Mentoring in higher education

Banu, Shiria; Juma, Fatema Zehra; Abas, Tamkin

doi:10.2147/amep.s115698

Cited by 5 publications

(4 citation statements)

References 1 publication

(1 reference statement)

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“…We read with great interest the papers written by Al Qahtani1 and Banu et al2 The former explored the motivation of medical students to engage in mentoring in a place where this was a scarce phenomenon and the other analyzed how mentoring could be successfully implemented and enhance acquisition of knowledge among mentees.…”

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confidence: 99%

The essential role of mentors in medical institutions

Mohamed

Antoni

2016

AMEP

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confidence: 99%

The essential role of mentors in medical institutions

Mohamed

Antoni

2016

AMEP

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“…• Explained the reliability of the measurement tool used in determining outcomes and defined/assessed all operational definitions [31] • Collaborative problem solving: The mentors to assist their mentees in identifying the root cause of the problem, thereby helping the peers to advance problem-solving skills [32] • Seek feedback and strive for high-quality mentorship…”

Section: Strategies To Overcome Challengesmentioning

confidence: 99%

Role of Mentors in Undergraduate and Postgraduate Training

Khot¹

2022

Medical Education for the 21st Century

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A career in academic medicine may take years to develop, as the skills it requires are often not taught at an early stage. Having a committed mentor is always a privilege and valuable to the students in medicine. Given the wide variety of mentoring relationships, they are broadly classified as formal and informal according to the way in which the relationship is formed. Mentoring relationships usually evolve in stages to ensure competencies are met before the mentees progress to the next part of their mentoring process. “Mentoring up” is a concept that empowers mentees to be active participants in their mentoring relationships. Also, the mentoring needs vary depending on the stage of professional development. Mentors have 7 roles to perform in this relationship. Despite the advantages, the mentoring process faces the challenges like unrealistic expectations from the mentees, lack of training and time constraint among the clinician educators, and so on. The challenges can be overcome by building structured mentorship programs, by organizing the faculty development programs, use of virtual platforms to facilitate the meeting and providing the academic recognition/financial incentives to the mentors providing the exemplary service.

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“…Arguably, being a student today may be more difficult than ever before. On a personal level, students experience numerous challenges including financial issues, academic stress, learning issues, graduate unemployment and relationship issues (Balu 2014;CHE 2013, 55;Dampier 2015).…”

Section: Individual Student Challengesmentioning

confidence: 99%

Mentee perceptions of beneficence of faculty-centered academic mentoring: Reflections from a pilot program

Phiri

2019

SAJHE

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There are three notable changes that have radically changed the landscape of higher education in South Africa (SA) over the past decade. These changes relate to access which is reflected in the growth of the student body, a movement towards free university education and a call for decolonisation of knowledge recently led by the #FeesMustFall movement in 2015. Academic mentoring can be a reflexive praxis to some of the reported challenges that have been associated with formal and epistemological access in higher education in South Africa. This article draws on the findings of a two-year pilot project (2015 to 2016) that explored academic mentoring within the Faculty of Engineering and Building Studies at the University of Johannesburg (UJ), South Africa. The article reflects on mentees' perceptions of the benefits of academic mentoring. The uniqueness of the article is that it highlights the value of mentoring during the transition between the first year at university and subsequent senior years of the students' academic trajectory. A survey approach using an evaluation-based questionnaire was employed in a sample of 14 (n = 14) participants in the first to fourth years of study towards a Bachelor's degree in Engineering. The perspectives of mentees were examined in terms of their experiences of participation and perceived benefits of mentoring, both academic and psychosocial. Generally, a considerable number of mentees who participated in the programme saw academic and psychosocial benefits resulting from their participation. Findings provide key considerations in support of the expansion and continuity of academic mentoring programmes in the Faculty of Engineering and Building Studies and the University at large. Academic mentoring is beneficial to all the stakeholders involved if it is done correctly.

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Mentoring in higher education

Cited by 5 publications

References 1 publication

The essential role of mentors in medical institutions

The essential role of mentors in medical institutions

Role of Mentors in Undergraduate and Postgraduate Training

Mentee perceptions of beneficence of faculty-centered academic mentoring: Reflections from a pilot program

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