Date Presented 03/28/20
In this mixed-methods study, we present an evaluation of an equal online peer-mentoring program for postprofessional OT doctoral students. Findings suggest multiple benefits, including support and professional development for participants. Practical implications for implementing effective equal peer-mentoring programs will be described.
Primary Author and Speaker: John Norcross
Additional Authors and Speakers: Liat Gafni Lachter
Contributing Authors: Nancy Doyle, Linda Niemeyer, Karen Jacobs
PURPOSE: Innovative mentoring programs have begun to employ varying mentoring models to better meet the needs of mentees and mentors (Cornelius, Wood, & Lai, 2016; Dennison, 2010). Equal online peer-mentoring is a non-hierarchical mentoring relationship conducted via electronic media (i.e. videoconferencing, email, phone or text). The purposes of this study were to evaluate the effectiveness an equal online peer-mentoring program for post-professional occupational therapy doctoral students, and to examine the processes which contributed to the program’s effectiveness.
DESIGN: A sequential mixed methods research design with dependent data analysis was used. Practicing occupational therapists enrolled in an online post-professional doctorate program were recruited to participate in an online survey.
METHOD: Participants completed an electronic researcher-developed online survey to report on their mentoring experiences. The survey included questions related to the setting of their communication, the types of support provided, and the perceived outcomes. Seven of the participants participated in individual follow-up interviews. Data analysis was performed in a sequential-dependent process; quantitative survey data analysis was performed first, using nonparametric Mann Whitney U tests and Spearman correlation coefficients. The results guided the qualitative analysis in which the interview transcripts were coded and categorized to elaborate on the central findings from the survey.
RESULTS: Fifty-three participants reported on 73 distinct equal e-mentoring relationships that lasted between two to five semesters. Mentoring communications varied: most (61%) met at least twice a month. Half (51%) of students primarily used video conference during real-time interaction and 67% primarily used email during asynchronous interaction. Most peers (70%) had a partner across time zones, but only 13% reported time difference as a moderate or significant inconvenience.
Interviews confirmed the variability of mentoring structures and revealed that mentoring processes adapted to meet the individual needs of peer partners. Although flexibility to meet individual needs was identified as important, there was general consensus that greater program structure helps to clarify mentor roles and expectations. Time demands was another recurring challenge.
Outcomes of mentoring included overall high satisfaction, peer assistance, social support, reduced stress and elevated self-efficacy, and personal career growth resulting from peer mentoring. All of these outcomes were significantly and positively correlated with the level of social and instrumental support, the relationship quality, and the level of similarity between the peers. Social support was the highest-rated outcome and emerged in thematic coding as the most common meaningful experience. Interviewees also cited the importance of peer mentors as helping to protect against isolation in the online setting.
CONCLUSION: Equal e-mentoring can provide multiple benefits using a variety of media and across time zones. Interpersonal support is particularly meaningful for peer partners. It does not appear to require a specific format or structure to ensure success as peer partners who varied in meeting frequency and media method reported satisfaction; however, sufficient clarity of roles and expectations is important.
IMPACT STATEMENT: Equal peer mentoring provides professional and personal benefits and can be implemented in a digital format to maximize access. The importance of program flexibility to meet individual needs when paired with structured expectations can inform the development of future equal peer mentoring programs. Practical implementations from our experience will be discussed.
References
Cornelius, V., Wood, L., & Lai, J. (2016). Implementation and evaluation of a formal academic-peer-mentoring programme in higher education. Active Learning in Higher Education, 17(3), 193-205. doi: 10.1177/1469787416654796
Dennison, S. (2010). Peer mentoring: Untapped potential. Journal of Nursing Education, 49(6), 340-342. doi: 10.3928/01484834-20100217-04
