Near-peer Mentor Model: Synergy within Mentoring

Anderson, Margery; Tenenbaum, Laura S.; Ramadorai, Swati B.; Yourick, Debra L.

doi:10.1080/13611267.2015.1049017

Cited by 21 publications

(11 citation statements)

References 13 publications

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“…Prior to the sessions, the faculty expert met with the coaches to determine a topic of interest unique to each coach, and she provided continuous support and feedback throughout the program. Near-peer mentoring of mentees close in age has been shown to benefit both the mentors and mentees in STEM (Science, Technology, Engineering, and Math) fields [ 4 ]. The less experienced mentees benefit from the mentor’s knowledge and skills, and the mentors develop their teaching and leadership skills as they guide the mentees [ 5 ].…”

Section: Lessons Learnedmentioning

confidence: 99%

“…The less experienced mentees benefit from the mentor’s knowledge and skills, and the mentors develop their teaching and leadership skills as they guide the mentees [ 5 ]. In models that include faculty experts, the faculty mentors encourage the college level mentors to perceive the mentees' progress as a personal responsibility [ 2 , 4 ].…”

Section: Lessons Learnedmentioning

confidence: 99%

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COVID-19 pandemic: a catalyst for transformation of a summer online research program

Afghani

2021

Medical Education Online

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In view of limited resources during the COVID-19 pandemic, there is an urgent need to create novel programs to meet the changing demands of trainees towards developing and strengthening their skills in healthcare research. During the COVID-19 pandemic, digital learning has become an invaluable tool by providing more learning opportunities. Through the use of platforms available for distant learning, we made our pre-existing online research program more interactive. Through collaboration in small groups, the trainees developed their research and mentorship skills and were able to meet the goal of submitting their research projects as abstracts. All of the abstracts were accepted for publication.

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Section: Lessons Learnedmentioning

confidence: 99%

Section: Lessons Learnedmentioning

confidence: 99%

COVID-19 pandemic: a catalyst for transformation of a summer online research program

Afghani

2021

Medical Education Online

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“…Whilst this form of collaborative learning is well established in campus-based teaching contexts (Anderson et al 2015;Zaniewski and Reinholz 2016), little is known about how we promote peer-led group learning through the use of collaborative learning technologies for students who are not co-located in a lab or work-based setting (Smith et al 2014). Of the most recent studies, Jeong et al (2020) have explored how peer teaching and interactive virtual learning in health sciences education may be supported by using peer teachers, although impact data on this approach have not yet been published.…”

Section: Online Support For Peer-led Group Learningmentioning

confidence: 99%

Facilitating peer-led group research through virtual collaboration spaces: an exploratory research study

Walker

Chong

2021

Research in Learning Technology

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Peer-led group learning is a variation of collaborative learning and is based on ‘small groups of students meeting regularly with a peer – one who has additional expertise in the subject matter – to work on problems collaboratively’ (Pazos, Micari, and Light 2010). In this study, we explored how a Slack team environment could be used in a blended course design to support students working remotely on individual research projects, helping them in collaborative trouble-shooting and problem-solving activities with their ‘near peer’. We drew on lessons learned from an initial trial (2017–2018 cohort) to inform a revised peer-led research design (2018–2019 cohort). Our findings demonstrate the potential of collaborative platforms such as Slack to support near-peer learning, providing distinct channels for questioning, ideas sharing and agile problem-solving support in response to individual queries. The peer-led support contributed to high levels of engagement with the project work and deeper learning, helping less confident students to learn from group members and achieve positive outcomes in their own project work. We discuss the necessary conditions for effective peer-led learning to take place within a virtual space – identifying the clear communication of instructional roles, socialisation of students and responsiveness of near peers as factors influencing the adoption of the targeted learning methods – which we addressed in our revised peer-led design.

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“…Due to the proximity in age, similarities in academic and social circles, and overlap in courses, near-peer mentors provide a unique and unparalleled support structure for their mentees. For example, in a near-peer mentoring model comprised of STEM post-baccalaureate and undergraduate students in STEM research and education at seven institutions, it was shown to promote career advancement and psychosocial support associated with acquisition of professional behaviors [ 44 ]. Additionally, comparable near-peer mentoring programs in medical institutions have been shown to increase student retention and enable academic success [ 45 ].…”

Section: Introductionmentioning

confidence: 99%

Introduction to effective mentorship for early-career research scientists

2021

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Diversifying the scientific workforce remains a national priority due to the continued lack of representation from underrepresented individuals in STEM fields. Quality mentoring has been identified as a stimulus to enhance not only research success, but also recruitment and retention of underrepresented groups pursuing STEM careers. Utilizing the Entering Mentoring training curriculum framework, this report provides a brief synopsis and key takeaways from the 2019 NIH-ASCB Accomplishing Career Transition (ACT) workshop, “Introduction to Effective Mentorship for Scientists” for 30 senior postdoctoral and early-career faculty researchers from historically underrepresented racial and ethnicity backgrounds. In addition, effective strategies and best practices to enhance STEM mentoring for early-career researchers are provided, which have practical applications for diverse mentoring relationships across disciplines, career stages, and mentee types.

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Near-peer Mentor Model: Synergy within Mentoring

Cited by 21 publications

References 13 publications

COVID-19 pandemic: a catalyst for transformation of a summer online research program

COVID-19 pandemic: a catalyst for transformation of a summer online research program

Facilitating peer-led group research through virtual collaboration spaces: an exploratory research study

Introduction to effective mentorship for early-career research scientists

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