Presenting a Framework for Effective E-Mentoring Relationships in Medical Sciences: A Meta-Synthesis Method

Salimi, Ghasem; Mohammadi, Mehdi; Hosseini, Nayyereh

doi:10.5812/ijvlms.13860

Cited by 4 publications

(5 citation statements)

References 27 publications

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“…These utterances demonstrate strong relational values and interpersonal connections that significantly influenced their learning experiences during this mentoring journey (Early 2020). Trust between the mentor, the mentee, and the instructional designer as was revealed in their narratives indeed played a crucial role in the success of their ementoring relationship (Salimi, Mohammadi, and Hosseini 2017).…”

Section: Increased Sense Of Worthmentioning

confidence: 90%

“…E-mentoring is generally less expensive than contact mentoring because of the reduced travelling costs involved (Salimi, Mohammadi, and Hosseini 2017). It does not only bridge geographical distance but also contributes to the acquisition of improved communication, writing, and teamwork skills (Neely, Cotton, and Neely 2017).…”

Section: The "What" "Why" and "How" Of E-mentoringmentioning

confidence: 99%

“…Despite the headway made during the challenging circumstances caused by the COVID-19 pandemic, e-mentoring still has a long way to go. Nevertheless, the fact that technological tools have become enablers for e-mentoring, it possible to continue mentoring, even in socially distanced circumstances (Salimi, Mohammadi, and Hosseini 2017).…”

Section: Desire For More Connectionmentioning

confidence: 99%

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E-Mentoring in the nGAP Mentorship Program: Practitioners’ Narratives

Nthontho¹,

Madonda²,

Maroga³

2022

The International Journal of Learning in Higher Education

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Mentoring has earned itself growing popularity in higher education due to its impact on the development of both the mentee and mentor. While some institutions use mentoring in their undergraduate and postgraduate education, others have found it a tool to advance their early career academics. In some institutions, mentoring involves individuals with similar experiential levels, whereas in others, it involves individuals from different levels of experience. Very little, though, has been said on the use of e-mentoring as a device that connects individuals and enhance their learning. Furthermore, researchers are found to rely heavily on interviews and questionnaires as their sources of data, with rare cases where practitioners have room to narrate their lived experiences. The purpose of this article is to share the learning experiences of the three colleagues (a mentor and mentee in the nGAP mentorship program and an instructional designer [practitioners]), in a South African university who participated in and narrated their e-mentoring experiences during the COVID-19 pandemic. We used relational-cultural theory as it enabled their connection and interaction despite extreme differences in experience and knowledge. We used thematic analysis technique and specific developmental relationshipszest, empowered action, increased sense of worth, new knowledge, and desire for more connection-emerged as the findings in this study. Besides institutional resources such as workshops, technological infrastructure, and constant communication, sociopsychological factors such as dedication and commitment, communication and trust, openness and willingness to learn, courage and availability for one another, made the connection, relationships, and learning possible.

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Section: Increased Sense Of Worthmentioning

confidence: 90%

Section: The "What" "Why" and "How" Of E-mentoringmentioning

confidence: 99%

Section: Desire For More Connectionmentioning

confidence: 99%

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E-Mentoring in the nGAP Mentorship Program: Practitioners’ Narratives

Nthontho¹,

Madonda²,

Maroga³

2022

The International Journal of Learning in Higher Education

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“…Based on some studies (e.g. Karanjam et al , 2017; Akbari et al , 2017; Salimi et al , 2017), the basis for selecting texts is more than 30, and some other studies of less than 30. So in this research, texts that have received less than 30 scores are excluded from further research.…”

Section: Methodsmentioning

confidence: 99%

A framework for business sustainability performance using meta-synthesis

Arianpoor

Salehi

2020

MEQ

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PurposeThe main objective of the current study is to provide a framework for business sustainability performance (BSP) in Iran.Design/methodology/approachTo determine the dimensions, components and indicators of BSP, the use of the meta-synthesis method allows for the achievement of research goals. For measuring the quality of selected literature, Critical Appraisals Skills Program (CASP) is used. The total of selected texts is 181, of which 139 were excluded.FindingsThis research presented a comprehensive conceptual model for BSP, which includes 23 components and 125 reporting indicators in economic category, social, ethical, environmental and corporate governance.Originality/valueAlthough there is an extensive body of literature exploring the nature and extent of sustainability practices in developed countries, empirical studies examining the framework for BSP using meta-synthesis in emerging markets do not exist.

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“…In the information age, the process of globalization has introduced a new paradigm in human learning, and universities increasingly seek to harness the benefits of emerging technologies in their educational activities (Ruggie, University, USA, University, & USA, 2017). Research has shown that using e-learning in medical education has increased in recent decades (Salimi, Mohammadi, & Hosseini, 2017). There are two major uses of information and communication technology in medical education, one is to improve access to educational resources and the other is to enhance collaboration and communication between teachers and learners (Amin, Joo, & Jamali, 2018).…”

Section: Literature Reviewmentioning

confidence: 99%

Designing E-Learning in Medical Education: Toward a Comprehensive Model

Ahmady¹,

Mirmoghtadaie²,

Zarifsanaiey³

et al. 2021

Turkish Online Journal of Distance Education

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This study was conducted to present a comprehensive model for designing e-learning in Medical education. This qualitative study was performed in three stages. First, we used the "critical review" approach proposed by CarnWell to synthesize a conceptual model from studies that employ e-learning in Medical education. In the second stage, using Bereday's comparative method, 30 renowned virtual universities were evaluated. Finally, after aggregating and summarizing the results of the previous stages, the model was presented.The results of the study showed that designing e-learning in medical education requires making plans on national and international levels. Moreover, for qualitative and quantitative improvement of e-learning, global progress, achievements, and standards should be monitored continuously, and strategic, tactical, and executive aspects should be rigorously addressed. This comprehensive model for the design and development of e-learning in medical education is identified as an area requiring further research.

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Presenting a Framework for Effective E-Mentoring Relationships in Medical Sciences: A Meta-Synthesis Method

Abstract: Background: Mentoring is used as a developmental model in many academic disciplines including clinical medicine and public

Cited by 4 publications

References 27 publications

E-Mentoring in the nGAP Mentorship Program: Practitioners’ Narratives

E-Mentoring in the nGAP Mentorship Program: Practitioners’ Narratives

A framework for business sustainability performance using meta-synthesis

Designing E-Learning in Medical Education: Toward a Comprehensive Model

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