Programas de tutoría y mentoría en universidades brasileñas: un estudio bibliométrico

Albanaes, Patrícia; Soares, Frederico Marques de Sousa; Bardagi, Marúcia Patta

doi:10.18800/psico.201501.002

Cited by 10 publications

(7 citation statements)

References 22 publications

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“…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 .…”

Section: Resultsmentioning

confidence: 99%

“…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.…”

Section: Resultsmentioning

confidence: 99%

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

Kaba,

Birhanu,

Fernandez

et al. 2023

JBI Evidence Synthesis

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Objective: The objective of this scoping review was to explore and synthesize the available literature on health research mentorship in low- and middle-income countries (LMICs). Introduction: Research mentorship is broadly considered a useful strategy to improve research capacities and research outputs. Existing literature and guidance on research mentorship have focused on high-income countries and assumed resource-rich environments. Despite the successful endeavors to improve health research capacity in LMICs, the strategies that work best under different circumstances are poorly understood. There is a need to map and understand the evidence on health research mentorship in the context of LMICs. Inclusion criteria: Sources that reported existing practices, barriers, and mitigation strategies related to health research mentorship in LMICs were included. Methods: We searched for published and unpublished studies and reports written in English, Spanish, or Portuguese. The search strategy was not limited by search dates and the last search was conducted on January 28, 2022. The databases searched included MEDLINE (PubMed), Embase, Web of Science Core Collection, CINAHL (EBSCOhost), Cochrane Database of Systematic Reviews, and JBI Evidence Synthesis. We also searched for gray literature in a selection of websites and digital repositories. The JBI scoping review methodology was used. Results: A total of 77 studies and reports were included in the review. The majority of the papers were from Africa (n=28). Others were from Americas (n=7), South East Asia (n=4), East Mediterranean (n=2), and Western Pacific (n=2). The remaining studies were from LMICs that included at least two regional offices. Most of the mentorship projects (n=55) were initiated and funded by institutions from high-income countries. The first authors of 41 papers were primarily affiliated from LMICs. The findings were categorized under a description of research mentorship practices, barriers related to research mentorship, and suggested mitigation strategies. Deliverable-driven training using intensive hands-on mentorship and ongoing peer mentorship programs were some of the non-regular, non-institutionalized approaches used to improve research capacity for junior researchers in LMICs. None of the included papers focused on institutional components of research mentorship in LMICs. The barriers to research mentorship activities in LMICs included lack of clarity on mentorship, cultural variations, unbalanced power dynamics, socio-political influences, language barriers, lack of experienced mentors, and limited local funding. Institutionalizing research mentorship, adapting mentoring methodologies relying on local resources, and addressing and respecting diversity in mentorship programs were among the main strategies identified to effectively implement research mentorship in LMICs. Conclusions: Research mentorship initiatives and practices are limited in LMICs. Few available practices are introduced by researchers and research institutions from high-income countries and yet not institutionalized. The identified existing practices, barriers, and facilitators on health research mentorship could help the design, implementation, and evaluation of programs to institutionalize health research mentorship in LMICs. Review Registration Number: Open Science Framework: https://osf.io/jqa9z/

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Section: Resultsmentioning

confidence: 99%

Section: Resultsmentioning

confidence: 99%

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

Kaba,

Birhanu,

Fernandez

et al. 2023

JBI Evidence Synthesis

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“…Because it generates different interpretations, there is a certain confusion, in the literature, in relation to the multiple meanings of mentoring. Some authors have decided to use the expressions 'mentorship' and 'mentoring' even when writing works in languages other than English, and use the term 'tutorship' as synonymous with mentoring 13 .…”

Section: Mentoring In the University Context: Clarifying Terms And Conceptsmentioning

confidence: 99%

Experiência de mentoring entre estudantes de graduação em enfermagem: reflexões e ressonâncias dialógicas

Franzoi

Martins

2020

Interface (Botucatu)

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Trata-se de relato da experiência a respeito do Programa de Mentoria Estudantil em Enfermagem entre pares da Universidade de Brasília (UnB), com enfoque nas relações de apoio e aprendizado mútuo estabelecidas entre os estudantes. As narrativas dos estudantes registradas em formulários on-line aplicados a cada edição do Programa desvelam a construção de relações mais humanizadas, solidárias e dialógicas constituídas a partir do processo de mentoring. Os estudantes puderam vivenciar e desenvolver habilidades e valores de uma práxis de natureza relacional e reflexiva, tão essencial na construção do trabalho coletivo, fundante para a área da saúde e da enfermagem. As ressonâncias dessa experiência perpassam seres inacabados e incompletos que, ao se tornarem cada vez mais conscientes do próprio inacabamento, podem se movimentar permanentemente na busca de desenvolverem autonomia e novas potencialidades em sua jornada acadêmica.

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“…Falta promover el aprendizaje práctico en donde el estudiante disfrute del laboratorio al manipular las estructuras anatómicas (1). Debido a las dificultades que presenta la asignatura de anatomía, existen en las diferentes facultades de las universidades programas o estrategias de acompañamiento a los estudiantes por medio de otros estudiantes con el fin de que esta pueda impactar positivamente en el rendimiento y permanencia en la universidad (9), generalmente a esta estrategia se le conoce como tutorías, es decir, la tutoría se entiende como una intervención basada en el aprendizaje entre iguales, en la que algunos compañeros de clase facilitan ayuda por medio de un trabajo colaborativo, a otros estudiantes para mejorar sus hábitos de trabajo y estudio (10)(11)(12), además, la tutoría es una actividad académica en el que el estudiante colabora de alguna manera con el profesor en el proceso enseñanza y aprendizaje, facilitando la comunicación profesor-estudiante y promoviendo el interés por una área del saber determinada (13), es decir, es un proceso en el que se desarrollan diferentes actividades creativas con el fin de explicar conceptos que generen dificultad y en el que se apoya académicamente al docente (3). Las tutorías son descritas como una estrategia de enseñanza que facilita el aprendizaje entre estudiantes, se considera que esto es gracias a la comunicación eficaz que se puede generar entre compañeros o entre estudiantes teniendo un tema en común (14).…”

Section: Introductionunclassified

Eficacia de un programa especial de tutoría en el aprendizajede la anatomía

Garcia

Mejía

2022

Rev Esp Edu Med

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(1) Introduction. Anatomy is fundamental for students in the area of health and is a subject that causes high levels of difficulty. Because of this, universities have used peer-mentoring programs, as a strategy to provide academic support for students during the course, however, methods used in anatomy mentorship and their usefulness are unknown. Therefore, the objective of this research was to recognize the effectiveness of a special peer-mentoring program in the learning of anatomy. (2) Methods. This research describes the design and implementation of a special peer-mentoring program compared to traditional peer-mentorship for anatomy students of the physiotherapy program of Universidad Autónoma de Manizales (Colombia). This was conducted in different stages: In the first stage, peer-mentors were interviewed. In the second and third stages both peer-mentoring programs were applied to the students and in the last stage the evaluation of both programs was carried out to later analyze the information. The students' perception and the evaluative results obtained throughout the research were taken into account. (3) Results. The most used activities by the Anatomy peer-mentors were anatomical models, quizzes and atlases. The students preferred the special peer-mentoring program, in which the favorite activities were games and laboratory activities. (4) Conclusions: It was possible to establish the difference between a traditional and the special peer-mentorship and the effectiveness of the special one in the learning of Anatomy was recognized. (1) Introducción. La Anatomía es fundamental para los estudiantes del área de la salud y es una asignatura que genera altos niveles de dificultad. Debido a ello las universidades han utilizado la monitoria como una estrategia que permite brindar acompañamiento académico para los estudiantes durante el curso de la asignatura, sin embargo, se conocen pocos métodos utilizados en las monitorías de anatomía y su utilidad. Por ello el objetivo de esta investigación fue reconocer la eficacia de un programa especial de monitoria en el aprendizaje de la Anatomía. (2) Métodos. Esta investigación describe el diseño e implementación de un programa especial de monitoria en comparación a una monitoria típica para los estudiantes de Anatomía del programa de fisioterapia de la Universidad Autónoma de Manizales (Colombia), esta se realizó por fases: en la primera se indagó a los monitores, en la segunda y tercera se aplicaron ambos programas a los estudiantes y en la última fase se realizó la evaluación de ambos programas para posteriormente analizar la información, se tuvo en cuenta la percepción de los estudiantes y los resultados evaluativos que obtuvieron durante de la investigación. (3) Resultados. Las actividades más utilizadas por los monitores de Anatomía fueron los modelos anatómicos, quices y uso de atlas. Los estudiantes prefirieron un programa especial de monitoria, en donde las actividades favoritas fueron los juegos y actividades en el laboratorio. (4) Conclusiones. Se logró establecer la diferencia entre una monitoria típica y una especial y se reconoció la eficacia de un programa especial de monitoria en el aprendizaje de la Anatomía.

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Programas de tutoría y mentoría en universidades brasileñas: un estudio bibliométrico

Cited by 10 publications

References 22 publications

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

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

Experiência de mentoring entre estudantes de graduação em enfermagem: reflexões e ressonâncias dialógicas

Eficacia de un programa especial de tutoría en el aprendizajede la anatomía

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