ArticleAfrican health sciences2019
Faculty's experience of a formal mentoring programme: the perfect fit.
Article in African health sciences, 2019. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Cited by 6 papers.
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Who cites it
6 citing papers in PubMed.
- Supporting early-career women researchers: lessons from a global mentorship programme.Global health action · 2023Article
- Article
- Collaborative Mentoring: Perceptions of a sample of Iranian Nursing and Midwifery faculties.Journal of advances in medical education & professionalism · 2020Article
- Analysis of the MUII-plus mentorship programme: reflections of Fellows' experiences and lessons for other programmes.AAS open research · 2020Article
- Resurgence of non-communicable diseases in LMICs: a cause for concern?African health sciences · 2019Article
- Reflection of mentors and mentees at initiation of Faculty Mentorship Program at Aga Khan University: A perspective.Pakistan journal of medical sciencesArticle
Corrections and comments
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Authors and funding
3 authors.
Funding
No grant is acknowledged in the PubMed record.
Abstract
backgroundThe aging academic cohort in the faculty of health sciences necessitates transfer of knowledge and skills as a crucial component of sustainability. Formal mentoring programmes at higher education institutions aim to create a platform where experienced faculty can mentor newly appointed faculty to adjust to the context and gain knowledge and exposure. The formal mentoring programmes' structure and outcomes can create challenges and prevent the perfect fit between the mentor and mentee. PURPOSE: The aim is to provide a description of the experiences of mentors and mentees of a formal mentoring programme in a higher education institution. This pilot study strives to provide recommendations to enhance mentorship experiences that facilitate adjustment and knowledge and skill transfer through the perfect fit.
methodsA qualitative, descriptive case study was conducted as a pilot study. The case used was the formal mentoring programme. The unit of analysis was three purposefully selected faculty and researchers who were intimately involved in the mentoring process. Guided narrative reports were used and analysed by Tesch's content analysis.
resultsThree themes emerged namely, knowledge and skills transfer, mentoring programme and mentoring process.
conclusionThe formal mentoring programme contributed positively to professional development, but posed challenges related to structural components. It is recommended that the structured mentoring programme be merged with informal mentoring to make it more authentic.
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