Rational emotive occupational health coaching for quality of work-life among primary school administrators.

BACKGROUND: This study aimed at investigating the effect of rational emotive occupational health coaching on quality of work-life among primary school administrators. METHOD: This is a double blinded and randomized control design study. A total of 158 administrators were sampled, half of them were exposed to rational emotive occupational health treatment package that lasted for 12 sessions. Two self-report measures were utilized in assessing the participants using quality of work life scale. Data collected were analyzed using MANOVA statistical tool. RESULT: The results showed that rational emotive occupational health coaching is effective in improving perception of quality of work-life among public administrators. A follow-up result showed that rational emotive occupational health coaching had a significant effect on primary school administrators' quality of work life. CONCLUSION: This study concluded rational emotive occupation health coaching is useful therapeutic strategy in improving quality of work of primary school administrators, hence, future researchers and clinical practitioners should adopt cognitive-behavioral techniques and principles in helping employers as well as employees. Based on the primary findings and limitations of this study, future studies, occupational psychotherapists should qualitatively explore the clinical relevance of rational emotive occupational health practice across cultures using different populations.

Mentorship in Plastic Surgery: A Critical Appraisal of Where We Stand and What We Can Do Better.

SUMMARY: Mentorship is a critical tool for professional development and career success. In academic surgery, supportive mentorship affords higher job satisfaction, academic productivity, and diversity and inclusion. It protects against burnout and increasing academic surgery attrition rates. Women, underrepresented minorities, and junior plastic surgeons report lower job satisfaction and fewer mentorship opportunities. Given the unique challenges these groups face in a constantly changing health care system, the importance of mentorship cannot be overstated. Through a survey of American Society of Plastic Surgeons members, this study evaluated different aspects of mentorship to describe the current state in plastic surgery. Despite 94.05 percent of plastic surgeons believing that mentorship is valuable, only 15.16 percent reported a structured mentorship system, often without evaluation. Male and female participants agree that mentorship is needed for both professional (clinical judgment) and personal (work-life balance) development. Interestingly, women plastic surgeons felt it was important for mentees to have gender and race/ethnicity concordance to their mentors (p < 0.001). There was no agreement regarding the most effective method to implement mentorship programs, highlighting the challenges of this problem. Through thoughtful planning and commitment, mentorship programs can be instituted to benefit not just the mentee, but the mentor as well.

Does formal mentoring impact safety performance? A study on Chinese high-speed rail operators.

The importance of mentoring as a developmental resource in organizational settings is well documented. However, the mechanism underlying the association between formal mentoring and safety performance is not well defined. Based on the self-expansion theory, this study examines the relationship between formal mentoring and individual safety performance in the high-speed railway operation. We postulate that formal mentoring enhances individual safety performance through the sequential mediation of self-expansion and self-efficacy. We also argue that the relationship between formal mentoring and individuals' self-expansion is weaker when individuals possess high power distance orientation. Using paired data from 421 protégés and 102 mentors operating high-speed railways of China, we tested the proposed model. This study contributes to the understanding of formal mentoring by; i. establishing that formal mentoring positively relates to protégés' safety performance, ii. empirically validating the sequential mechanisms by which formal mentoring promotes positive outcomes for the organization and the employees, and iii. revealing the moderating effect of power distance orientation on the relationship between formal mentoring and self-expansion. The findings of this research provide practical implications for managers to understand the positive effects of formal mentoring and make rational use of it in safety-critical organizations.

Importance of Mentoring on Workplace Engagement of Emergency Medicine Faculty: A Multi-institutional Study.

INTRODUCTION: Mentoring in emergency medicine (EM) has not been well studied despite a larger body of literature that has described the value of mentoring in academic medicine on career satisfaction and scholarly output. Over half of all EM faculty nationally are of junior faculty ranks. The aim of this study was to identify the frequency and types of mentoring in EM, how types of mentoring in EM differ by gender, and how mentoring correlates with workplace satisfaction for EM faculty. METHODS: Using descriptive statistics and chi-squared analysis, we analyzed data from a cohort of medical schools participating in the Association of American Medical Colleges StandPoint Faculty Engagement Survey. RESULTS: A total of 514 EM faculty from 26 medical schools replied to the survey. Nearly 80% of EM faculty reported receiving some sort of mentoring; 43.4% reported receiving formal mentoring; 35.4% reported receiving only informal mentoring; and 21.2% received no mentoring at all. Women EM faculty received formal mentoring at lower rates than men (36.2% vs 47.5%) even though they were more likely to report that formal mentoring is important to them. Workplace satisfaction was highest for faculty receiving formal mentoring; informally or formally mentored faculty reported higher workplace satisfaction than faculty who are not mentored at all. Unmentored faculty are less likely to stay at their medical school than those formally mentored (69.8 % vs 80.4%). CONCLUSION: Institutions and department chairs should focus on mentoring EM faculty, particularly women, to increase engagement and reduce attrition.

Smartphone-based lifestyle coaching modifies behaviours in women with subfertility or recurrent miscarriage: a randomized controlled trial.

RESEARCH QUESTION: Is an online lifestyle coaching platform more effective at modifying periconceptional behaviours than standard advice offered by the UK National Health Service (NHS)? DESIGN: Women with subfertility or recurrent miscarriage were recruited to a two-centre randomized controlled trial. They were randomized to either the online lifestyle coaching platform Smarter Pregnancy (intervention) or periconceptional advice provided by NHS websites (control). Participants completed a lifestyle questionnaire at baseline, 6, 12, 18 and 24 weeks, and the results were used to tailor lifestyle coaching in the intervention group. At baseline, 12 and 24 weeks, composite risk scores (CRS) were calculated. A lower CRS corresponds to a healthier lifestyle. RESULTS: Of the 400 women recruited, 262 women were randomized (131 in each arm). At 12 weeks, a reduction in CRS (includes risk score for intake of folic acid, vegetables and fruits, smoking and alcohol) was observed in the intervention versus control arms. After correcting for baseline, the difference in the CRS between intervention and control was -0.47 (95% CI -0.97 to 0.02) at 12 weeks and -0.32 (95% CI -0.82 to 0.15) at 24 weeks. A statistically significant reduction in lifestyle risk scores was found in women with a body mass index (BMI) of 25 kg/m2 or above compared with those with a BMI below 25kg/m2. The odds of being pregnant at 24 weeks was increased in the intervention versus control (OR 2.83, 95% CI 0.35 to 57.76). CONCLUSIONS: The Smarter Pregnancy coaching platform is more effective in delivering lifestyle advice and modulating behaviours to support women with a history of subfertility or recurrent miscarriage than standard online NHS advice.

Leading Organizational Change: Improved Leadership Behaviors Among Public Health Leaders After Receiving Multirater Feedback and Coaching.

BACKGROUND: Leading Change is one of five Executive Core Qualifications (ECQs) used in developing leaders in the federal government. Leadership development programs that incorporate multirater feedback and executive coaching are valuable in developing competencies to lead change. METHODS: We examined the extent by which coaching influenced Leading Change competencies and identified effective tools and resources used to enhance the leadership capacity of first- and midlevel leaders at Centers for Disease Control and Prevention's National Center for HIV/AIDS, Viral Hepatitis, Sexually Transmitted Diseases, and Tuberculosis Prevention. Data included qualitative data collected via semi-structured interviews that focused on leadership changes made by leaders in the Coaching and Leadership Initiative (CaLI), a leadership development program for Team Leads and Branch Chiefs. FINDINGS: Ninety-six participants completed leadership coaching; 94 (98%) of whom completed one or more interviews. Of those 94 respondents, 74 (79%) reported improvements in their ability to lead change in 3 of 4 leading change competencies: creativity and innovation, flexibility, and resilience. All respondents indicated tools and resources that were effective in leading change: 49 (52%) participated in instructor-led activities during their CaLI experience; 33 (35%) experiential activities; 94 (100%) developmental relationships, assessment, and feedback; and 25 (27%) self-development. CONCLUSIONS/APPLICATION TO PRACTICE: First- and midlevel leaders in a public health agency benefitted from using leadership coaching in developing competencies to lead organizational change. Leadership development programs might benefit from examining Leading Change competencies and including instructor-led and experiential activities as an additional component of a comprehensive leadership development program.

Mortality of Spanish Former Elite Soccer Players and Coaches.

We analyzed whether male Spanish elite soccer players live longer than the general population. Secondly, we compared their mortality with a cohort of soccer players who continued working as soccer elite coaches after retirement. Using age and calendar-date adjusted life tables, we analyzed the mortality hazard ratio of 1333 Spanish male players born before 1950, and who played in elite leagues from 1939, compared with the Spanish population. Using Cox proportional hazards model we compared their mortality with a cohort of 413 players who continued as coaches. Players showed significantly lower mortality than the general population, but this advantage decreased with advanced age, disappearing after 80 years. Coaches showed a similar pattern. Comparing players versus coaches, date of birth and years as professional were associated with survival, but debut age and player position were not. Unadjusted median survival time was 79.81 years (IQR 72.37-85.19) for players and 81.8 years (IQR 74.55-86.73) for coaches. Kaplan-Meier estimator adjusted for covariables showed no difference between cohorts (p=0.254). In conclusion, former Spanish male players showed lower mortality than the general population, but this effect disappeared after 80 years of age. Continuing their career as coaches after retirement from playing did not confer major benefits.

The Mentoring Experience: Perceptions of African American Nurse Leaders and Student Mentees.

BACKGROUND: The purpose of this study was to explore the perceptions of African American mentors and mentees about the mentorship experience and examine mentorship as a blueprint for success in a nursing school. METHOD: Using a concurrent nested mixed-method, purposeful, and criterion-sampling technique, we surveyed participants from a 4-year public institution's mentorship program about the impact of the program and its effects on college progression. RESULTS: Four themes emerged from our analysis of the African American nursing students and the role of mentor-ship: challenges, desire for guidance, sharing of knowledge, and positive outcomes. CONCLUSION: On the basis of our findings, we developed a set of hypothetical practices involved in establishing mentorship programs and evaluated mentorship potential as a strategy to promote engagement and retention of African American undergraduate nursing students to increase diversity within the profession of nursing. [J Nurs Educ. 2021;60(1):25-28.].

Augmenting prehospital care.

INTRODUCTION: The challenging environment of prehospital casualty care demands providers to make prompt decisions and to engage in lifesaving interventions, occasionally without them being adequately experienced. Telementoring based on augmented reality (AR) devices has the potential to decrease the decision time and minimise the distance gap between an experienced consultant and the first responder. The purpose of this study was to determine whether telementoring with AR glasses would affect chest thoracotomy performance and self-confidence of inexperienced trainees. METHODS: Two groups of inexperienced medical students performed a chest thoracotomy in an ex vivo pig model. While one group was mentored remotely using HoloLens AR glasses, the second performed the procedure independently. An observer assessed the trainees' performance. In addition, trainees and mentors evaluated their own performance. RESULTS: Quality of performance was found to be superior with remote guidance, without significant prolongation of the procedure (492 s vs 496 s, p=0.943). Moreover, sense of self-confidence among participant was substantially improved in the telementoring group in which 100% of the participants believed the procedure was successful compared with 40% in the control group (p=0.035). CONCLUSION: AR devices may have a role in future prehospital telementoring systems, to provide accessible consultation for first responders, and could thus positively affect the provider's confidence in decision-making, enhance procedure performance and ultimately improve patient prognosis. That being said, future studies are required to estimate full potential of this technology and additional adjustments are necessary for maximal optimisation and implementation in the field of prehospital care.

A technology-based information and coaching/support program and self-efficacy of Asian American breast cancer survivors.

Women's self-efficacy for coping with breast cancer is one of the key factors that lead to successful breast cancer survivorship. Due to the cultural stigma linked to breast cancer (e.g., breast cancer is a genetic disease), Asian Americans are known as a high-risk group within breast cancer survivors. However, healthcare providers are challenged to promote women's self-efficacy while considering their cultural beliefs and attitudes. In this study, the efficacy of a technology-based information and coaching/support program was examined in improving self-efficacy for coping with breast cancer among Asian American survivors. A randomized repeated measures control group study was conducted with 67 Asian American breast cancer survivors. The questions on background characteristics, the Personal Resource Questionnaire, the Perceived Isolation Scale, the Supportive Care Needs Survey Short Form 34, and the Cancer Behavior Inventory were used. The data were analyzed using repeated measurement analyses, χ2 tests, and decision tree analyses. There were significant increases in the self-efficacy scores of both control and intervention groups over time (p = .017). However, the increase in the control group's self-efficacy scores was only up to post 1 month, and there was a decrease in the scores by post 3 months. When the participants were divided into high and low-change groups based on the changes in their self-efficacy scores for 3 months, the intervention group had more participants who belonged to the high-change group (p = .036). The technology-based intervention was effective in improving self-efficacy for coping with breast cancer among Asian American breast cancer survivors.

Mentoring to engage diverse undergraduate nursing students in honors research.

BACKGROUND: A diverse workforce is necessary to reflect our communities and impact the health disparities of our increasingly diverse populations. Students from ethnic minority and socioeconomically disadvantaged backgrounds face many challenges and barriers to their academic success. Faculty must try new ways of supporting the engagement of this student population to positively affect quality outcomes for the entire community. METHODS: High-performing students were recruited from undergraduate research courses to participate in a study to determine how honors research mentoring programs affect the engagement of undergraduate nursing students from ethnic minority and socioeconomically disadvantaged backgrounds. FINDINGS: Study participants who were mentored for 3 years had a retention rate of 98%, compared to a rate of 73% in the year before the start of the mentoring initiative with faculty. NCLEX (National Council Licensure Examination)-RN pass rates were 95% for those in the mentoring program, compared to 84% for those not mentored. Of the students completing the program and passing the NCLEX-RN, 100% are employed in the local community. CONCLUSIONS: A competent and diverse nursing workforce is a priority for eliminating health disparities in rural and underserved communities. Supporting ethnic minority and socioeconomically disadvantaged students is valuable to bridging this gap and positively influencing our communities.

Building a System to Engage and Sustain Research Careers for Physicians.

There are increasing needs for physician-investigators to translate the rapid expansion of knowledge, technology/interventions, and big data into the clinical realm at a time of increasing age-related disabilities and communicable diseases. Yet, the number of physician-investigators has continued to decline, and only a small number of medical school graduates in the United States are actively engaged in research. This problem may be particularly pronounced in small- and medium-sized academic institutions due to more limited educational and mentoring infrastructure. Neither efforts by the federal government nor isolated institutional programs alone have been effective yet in solving this problem. This article describes an integrated institutional strategy undertaken at Penn State College of Medicine that is focused on developing and sustaining a physician-investigator workforce. Key elements of this strategy are new programs to close gaps in the professional life cycle of physician-investigators, dedicated senior leaders collaborating with an experienced and diverse advisory committee, and a data-driven approach to programmatic evaluation. In this article, the implementation of integrated institutional programs including Institutional Mock Review for evaluation of grant proposals before submission, physician-scientist faculty mentoring, and effort matching programs are described. Detailed tactics are offered for tailoring these programs to a particular institution's background to maximize both efficiency and sustainability. The overarching strategy includes engaging multidisciplinary faculty as mentors and mentees, partnering with both clinical and basic science departments, integrating new programs with established approaches, and cultivating an emerging generation of physician-investigators as near-peer mentors and future leaders. This approach may serve as a useful paradigm for building an environment to nurture junior physician-investigators at other mid-sized academic institutions and may also have value for larger institutions in which there is fragmentation of the efforts to sustain the research careers of physicians.

Um programa de mentoria para estudantes de Medicina de uma universidade do Centro-Oeste brasileiro / A mentoring program for medicine students at a University inthe Midwest of Brazil

Resumo: Introdução: Neste artigo, fazemos um relato de experiência da implantação e do funcionamento de um programa de mentoria aplicado a estudantes de graduação do curso de Medicina de uma universidade do Centro-Oeste brasileiro. É consenso que a pressão dos cursos de Medicina provoca sobrecarga emocional e afeta negativamente os estudantes, e é preciso que medidas de apoio sejam implementadas. Relato de experiência: O programa de mentoria da Faculdade de Medicina da Universidade Federal de Goiás teve um processo de construção lógico. Foi criado no início de 2015, pelo reconhecimento da necessidade da instituição em apoiar os acadêmicos durante sua graduação, fato evidenciado a partir do atendimento psicológico ao aluno e de uma pesquisa in loco. Os seguintes aspectos-chave caracterizam o programa: é oferecido como uma disciplina eletiva, pode ser feito até cinco vezes e,além de um encontro mensal com o mentor, o estudante escolhe as oficinas de que deseja participar, diversificando assim sua formação. Após 12 semestres de funcionamento, sintetizamos neste artigo uma parte de nossos resultados e algumas reflexões sobre o que queremos para o futuro do programa. Discussão: A implementação da mentoria e suas adequações foram resultados de pesquisa, capacitação, discussões dos docentes e avaliação periódica pelos mentorados. As mudanças procuraram atender às expectativas e sugestões dos estudantes, objetivando atrair a atenção e satisfazer aos anseios dos discentes. Ao longo dos 12 semestres de funcionamento do programa, o interesse dos alunos pela matrícula na disciplina cresceu, com forte avaliação positiva, especialmente pela livre escolha e diversidade de oficinas, e pelo envolvimento do tutor. Conclusão: As instituições de ensino devem estimular a criação de programas de mentoria. O programa relatado neste artigo tem tido boa aceitação por parte dos alunos e nos aponta bons resultados.

Abstract: Introduction: This article reports on the experience of implementing and running a mentoring program for medical school students at a Brazilian university in the Midwest region. It is widely accepted that the pressure at medical school is detrimental to the students and often leads to emotional overload. Therefore, supporting mechanisms must be implemented. Experience report: The mentoring program at the Federal University of Goiás had a logical beginning. It was created in early 2015, after psychotherapy services offered to the students led to an in loco research study, which in turn pointed out the need to provide support to students throughout their undergraduate studies. There are some key characteristic aspects of the program: it's an elective course, which can be taken up to 5 times, and the students can choose the workshops they want to attend in addition to the monthly meeting with the mentor, which allows for diverse paths to be followed. After twelve semesters in existence, this article presents a summary of some of the results obtained and reflections on the future of this program. Discussion: The implementation of the program and its adaptations resulted from research, professional development, discussions among professors and regular assessments by the mentees. Changes were made according to the expectations and suggestions of participating students, aiming to effectively meet their needs and represent a desirable course. Since its inception, the program has attracted increasingly more students, and enjoyed a strong positive evaluation, mainly due to the various workshops to choose from and engagement with the mentor. Conclusion: Universities should support the creation of such mentoring programs. The program discussed in this article has been well received and points towards positive outcomes.

Effects of a teacher training intervention on teachers' and students' motivation to physical education class / Efeitos de uma intervenção de formação de professores na motivação de professores e alunos para a aula de educação física

ABSTRACT The present study evaluated the effects of a teacher training intervention, based on Self-Determination Theory, on teachers' and students' motivation in physical education class. This is a pre-post quasi-experimental study with 4 physical education teachers and 611 students from four public schools. A handbook was developed and teacher training sessions were conducted. Statistical analysis consisted of paired t-tests and general linear model repeated measures to assess teachers' self-determined motivation and linear mixed effect regression to evaluate students' motivation. A significant increase in teachers' and students' motivation score was observed after the intervention. Among teacher, we verified an increase in self-determined motivation. Among students there were significant interaction time by group in Extrinsic Motivation Identified Regulation (F=5.6), Extrinsic Motivation External Regulation (F=7.41), Amotivation (F=5.32) and Self-determined Motivation (F=4.87). Also, Intrinsic Motivation significantly declined with age for boys (β= -0.151) and girls (β= -0.121) as well as Extrinsic Motivation Introjected Regulation for girls β= (-0.141). Training sessions can support teachers in planning lessons resulting in increasing teacher and students' motivation in physical education classes. However, this strategy was not enough to improve intrinsic motivation during the investigated period.

RESUMO O presente estudo avaliou os efeitos de uma intervenção com professores, baseada na Teoria da Autodeterminação, sobre a motivação de professores e alunos para a aula de educação física (EF). É um estudo quase-experimental do tipo antes e depois com 4 professores de EF e 611 alunos. Foi elaborado um manual e realizadas sessões de formação de professores. Análise estatística incluiu testes t pareados e medidas repetidas através do modelo linear geral e da regressão linear de efeito misto. Um aumento significante no escore de motivação de professores e alunos foi observado após a intervenção. Entre os professores verificou-se um aumento na motivação auto-determinada. Entre os alunos houve interação significante entre tempo por grupo (Motivação Extrínseca Regulação Identificada (F=5,6), Motivação Extrínseca Regulação Externa (F=7,41), Amotivação (F=5,32) e Motivação Autodeterminada (F=4,87). Além disso, a Motivação Intrínseca diminuiu significantemente com a idade para rapazes (β= -0.151) e moças (β= -0.121), bem como a Motivação Externa Regulação Introjetada para moças (β= -0.141). Sessões de formação podem apoiar os professores no planejamento resultando no aumento da motivação dos professores e alunos nas aulas de EF. No entanto, esta estratégia não foi suficiente para melhorar a motivação intrínseca no período investigado.

Diversity Is a Strength of Cancer Research in the U.S.

We stand against racism and discrimination in cancer research in the U.S. By sharing the stories of scientists from different ethnicities, identities, and national origins, we want to promote change through mentoring, active participation, and policy changes and to inspire the next generation of cancer researchers: we make better science together.

Partnerships between universities and nonprofit transition coaching organizations to increase student success.

AIMS: This study aims to understand the motivations and benefits for universities and nonprofit college access and success organizations to develop formal partnerships. METHODS: Participants in this study were staff from a major urban research university (n = 22) and four nonprofit organizations (n = 17) that promote college access and success among underrepresented, low-income, and first-generation college students. Participants engaged in an audio-recorded interview that was transcribed and analyzed using thematic analysis. RESULTS: Data suggested that staff from the universities and nonprofit organizations were both holistic in their understanding of college student success. In addition, they were both motivated to form partnerships in an effort to reduce barriers to success, although they, at times, identified different barriers that they wanted the partnership to address. Both university and nonprofit staff saw increased effectiveness of their practice as a result of partnering and university staff gained a better understanding of the greater nonprofit college access and success community. CONCLUSION: Given the intense support that nonprofit organizations are able to provide with their level of funding, partnerships with universities can increase the success of underrepresented, low-income, and first-generation college students.

Fostering a Feedback Mindset: A Qualitative Exploration of Medical Students' Feedback Experiences With Longitudinal Coaches.

PURPOSE: Feedback is important for medical students' development. Recent conceptualizations of feedback as a dialogue between feedback provider and recipient point to longitudinal relationships as a facilitator of effective feedback discussions. This study illuminates how medical students experience feedback within a longitudinal relationship with a physician coach. METHOD: In this qualitative study, second-year medical students from the University of California, San Francisco, School of Medicine participated in semistructured interviews that explored their experiences discussing feedback within longitudinal, nonevaluative coaching relationships. Interviews occurred between May and October 2018. Interview questions addressed students' experiences receiving feedback from their coach, how and when they used this feedback, and how their relationship with their coach influenced engagement in feedback discussions. Interviews were analyzed using constructivist grounded theory. RESULTS: Seventeen students participated. The authors identified 3 major themes. First, students' development of a feedback mindset: Over time, students came to view feedback as an invaluable component of their training. Second, setting the stage for feedback: Establishing feedback routines and a low-stakes environment for developing clinical skills were important facilitators of effective feedback discussions. Third, interpreting and acting upon feedback: Students described identifying, receiving, and implementing tailored and individualized feedback in an iterative fashion. As students gained comfort and trust in their coaches' feedback, they reported increasingly engaging in feedback conversations for learning. CONCLUSIONS: Through recurring feedback opportunities and iterative feedback discussions with coaches, students came to view feedback as essential for growth and learning. Longitudinal coaching relationships can positively influence how students conceptualize and engage in feedback discussions.