La relación mentor-aprendiz en medicina

This study will review various aspects of the mentoring process, mainly in the medical field (both educational and research), in order to describe the mentor's role, the characteristics of the ideal mentor and mentee, how to find a good mentor, mentoring types, the benefits of a mentor-mentee relationship, and potential obstacles and possible solutions. Our ultimate goal is to encourage potential mentors to become actual mentors, and potential mentees to actively seek a mentor and not lose the opportunity to receive this precious gift that many of us have been fortunate to enjoy.     

Relevant research from non-orthodontic journals

Abstract

Changes within the dental profession have led to a possible need for mentoring and consideration is given in this paper to different structures for possible implementation of mentoring schemes. Further information is needed to determine whether or not mentoring may play a useful role in dentistry in general and in orthodontic specialist training in particular.     

英山县基本消灭头癣病后期病例监测结果分析

目的分析英山县基本消灭头痛癣后近6年监测结果,探讨今后预防对策。方法近6年来,采用纵向、横向、线索3种方法进行监测,对可疑病人作临床诊断和实验室确诊。结果累计查出头癣共84例,平均患病率为0.37/万,其中横向监测查出病例占90.5％(76/84),线索监测查出病例占8.3％(7/84);6～7岁儿童病例占71.4％(60/84);男性多于女性(1.6:1);其传播方式为通过理发工具(57.1％)、长期密切接触(23.8％)及共用木梳(7.1％)。结论英山县头癣患病率降至0.5/万以下,现患病多为10岁以下儿童,今后应以横向监测及线索监测为主,预防以管理理发工具及对在校小学生、托幼机构开展卫生保健教育尤为重要。     

An online model of international clinical mentoring for novice physical therapists

Objectives: Clinical mentoring is important for novice clinicians as they are developing advanced critical-thinking skills. Research exploring innovative mentoring strategies to reduce barriers and enhance learning is needed. The purpose of this study was to examine the effects of providing online clinical mentoring to small international groups of novice clinicians treating patients with spinal dysfunction in the outpatient setting.

Methods: Eleven novice and four expert clinicians were allocated into small international groups. Four one-hour group video-conference mentoring sessions were held in which each novice clinician presented a case study. Data were collected from pre- and post-participation surveys and post-participation focus groups. Data were evaluated with a mixed-methods phenomenological analysis.

Results: Four themes emerged from the novice qualitative data: improved confidence, enhanced critical thinking, appreciation of the structured design and accessibility to peers and mentors. The quantitative data revealed significant improvement in three confidence measures, improvement of 1.48 points on self-selected clinical goals, and 82.0% reported improved clinical decision-making. Two themes emerged from the expert data: value of the model to fill a need within the profession and viability of the model to stand alone or as part of an educational program. All participants rated their experience on average at 8.76/10 and expressed interest in future mentoring programs.

Discussion: Online small group international clinical mentoring appears to be an effective strategy to provide clinical mentoring to promote confidence and critical-thinking skills. This research could provide a viable model to increase accessibility to clinical mentors and fill a need within the profession.     

Critical thinking among institutional academic advisors and sociodemographic,professional and academic variables: A multicenter correlation study

BackgroundIn nursing education, essential skills include Critical Thinking (CT). There is scant evidence on how nurse educators could promote CT in students in a clinical context.ObjectiveTo analyse the level of CT and correlated variables in healthcare nurses overseeing the clinicals of nursing undergraduates.MethodsThe study population were all nurse educators for clinicals at hospitals with nursing undergraduates. To evaluate the CT skills of nurses the Nursing Critical Thinking in Clinical Practice Questionnaire (N-CT-4 practice) was administered. Frequencies, percentages and measures of central tendency and scatter were obtained. A bivariate analysis was performed to analyze the correlation between the nurse educators’ CT level and the sociodemographic, professional and academic levels. The nonparametric Mann-Whitney and Kruskal-Wallis tests were used to compare two independent groups. Statistical significance was defined as P < .05.ResultsThe total number of participants was 639. The highest mean CT level was seen in clinical nurses involved in undergraduate nursing instruction and with experience of up to 10 years (mean CT score = 372 (33.3), p = .007). Global CT levels were similar in women and men (mean CT score: 364 (31.9) in women and 358 (40.5) in men, p = .187), with statistically significant differences only observed in the intellectual and cognitive indicator (P = .022).ConclusionsCT levels are high in teaching healthcare professionals in the clinical environment.