Discover Education,
Journal Year:
2024,
Volume and Issue:
3(1)
Published: Nov. 18, 2024
This
study
aims
to
perform
a
systematic
review
that
centers
on
research
the
teaching
practicum
of
preservice
English
teachers
amidst
COVID-19
pandemic.
To
ascertain
primary
concerns
and
offer
current
portrayal
for
teachers,
this
searched
topic
within
Web
Science,
Scopus,
ERIC
database.
The
articles
were
meticulously
reviewed
subjected
analysis
based
following
criteria:
(i)
annual
publication,
(ii)
sample
size,
(iii)
employed
methodologies,
(iv)
contexts,
(v)
predominant
emerging
themes.
search
identified
69
studies
in
international
peer-reviewed
journals
between
January
1st,
2020,
May
4th,
2023.
Five
themes
concern
emerged:
Challenges,
benefits,
countermeasures
practicum;
teachers'
emotions
professional
identity
beliefs;
competence
demonstrated
or
developed
during
models
techniques
implementing
practicums.
offers
insightful
considerations
research,
prompting
need
additional
intricate
domain.
BMC Medical Education,
Journal Year:
2024,
Volume and Issue:
24(1)
Published: July 5, 2024
Effective
mentorship
is
an
important
component
of
medical
education
with
benefits
to
all
stakeholders.
In
recent
years,
conceptualization
has
gone
beyond
the
traditional
dyadic
experienced
mentor-novice
mentee
relationship
include
group
and
peer
mentoring.
Existing
theories
do
not
recognize
mentoring's
personalized,
evolving,
goal-driven,
context-specific
nature.
Evidencing
limitations
cause-and-effect
concepts,
purpose
this
review
was
systematically
search
literature
determine
if
mentoring
can
be
viewed
as
a
complex
adaptive
system
(CAS).
Otolaryngology,
Journal Year:
2025,
Volume and Issue:
unknown
Published: Feb. 25, 2025
Abstract
Objective
This
study
aims
to
explore
the
current
landscape
of
mentorship
within
Canadian
Otolaryngology–Head
and
Neck
Surgery
(OHNS)
programs
by
investigating
experiences
perspectives
OHNS
trainees
program
directors
(PDs).
Study
Design
A
cross‐sectional
survey
study.
Methods
Anonymized
online
questionnaires
were
sent
all
residents
PDs
13
accredited
residency
across
Canada.
The
collected
qualitative
quantitative
information
about
type
(formal
vs
informal)
implemented,
as
well
individuals'
opinions
on
mentorship.
Results
Of
residents,
57.1%
(92/161)
completed
survey,
whereas
84.6%
(11/13)
survey.
45.7%
(42/92)
participated
in
formal
72.8%
(67/92)
informal
programs.
perceived
importance
at
3.0/5.
Residents
reported
greater
satisfaction
with
relationships
compared
(4.4/5
3.7/5,
P
<
.01)
due
a
more
organic
initiation
relationship
better
personality
match.
main
areas
for
improvement
included
availability
mentors,
networking
opportunities,
protected
time
encounters.
Conclusion
Surgical
found
be
beneficial
than
However,
should
provide
guidance
structure
optimize
hybrid
opportunities
mentor
selection/availability.
Mentorship
training
or
development
resources
attending
physicians
feedback
are
essential
efficient
relationships.
Sonography,
Journal Year:
2025,
Volume and Issue:
unknown
Published: March 2, 2025
ABSTRACT
Peer
professional
support
encapsulates
the
process
where
qualified
health
professionals
from
same
discipline
can
meet,
debrief,
hold
reflective
discussions,
provide
encouraging
moral
for
one
another,
and
suggest
guidance
on
how
to
develop
further
capabilities,
skills,
or
knowledge.
Sonographers
encounter
emotionally
challenging
demanding
situations
when
dealing
with
patients
within
their
own
workplace.
Engaging
a
peer
network
outside
immediate
workplace
platform
sonographers
discuss
work
profession‐related
issues.
In
this
paper,
concept
of
sonographer
is
unpacked,
it
differs
supervision,
mentoring,
preceptorships,
proposes
potential
ways
be
facilitated
in
Australia.
BMC Medical Education,
Journal Year:
2024,
Volume and Issue:
24(1)
Published: Oct. 10, 2024
Exposure
to
surgery
during
medical
school
is
limited.
We
ran
a
mentorship
scheme
pairing
students
at
with
local
surgeons
improve
undergraduate
insight.
evaluated
the
effectiveness
of
in
increasing
surgical
exposure
and
drivers
for
seeking
mentorship.
Medical Education,
Journal Year:
2024,
Volume and Issue:
58(9), P. 1042 - 1048
Published: June 18, 2024
For
medical
training
to
be
deemed
successful,
in
addition
gaining
the
skills
required
make
appropriate
clinical
decisions,
trainees
must
learn
how
good
personal
decisions.
These
decisions
may
affect
satisfaction
with
career
choice,
work-life
balance,
and
their
ability
maintain/improve
performance
over
time-outcomes
that
can
impact
future
wellness.
Here,
authors
introduce
a
decision-making
framework
goal
of
improving
our
understanding
Medical Teacher,
Journal Year:
2024,
Volume and Issue:
unknown, P. 1 - 3
Published: July 12, 2024
Mentorship
is
now
recognized
as
essential
to
the
personal
and
professional
development
of
physicians.
Over
past
decade,
it
has
become
a
common
theme
in
medical
education
literature,
through
this
our
understanding
mentorship
evolved.
Despite
progress,
we
believe
that
prevailing
reductionist
view
oversimplified
may
hinder
further
advances
space.
Instead,
propose
be
viewed
lens
complexity
theory,
positioning
prototypical
complex
adaptive
system.
This
shift
perspective
will
inform
interventions
Medical Teacher,
Journal Year:
2024,
Volume and Issue:
46(9), P. 1140 - 1146
Published: Jan. 31, 2024
Coaching
has
become
increasingly
popular
as
a
mechanism
to
support
learning
across
the
health
professions
education
(HPE)
continuum.
While
there
is
growing
body
of
literature
in
this
area,
minimal
guidance
related
design
and
implementation
academic
coaching
professional
courses.
This
paper
seeks
contribute
by
presenting
for
developers
who
are
considering
introducing
into
course.
The
12
tips
based
on
authors'
collective
experiences
designing
implementing
university
medical
courses
Australia
UK.
Although
focused
education,
intended
have
applicability
professions,
potentially
postgraduate
training
contexts.
Together,
offer
strategic
operational
framework
guide
initiatives
education.
Journal of chemical health risks,
Journal Year:
2024,
Volume and Issue:
unknown
Published: Jan. 1, 2024
This
descriptive
comparative
study
examined
behavioral
management
strategies
used
by
special
education
(SPED)
and
general
teachers
to
address
disruptive
behaviors
among
learners
with
needs.
Surveys
were
distributed
a
purposive
sample
of
110
SPED
from
three
public
schools.
The
majority
female,
aged
27-50
6-10
years'
experience
master's
degrees.
addressed
disabilities
including
intellectual,
autism,
Down
syndrome,
ADHD,
while
had
students
intellectual
disabilities,
autism.
Both
teacher
groups
commonly
positive
reinforcement
like
praise
rewards
as
well
behavior
modification
through
coaching
routines.
Independent
t-tests
found
reported
significantly
greater
use
reinforcement,
negative
compared
teachers.
However,
both
demonstrated
comparable
emphasis
on
proactively
addressing
customized
support
instead
solely
consequences.
findings
highlighted
the
need
for
ongoing
professional
development
matrix-type
Behavior
Management
Strategies
Enhancement
Plan.
DOI:
https://doi.org/10.52783/jchr.v14.i01.3252
