Research

Social learning and the self-efficacy theory

Emphasize Peer Modeling: Learning from examples set by those around you happens at any age (think of how a teacher is a role model for a student but in a similar manner an employer is a model for an employee).
This concept of peer modeling , while it can be applied to any age, is of course especially true for children on the early side of the spectrum, and is most effective when a child’s direct peers (brothers, sisters, parents, teachers, friends) set the example (Bandura, 1988).
High self-efficacy has been linked with numerous benefits to daily life, such as resilience to adversity and stress, healthy lifestyle habits, improved employees performance, and educational achievement.

Value of Near-Peer Mentorship from Protégé and Mentor Perspectives: A Strategy to Increase Physician Workforce Diversity

Near-peer relationships between high school and medical students may be an innovative strategy to promote health care careers, increase access to mentorship and develop meaningful mentorship relationships for URiM high school students. Keywords: Healthcare workforce diversity; Mentorship; Near-peer mentoring; Underrepresented in medicine.

Effects of peer-mentoring on stress and anxiety levels of undergraduate nursing students: An integrative review

Review suggested that peer mentoring decreases stress, and situation or short-term anxiety levels of undergraduate nursing students. However, results should be interpreted with caution based on limited studies identified. Keywords: Anxiety; Mentor; Nursing students; Peer; Stress; Undergraduate.

The outcomes of near-peer mentoring programs for first year medical students

Transition into higher education has been identified as one of the most stressful periods for learners. Interventions targeting the transition phase such as near- peer mentoring might help address some of these challenges.
Near-peer-mentoring is a way of promoting professional and personal development. It is also promising to aid transition and maintain well-being of first-year medical students.

Tackling the imposter phenomenon to advance women in neurology

This review highlights recent literature on gender differences in neurology, the definition of the imposter phenomenon, and research on the imposter phenomenon in academic medicine. Approaches for managing the imposter phenomenon are described including personal, mentoring, and institutional strategies.

Positive Value of a Women's Junior Faculty Mentoring Program: A Mentor-Mentee Analysis

Career development, research, and promotion were the top topics discussed among the mentoring pairs, followed by discussions of institutional resources and administration/service. There was high congruency among the mentoring pairs that they thought these discussions, as well as other conversations about mentee professional development and well-being, had been helpful. Our findings demonstrate the value in establishing mentoring programs specifically for women faculty, especially in environments in which other mentoring opportunities do not exist.

The Power of Peer Mentoring to Support Women Pharmacy Faculty Personally and Professionally

Regardless of a faculty member's career stage, effective mentoring is critical for successful professional development and a thriving academic career. Traditional mentor-mentee relationships can be effective but may present challenges for some faculty depending on their individual needs and institutional resources. The use of peer mentoring circles, where group members serve as both mentor and mentee, may provide additional resources and benefits to faculty at all career stages and appear especially beneficial for women faculty because of their focus on interconnectedness and collaboration. Our findings demonstrate the value in establishing mentoring programs specifically for women faculty, especially in environments in which other mentoring opportunities do not exist.

Scholarly Collaboration, Mentorship, and Friendship: A New Model for Success in Academic Medicine

Mentorship can be one of the most important factors in helping faculty members successfully advance academic careers. Finding effective mentorship, however, is extremely challenging and lack of mentorship may negatively impact productivity, promotion, and retention. Women, in particular, identify lack of mentorship as a major factor inhibiting career advancement, which in turn may be one element contributing to the significant gender gaps existing in academic medicine.

Female peer mentors early in college increase women’s positive academic experiences and retention in engineering

Female mentors promoted aspirations to pursue engineering careers by protecting women’s belonging and confidence. Greater belonging and confidence were also associated with more engineering retention. Notably, grades were not associated with year 1 retention. The benefits of mentoring endured beyond the intervention, for 2 y of college, the time of greatest attrition from science, technology, engineering, and mathematics (STEM) majors.

The impact of gender in mentor–mentee success: Results from the Women's Dermatologic Society Mentorship Survey

Mentorship can have a profound impact on the success and happiness of a mentee while also providing a sense of fulfillment and enrichment for the mentor.

A New Direction for Mentorship

Mentorship is a uniquely important human relationship spanning history and culture. Even a casual perusal of art, music, literature, and science shows how mentorship has nurtured creativity and inspiration. Although myriad people go through life without ever having been mentored or mentoring another, growing evidence points to significant psychological benefits in this relationship for both participants. Mentees gain greater self-esteem, career focus, well-being, and leadership capability (Daloz, 1999; Eby et al., 2008; Grocutt et al., 2020; Kass, 2017; Lee et al., 2020; Van Dam et al., 2018); they may also find their sense of calling validated and strengthened (Ehardt & Ensher, 2021). Mentors experi- ence gains related to generativity in a variety of capacities (Bengtsson & Flisback, 2021; Lodi-Smith et al., 2021; Mendez et al., 2019; Seeman et al., 2020; Villar & Serrat, 2014) and professional development (Hudson, 2013). Evidence exists too concerning economic and career benefits for recipients of mentoring in diverse fields (Allen et al., 2004; Timpe & Lunkenheimer, 2015).

The Benefits of a Near-Peer Mentoring Experience

The necessity of undergraduate research experiences (UREs) for students in science, technology, engineering and mathematics (STEM), and science education, is well-estab - lished in the literature (Dolan and Johnson, 2009; Hayward et al., 2017; Hamos et al., 2009; National Academies of Sci- ences, Engineering, and Medicine, 2017). Although there are variations on traditional dyadic mentoring, in the typical STEM-URE, the student is considered an apprentice with few opportunities to share knowledge.

The power of relationships in leadership

’The meeting of two people is like the contact of two chemical substances: if there is any reaction, both are transformed.’ Carl Jung

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