The purpose of this educational program is to introduce PT and PTA educators to a comprehensive mentoring program. Attendees will discuss key elements of a successful mentoring program and how each might be implemented in their educational setting. Importance of documentation of mentoring/advising will be discussed.
Methods and/or Description of Project
A model for an academic and professional behavior mentoring program will be introduced. The formal structure used to establish student goals and achievement of those goals will be presented. The results of a study of faculty and student perceptions of the model program will be discussed. Attendees will be encouraged to share alternative mentoring approaches used in their programs followed by small group discussion of the usefulness of the various models in their educational institution. Importance of accurate documentation of mentoring will be presented with sharing of documentation forms used in the model program.
This presentation will result in the attendees’ ability to implement or enhance a comprehensive mentoring program at their educational institution. The attendees will be exposed to the overall positive student and faculty perceptions of the model program which could assist them in the creation/modification of their mentoring programs.
Conclusions/Relevance to the conference theme: Shaping the Future of Physical Therapy Education
Shaping the Future of Physical Therapy Education. This presentation will directly assist attendees in supporting student success as evidenced by the overall positive results of the study of student and faculty perceptions of the model mentoring program.
1. Cahill HA. A qualitative analysis of student nurses' experiences of mentorship. J Adv Nurs. 1996;24:791-799.
2. Davis DS. Teaching professionalism: a survey of physical therapy educators. J Allied Health. 2009;38:74-80.
3. Goran SF. Mentorship as a teaching strategy. Crit Care Nurs Clin North Am. 2001;13:119-129.
4. Lamport MA. Student-faculty informal interaction and the effect on college student outcomes: a review of the literature. Adolesc.
5. Pitney WA, Ehlers GG. A Grounded Theory Study of the Mentoring Process Involved With Undergraduate Athletic Training
Students. J Athl Train. 2004;39:344-351.
6. Rogers JC. Mentoring for career achievement and advancement. Am J Occup Ther. 1986;40:79-82.
7. Ryan D, Brewer K. Mentorship and professional role development in undergraduate nursing education. Nurse Educ. 1997;22:20-24.
8. Kinsey DC. Mentorship and influence in nursing. Nurs Manag. 1990;21:45-46.
9. Davis AJ. You need someone older and wiser. Am J Nurs. 1984;84:1290-1291.
10. Larose S, Bernier A, Soucy N. Attachment as a moderator of the effect of security in mentoring on subsequent perceptions of
mentoring and relationship quality with college teachers. J Soc Pers Relat. 2005;22:399-415.
11. Tinto V. Research and practice of student retention: What next? J Coll Stud Ret. 2006;8:1-19.
12. Bernier A, Larose S, Soucy N. Academic Mentoring in College: The Interactive Role of Student's and Mentor's Interpersonal
Dispositions. Res High Educ. 2005;46:29-51.
13. Garmel. Mentoring Medical Students in Academic Emergency Medicine. Acad Emerg Med. 2004;11:1351-1357.
14. Wright-Harp W, Cole P. A Mentoring Model for Enhancing Success in Graduate Education. Commun Sci Disord. 2008;35 4–16.
15. Fruiht D, Wray-Lake L. The Role of Mentor Type and Timing in Predicting Educational Attainment. J Youth Adolescence. 2012.
16. Usmani A, Omaeer Q, Sultan ST. Mentoring undergraduate medical students: experience from Bahria University Karachi. J Pak Med
17. Frese E, Cavallo C, Hawthone K, Kettenbach G, Wilder E, Yemm, B. Faculty and Student Perceptions of a Physical Therapy
Academic Mentoring Program. The Internet Journal of Allied Health Sciences and Practice. Oct 2014. Volume 12 Number 4.
After participation in this educational session, the attendees will be able to:
1. describe the key elements of comprehensive mentoring programs.
2. implement or enhance a mentoring program at their educational institution.
3. use quick methods of documentation of student encounters.
4. discuss the importance of documenting student mentoring sessions.
5. discuss the results of a study of student and faculty perceptions of a model mentoring program.
Lecture/presentation interspersed with large and small group discussion. Attendees will be encouraged to discuss implementation or enhancement of components of their institutions’ existing mentoring/advising programs. If time allows, case studies will be included.
Presentation of a model comprehensive mentoring program, including sharing of forms (30 minutes).
Presentation of study results regarding faculty and student perceptions of the model comprehensive mentoring program (15 minutes)
Large group discussion/sharing of components of alternative mentoring programs, including challenges to implementation of mentoring (10-15 minutes)
Presentation of the importance of documenting mentoring (5 minutes)
Small group work to discuss methodology and possible barriers for implementing or enhancing mentoring programs at their institutions (10 minutes)
Large group sharing of discussion from small groups and question and answer session (10-15 minutes)
If time allows, application to case studies.