Building Community-Engaged Learning through Interprofessional Mentorship
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| Title: | Building Community-Engaged Learning through Interprofessional Mentorship |
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| Language: | English |
| Authors: | Michelle L. McCann, Elizabeth D. DeIuliss, Retta M. Martin |
| Source: | Metropolitan Universities. 2025 36(1):194-214. |
| Availability: | Coalition of Urban and Metropolitan Universities. 8000 York Road, Towson, MD 21252. Tel: 410-704-3700; Fax: 410-704-2152; e-mail: cumu@towson.edu; Web site: http://www.cumuonline.org |
| Peer Reviewed: | N |
| Page Count: | 21 |
| Publication Date: | 2025 |
| Document Type: | Journal Articles Reports - Research |
| Education Level: | Higher Education Postsecondary Education |
| Descriptors: | Mentors, Interprofessional Relationship, Training, Doctoral Students, Occupational Therapy, Allied Health Occupations Education, Capstone Experiences, Program Effectiveness, Self Esteem, Competence |
| ISSN: | 1047-8485 |
| Abstract: | Mentoring is a critical component in facilitating learning across disciplines and supporting students' professional development as they transition into the workforce. Traditionally, mentorship occurs between individuals within the same field, aligned by shared professional standards and learning objectives. This study explored an innovative approach using evidence-based resources to support mentors in guiding students, several from outside their own profession. Ten mentors participated in a pilot project, completing six virtual training modules over the course of a 14-week student doctoral capstone experience. These modules were developed using key themes in the literature associated with positive mentoring practices, such as effective communication, aligning expectations, addressing diversity, equity, and inclusion, fostering independence, etc. Participants completed the Mentoring Competency Assessment and the Mentoring Confidence Inventory pre- and post-training to examine changes in their perception of their competence and confidence in their mentoring role. Findings indicate that structured training can enhance mentors' perceived competence and confidence. This study highlights the importance of intentionality in supporting mentors during student community-engaged learning experiences. In turn, these can positively promote relationships that continue to connect academic institutions and community organizations working together. |
| Abstractor: | As Provided |
| Entry Date: | 2025 |
| Accession Number: | EJ1481718 |
| Database: | ERIC |
| Abstract: | Mentoring is a critical component in facilitating learning across disciplines and supporting students' professional development as they transition into the workforce. Traditionally, mentorship occurs between individuals within the same field, aligned by shared professional standards and learning objectives. This study explored an innovative approach using evidence-based resources to support mentors in guiding students, several from outside their own profession. Ten mentors participated in a pilot project, completing six virtual training modules over the course of a 14-week student doctoral capstone experience. These modules were developed using key themes in the literature associated with positive mentoring practices, such as effective communication, aligning expectations, addressing diversity, equity, and inclusion, fostering independence, etc. Participants completed the Mentoring Competency Assessment and the Mentoring Confidence Inventory pre- and post-training to examine changes in their perception of their competence and confidence in their mentoring role. Findings indicate that structured training can enhance mentors' perceived competence and confidence. This study highlights the importance of intentionality in supporting mentors during student community-engaged learning experiences. In turn, these can positively promote relationships that continue to connect academic institutions and community organizations working together. |
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| ISSN: | 1047-8485 |
