Quality improvement on reducing neonatal mortality through intensive Clinical Mentorship Intervention: a case study in Biak Regional Hospital, Papua-Indonesia by Rinawati Rohsiswatmo, Windhi Kresnawati, Liza Froulina, Bobby Marwal Syahrizal, Nurlely Bethesda Sinaga, Edit Oktavia Manuama, Setya Wandita

“…The neonatal mortality was compared for three periods: preintervention (2011–2013), mentorship intervention phase (2014–2016) and postintervention (2017–2020). The mentoring programme is a combination of a direct-intensive-regular mentoring process and a scholarship programme for paediatricians. …”
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Mechanisms of co-presence in repetitive drama studio performances by Željka Flegar, Grozdana Lajić Horvat

“…Students address issues from an autobiographical and collaborative perspective, allowing them to play a part through improvised personal responses. The mentoring is present both outside and inside the play as mentors guide their students, assume some of the roles, and provide a meaningful framework and direction of the play. …”
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Diversity-Focused Undergraduate Premedical Enrichment Programs: The Impact of Research Experiences by Acevedo A, Babore YB, Greisz J, King S, Clark GS, DeLisser HM

“…Ana Acevedo, Yonatan B Babore, Justin Greisz, Shakira King, Gabrielle S Clark, Horace M DeLisser Academic Programs Office, Perelman School of Medicine at the University of Pennsylvania, Philadelphia, PA, USACorrespondence: Horace M DeLisser, Academic Programs Office, Perelman School of Medicine at the University of Pennsylvania, Jordan Medical Education Center, 6th Floor, Building 421, 3400 Civic Center Blvd, Philadelphia, PA, 19104-5162, USA, Tel +1 215-898-4409, Fax +1 215-898-0833, Email delisser@pennmedicine.upenn.eduPurpose: Many diversity-focused, premedical enrichment programs anchor around a mentored research experience. Data, however, are lacking on how participation in mentored biomedical research in these program impacts participants’ subsequent medical student experience. …”
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Integrating Tradition and Modernity: The Gharana System for Effective Mentorship at GAIMS by Ajeet Kumar Khilnani

“…This editorial highlights the key features and benefits of the GAIMS Gharana System, an innovative and a unique blend of ancient traditions of knowledge and modern mentoring practices.…”
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Successes and challenges of learning to support children post-COVID-19 by Megan Adams, Sanjuana Rodriguez, Karla Ramirez, Allison Garefino, Virginie Jackson

“… This study investigated the experiences of faculty mentors and college students majoring in education or social work during a four-week summer program serving children in first and second grade. …”
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An Exploratory-Descriptive Analysis of Training Programs for Leadership in Health Research and Services in India by Archisman Mohapatra, Jaspreet Kaur, Ritika Mukherjee, Ram Suresh Aravind, Vaishali Deshmukh, Shikha Bassi, Sumant Swain, Rebecca Wig, Sanjiv Kumar, Narendra Kumar Arora

“…The programs infrequently included topics on soft skills, mentoring, risk mitigation, collaboration for research, funding dynamics, institutional transformation, self-view and peer perception, and personal well-being. …”
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Analisis Proses Suksesi Perusahaan Keluarga (Studi Kasus Pada Sentra Batik Trusmi Cirebon) by Abdurokhim Abdurokhim

“…Kemudian melakukan tahapan mentoring. Pada tahap ini diketahui bahwa keempat narasumber menerima mentoring yang berbeda, ada yang secara internal dari anggota keluarga saja, namun ada juga mentoring yang dilakukan oleh pihak luar keluarga untuk meningkatkan kemampuan bisnis dan pendalaman pembuatan baik, seperti batik Trusmi dan batik EB. …”
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Bridging the gap: a new approach to student academic support at the University of Exeter by Nicky King, Jess Johnson, Hannah Jordan, Hannah Lyons

“…The model places pastoral mentors within departments to bridge the ‘third space’ gap between academic and professional services student support. …”
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Mentorship Programs for Faculty Development in Academic General Pediatric Divisions by Jennifer Takagishi, Sharon Dabrow

“…Introduction. Mentoring relationships have been shown to support academicians in areas of research, work/life balance, and promotion. …”
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For Carlos Castillo-Chavez by Dean Evasius

“…His success in recruiting and mentoring underrepresented minorities in the mathematical sciences is almost without peer.…”
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Work-Life Balance in Pediatric Orthopaedics: The Role of the LeadersBox 1 – Fostering work-life balance for my team: Corinna Franklin, MDBox 2 – Work-life balance interventions: Re... by Steven L. Frick, MD, Rebecca Glavin, MBA, MSW, LCSW, Corinna Franklin, MD, AB, Peter M. Waters, MD, MMSc

“…This article describes the intersection of two POSNA initiatives, leadership development and professional well-being, highlighting the role of orthopaedic leaders in helping themselves (by deliberate actions and role modeling) and others (by mentoring, administrating, and promoting well-being programs) work to achieve work-life balance and physician well-being for themselves and those they lead.…”
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NIH funding for the pediatric surgeon-scientist: An analysis of current trends by Colton D. Wayne, MD, Zachary Dumbauld, BS, Ethan Mills, BS, Diana L. Farmer, MD, Gail E. Besner, MD

“…There were 371 previous/current grants totaling $387,148,625. 31.7 % of funded surgeons held Chair/Chief positions, 77.9 % were male, and 84.1 % had M.D. degree only. 282 (76.0 %) grants were independent, and 42 (11.3 %) were mentored. 100 (69.0 %) funded surgeons obtained independent investigator awards, 33 (22.8 %) with and 67 (46.2 %) without prior training/mentored grants. …”
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Design of Sekolah Penggerak principal leadership in implementing best practices by Sutarjo Sutarjo, Sudarwan Danim, Manap Somantri

“…The Sekolah Penggerak principal's leadership design in instilling good practices is presented in units such as the Sekolah Penggerak program, school operational management working group, mentoring activities by the principal, and mentoring of the principal. …”
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Preparing Advanced Clinicians and Practitioners: A Model for Mentorship in Occupational Therapy Practice by Sarah A. Schoen, Bryan M. Gee, Mim Ochsenbein

“…Mentoring is essential at all stages of a professional career. …”
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Foreign experience of realization of the personied approach to development of management personnel of educational organization by V. V. Tarasenko

“…The risks identified by the analysis of foreign personalized systems of development of management personnel of educational organizations, which are recommended to take into account in the design and implementation of the relevant domestic system, - are presented: the lack of a systematic approach to the professional development of the head; low integration of the goals and strategies of professional development of the head with the goals and strategy of the educational organization / education system; insufficient orientation of training programs on personalized opportunities, including the accumulated professional and social experience of the subject of development; the lack of a specially trained body of Tutors (mentors, mentors, coaches) in the field of personalized support of the management personnel of the educational organization; a limited number of objective, scientifically based criteria and indicators for assessing the effectiveness of a personified system of personnel development and, as a consequence, the inability to conduct objective monitoring and reflection of the results of the development of management personnel.…”
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Why are women still leaving academic medicine? A qualitative study within a London Medical School by Christopher J Peters, Lesley Regan, Victoria Salem, Clare Lloyd, Dhruti Hirani

“…Thematic analysis was performed on the transcribed conversations.Participants and setting Nine women physicians who completed a postgraduate degree (MD or PhD) at a large London Medical School and Academic Health Sciences Centre, Imperial College London, but did not go on to pursue a career in academic medicine.Results Influences to leave clinical academia were summarised under eight themes—career intentions, supervisor support, institutional human resources support, inclusivity, work–life balance, expectations, mentors and role models, and pregnancy and maternity leave.Conclusion The women in our focus group reported several factors contributing to their decision to leave clinical academia, which included lack of mentoring tailored to specific needs, low levels of acceptance for flexible working to help meet parental responsibilities and perceived explicit gender biases. …”
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Florida 4-H Camp Counselor Training Guide by Jessica Altum Cooper

“… 4-H Residential Camp Counselor Training empowers youth ages 14-18 to be positive role models, leaders, and mentors to their campers. This new 38-page guide, written by Jessica Altum Cooper and published by the UF/IFAS Florida 4-H Youth Development program, provides preparation and training modules to help youth reach their full potential as the next generation of community leaders. …”
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Florida 4-H Camp Counselor Training Guide by Jessica Altum Cooper

“… 4-H Residential Camp Counselor Training empowers youth ages 14-18 to be positive role models, leaders, and mentors to their campers. This new 38-page guide, written by Jessica Altum Cooper and published by the UF/IFAS Florida 4-H Youth Development program, provides preparation and training modules to help youth reach their full potential as the next generation of community leaders. …”
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Perception of Professional Practices from the voice of the student body of Pedagogy by Rosario Ordóñez-Sierra, Mª Teresa Gómez-del-Castillo-Segurado, Margarita Rodríguez-Gallego

“…The main conclusion about the main conclusion about the use of the blog, videoconferences and work dynamics through the Mentoring Groups is that they are favorably valued. …”
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La réforme des curriculums par compétences au Bénin by Basile Agbodjogbé, Chantal Amade-Escot, Kossivi Attiklèmè

“…Ten years after the implementation of the curriculum reform in the Benin secondary educational system, this study looks at the discourses held by different actors (supervisors, mentors, teachers) engaged in the conception, the experiment and the following of the reform in physical education (EPS) and science education (SVT). …”
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