Ignite Creation Date:
2024-10-26 @ 3:35 PM
Last Modification Date:
2024-10-26 @ 3:35 PM
Study NCT ID:
NCT06513741
Status:
COMPLETED
Last Update Posted:
None
First Post:
2024-07-01
Brief Title:
Building Stronger Foundations Exploring a Collaborative Faculty Mentoring Workshop for In-depth Growth
Sponsor:
None
Organization:
None
Study Overview
Official Title:
Building Stronger Foundations Exploring a Collaborative Faculty Mentoring Workshop for In-depth Growth
Status:
COMPLETED
Status Verified Date:
2024-07
Last Known Status:
None
Delayed Posting:
No
If Stopped, Why?:
Not Stopped
Has Expanded Access:
No
If Expanded Access, NCT#:
N/A
Has Expanded Access, NCT# Status:
N/A
Acronym:
None
Brief Summary:
Mentorship training programs demand a paradigm shift from theory-driven approach to hands-on practical approach This requires prioritisation of preparation of mentors and mentees for their roles through self-awareness and targeted professional development There is a lack of evidence form health professions education institutions of global south regarding effectiveness of the workshops in fostering mentorship culture A mixed method study with convergent parallel design is conducted through a collaborative mentoring workshop Faculty Mentoring-Building stronger by digging deeper by Aga khan University Medical College Karachi and University of Lahore Punjab Pakistan Objective of the research is to emphasise the importance of faculty mentoring program roles and responsibilities of mentors and mentees and collecting perceptions of the participants regarding the associated role of institutions It aims to educate faculty members to develop personal development plans for becoming effective mentors and mentees The designed intervention is a 12 hour workshop spanned over two days of six hours each with the focus on determining perception of the Medical faculty of two institutions regarding the importance and preparedness of faculty development programs and the focus on self through personal swot translating into a personal development plan The demographic data of participants was collected before the workshop during the workshop and after workshop Comparison between quantitative findings was done through ANOVA while the qualitative data was subjected to thematic analysis
Detailed Description:
Details of the Workshop Designing and facilitation Faculty mentoring workshop with the title Faculty Mentoring building stronger by digging deeper was designed as a two-day workshop of three hours each for the faculty members of the two institutions at separate times
Workshop learning outcomes and activities The learning outcomes of the workshop day 1 were importance and benefits of faculty mentoring program roles and responsibilities of mentors and mentees the ethics and stages of any mentoring relationship The activities used were group discussions and ethical dilemmas were demonstrated by role plays by the participants in groups of three Day 2 agenda was developing a mentor or a mentee portfolio with special focus on self The activities were personal Strength Weakness Opportunities and Threats SWOT analysis goal setting for a mentor and a mentee and developing an action plan Most of the day was dedicated to hands-on individual activities followed by voluntary sharing of the personal development goals and a discussion on the correct ways of framing goals and realistic ways of writing an actionable plan with milestones defining success
Data Collection
Data Sources
Qualitative Data
During Workshop SWOT analysis goals set and the action plan developed by each participant during the group activities and the individual hands-on sessions the workshop
Post workshop Reflections of participants were requested to write the three things that they learnt followed by the questions still in their mind and one change that they will make after the workshop
Quantitative data
Pre workshop The data of the faculty was collected before the workshop in terms of their title and years of experience
Post workshop feedback on the workshops effectiveness was acquired by a questionnaire which was developed by department of Continuous Medical Education at Aga Khan University Appendix A The content construct and criterion validity were checked before pilot testing by subject matter experts and it was ensured that questions were relevant to the objectives of the activity and was clear and understandable to the respondents Responses were further categorized into levels of satisfaction Unsatisfactory Satisfactory and Excellent Qualitative feedback was in alignment with the discussions during the workshop with special focus on possible change in their mentoring practices after attending the workshop
Workshop learning outcomes and activities The learning outcomes of the workshop day 1 were importance and benefits of faculty mentoring program roles and responsibilities of mentors and mentees the ethics and stages of any mentoring relationship The activities used were group discussions and ethical dilemmas were demonstrated by role plays by the participants in groups of three Day 2 agenda was developing a mentor or a mentee portfolio with special focus on self The activities were personal Strength Weakness Opportunities and Threats SWOT analysis goal setting for a mentor and a mentee and developing an action plan Most of the day was dedicated to hands-on individual activities followed by voluntary sharing of the personal development goals and a discussion on the correct ways of framing goals and realistic ways of writing an actionable plan with milestones defining success
Data Collection
Data Sources
Qualitative Data
During Workshop SWOT analysis goals set and the action plan developed by each participant during the group activities and the individual hands-on sessions the workshop
Post workshop Reflections of participants were requested to write the three things that they learnt followed by the questions still in their mind and one change that they will make after the workshop
Quantitative data
Pre workshop The data of the faculty was collected before the workshop in terms of their title and years of experience
Post workshop feedback on the workshops effectiveness was acquired by a questionnaire which was developed by department of Continuous Medical Education at Aga Khan University Appendix A The content construct and criterion validity were checked before pilot testing by subject matter experts and it was ensured that questions were relevant to the objectives of the activity and was clear and understandable to the respondents Responses were further categorized into levels of satisfaction Unsatisfactory Satisfactory and Excellent Qualitative feedback was in alignment with the discussions during the workshop with special focus on possible change in their mentoring practices after attending the workshop
Study Oversight
Has Oversight DMC:
None
Is a FDA Regulated Drug?:
None
Is a FDA Regulated Device?:
None
Is an Unapproved Device?:
None
Is a PPSD?:
None
Is a US Export?:
None
Is an FDA AA801 Violation?:
None