dashboard Cite

Introduction: The Mentoring Competency Assessment (MCA) is an example of a validated instrument for measuring mentor skills for postsecondary Science, Technology, Engineering, Mathematics, and Medicine research. The purpose of this study was to revalidate the MCA scale using a larger, more diverse population since the original MCA was validated on a small sample of predominantly senior white male faculty. Methods: The MCA was completed by 1626 mentors from a survey data set of 1759 respondents who participated in eight or more hours of face-to-face Entering Mentoring-based training between 2010 and 2019. We conducted principal component analysis (PCA) with varimax rotation to investigate the internal structure of the MCA and Hatcher’s criteria were applied. After a team of mentoring experts independently interpreted the PCA results and reached a consensus on the interpretations of the components, factor analysis and internal consistency reliability analysis were applied to assess the construct validity and the reliability. Results: While the 26-item MCA instrument was originally validated with six subscales, through the factor and reliability analyses, all the parameter estimates for each item of seven components of 24-item MCA were significant and had relatively high internal consistency; the alpha coefficient for the components ranged from 0.77 to 0.86. Conclusions: Five items from the MCA have been dropped, leaving a condensed 21 item scale (MCA-21) which loads onto six competencies, and should now be used to effectively measure mentoring skills. We provide recommendations for furthering the scale development and validation of common measures.

show abstract

Section: Principal Component Analysismentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

Revalidation of the Mentoring Competency Assessment to evaluate skills of research mentors: The MCA-21

Hyun

Rogers

House

et al. 2022

J. Clin. Trans. Sci.

View full text Add to dashboard Cite

show abstract

“…Harker et al employed a mixed methods strategy to evaluate various facets of a mentoring program that included the use of interviews and focus groups of participants. 64 There are studies, even randomized control trials for the evidence of mentoring programs for students, at-risk youths and other populations, 65 but reports of outcomes assessment for professionals are more scarce. Assessment of the program must be considered within the context of varying needs for mentors and mentees over time, considering different stages of one's career and the varied types of coaching and support needed, including preparation and career planning for those who might become future leaders in an organization and/or profession.…”

Section: Program Evaluationmentioning

confidence: 99%

Design fundamentals of mentoring programs for pharmacy professionals (Part 1): Considerations for organizations

Desselle

Chang

Fleming

et al. 2021

Research in Social and Administrative Pharmacy

View full text Add to dashboard Cite

Mentoring programs have been offered by organizations within and outside of healthcare for years. This commentary examines the literature under the prism of design fundamentals for these programs, drawing particular considerations for schemes aimed at pharmacy professionals. The central argument presented is that mentoring can be used as a vehicle to support pharmacists to learn from others and each other, to reinforce and own their professional identity so that the uniqueness of the pharmacy profession is established within a global health landscape of constant change. In this Part 1 of a series of papers, a wealth of literature, theories, and evidence are presented aiming to inform the general structure and logistical considerations for both in-person and distance mentoring programs.

show abstract

“…Assessment in learning is a complex thing that must be validated so that it can handle all aspects of assessment in an integrated manner (Black & Wiliam, 2018;Johnson et al, 2015;Schneider & Bodensohn, 2017). Assessment can ensure the relevance, effectiveness and continuity of learning, but the assessment process has changed over the past few years due to ongoing evaluations and modifications to teaching practices (Harker et al, 2019;Pereira et al, 2015;Wyatt-Smith et al, 2016). The assessment process has moved from a traditional paper-based assessment system to a technology-based assessment system called an electronic assessment.…”

Section:  Introductionmentioning

confidence: 99%

Students’ Perceptions in the Use of Web-based Character Assessment from Gender Perspective

Kurniawan

Astalini

Kurniawan

et al. 2021

JPP

View full text Add to dashboard Cite

Perceptions in the Use of Web-based Character Assessment from Gnder Perspective. Objectives: the purpose of this study is to determine the perception of the use of web characters based on gender differences. Methods: This study uses a quantitative method with a survey approach. Participants were eighth grade students of SMPN 6 Batanghari with a sample of 140 students. The data collection technique used a student perception questionnaire. Data analysis used descriptive statistics and inferential statistics in the form of t-test. Findings: The results of the study found that the value of Sig. (2-tailed) female students in grades A and B were 0.031 and 0.020 while the value of Sig. (2-tailed) male students in grades A and B are 0.033 and 0.021. Female students reported to have better perceptions than male students. Conclusion: Students have varied perceptions about web-based character assessment and female students' perception is better than others.

show abstract

Mixed-Methods Assessment of a Mentoring Program

Cited by 11 publications

References 62 publications

Revalidation of the Mentoring Competency Assessment to evaluate skills of research mentors: The MCA-21

Revalidation of the Mentoring Competency Assessment to evaluate skills of research mentors: The MCA-21

Design fundamentals of mentoring programs for pharmacy professionals (Part 1): Considerations for organizations

Students’ Perceptions in the Use of Web-based Character Assessment from Gender Perspective

Contact Info

Product

Resources

About