Search Results (346)

Reflective practice is an essential component of initial teacher education (ITE) programs in Australia that supports the development of preservice teachers’ responsive decision-making, planning, and ongoing professional growth. Yet, many preservice teachers continue to produce reflections that are descriptive, superficial, or disconnected from evidence of their practice. In response to this challenge, this study examines how mentor teachers support preservice teachers’ professional learning through reflection on video captures of their own teaching. Applying a qualitative study design, data collected using online surveys with mentor teachers indicate that retrospective video analysis enables mentors to identify pedagogically significant moments for reflection that support evidence-based dialogue. Video functions as a teaching microscope, requiring mentors to adjust the focus, direct preservice teachers’ attention, and scaffold their interpretation of what is observed. However, practical and systemic barriers significantly impact sustained implementation. This study highlights the potential of teacher mentors’ use of retrospective video analysis in ITE to enhance preservice teachers’ reflective practice, offering insights into how this approach can be effectively incorporated and scaled. Full article

This study aimed to explore athletes’ experiences of transitioning out of sport following spinal cord injury (SCI). Using a multiple-case study design, three former nondisabled competitive athletes participated in one-on-one semi-structured interviews. The participants’ interview responses were informed by quantitative measure data collected prior to the interviews using the Athletic Identity Measurement Scale, the Social Support Questionnaire-6, and the Satisfaction with Life Scale. The thematic analysis of the interviews revealed that participants experienced a range of cognitive, emotional, social, and behavioral influences during the transition process. These influences contributed to outcome-related appraisals of post-SCI transition. Balanced self-identity, adaptive sport participation, and peer-mentor relationships were common factors influencing athletes’ transition with spinal cord injury. The results partially support the conceptual model of adaptation to career transition and extend it to account for athletes’ experiences following SCI. The results also benefit rehabilitation professionals and athletes with spinal cord injury by providing insight into psychosocial factors and resources that may influence the transition experience. Full article

Low-income students remain underrepresented in STEM pathways at community colleges, facing structural and financial barriers that constrain degree completion and transfer. This qualitative cross-case study examines how STEM students perceive and engage with National Science Foundation (NSF) S-STEM scholarship programs across three institutions: two community colleges and one research university serving transfer students. Drawing on semi-structured interviews and focus groups with 62 scholars and institutional stakeholders, findings reveal that financial support is valuable but insufficient. Students identified sustained faculty advising and mentorship, intentional community-building, and institutional validation as the most influential factors in shaping persistence and STEM identity development. Despite programmatic differences—faculty-driven mentoring at Everett Community College, culturally relevant pedagogy at Holyoke Community College, and compensated community engagement at the University of South Florida—all three sites converged on a common principle: belonging must be structurally embedded through relational support systems. Students consistently described S-STEM programs as creating “family” atmospheres that legitimized their presence in STEM fields. The study demonstrates that equity in STEM education requires integrating financial, relational, and cultural supports, transforming persistence from individual endurance into shared institutional achievement. Full article

Youth mentoring is a popular means for preventing negative psychosocial outcomes (e.g., high-risk behaviors, school dropout) and promoting positive ones (e.g., matriculation, goal setting). Mentors matched with youth through formal programs, such as Big Brothers Big Sisters, are uniquely positioned to promote the development of the mentee’s positive educational attitudes, beliefs, and behaviors (EABBs; e.g., academic engagement, grit, growth mindset). While school staff, such as school psychologists, are often unable to directly serve all students in need of support due to lack of time or large caseloads, youth mentoring may be a means to target EABB development. However, a critical precursor to leveraging mentoring for this purpose is understanding whether and how mentoring relationships influence youth EABBs. Despite extensive research on youth mentoring, relatively little work has examined mentoring outcomes specifically in relation to EABBs. This study addresses this gap by examining how young people benefit from mentoring relationships in relation to EABBs. A scoping review was conducted to determine the effects of program-sponsored mentoring relationships on EABBs, as well as which factors influence these effects. Results from 17 studies indicate small to moderate positive effects of youth mentoring on EABB development. Several factors, such as the relational context, the ecological context, and mentoring processes, appear to impact these effects. We highlight practical implications for how school personnel may use this information to partner with community-based mentoring programs to promote EABBs. Full article

The All of Us Researcher Academy Internship Program provided a 3-month experiential learning opportunity for graduate and undergraduate students to train on analyzing health data from the All of Us Research Program. Thirteen interns were paired with mentors who have ongoing projects using the All of Us Researcher Workbench, a cloud-based data analysis platform. Interns also participated in networking activities, attended weekly internship supervisor and mentor meetings, and had access to virtual courses. The internship concluded with virtual presentations to share project results. Topics studied included sickle cell disease, cancer, diabetes, sleep disorders, allergic conditions, cardiovascular health, mental health, and healthcare access. The purpose of this evaluation study was to assess the All of Us Researcher Academy Internship Program’s impact on student outcomes during the first two cohorts (2023 and 2024). The study employed a post-only evaluation design. Ten interns completed post-internship surveys that inquired about their overall internship experience, Researcher Workbench use, and research skills development. The 2024 cohort also participated in a focus group discussion that probed their perceptions about the internship experience. Evaluation results revealed that 90% of interns strongly agreed that their overall research skills and self-efficacy improved, and 80% of interns reported interest in future use of the Researcher Workbench. Interns offered positive feedback on their mentorship experiences and reported a strong sense of support and belonging. The All of Us Researcher Academy Internship Program offers an effective model for skills-based experiential learning in biomedical research. Full article

Objective: This study aimed to examine the effects of personality features and attitudes toward the nursing profession on job motivation and intention to quit among male nurses within the framework of the Job Demands–Resources (JD-R) model. In this framework, personality traits and perceptions of the profession were conceptualized as personal resources, while job motivation represents a motivational process that may influence turnover intention. Methods: A cross-sectional design was employed with 303 male nurses actively working in different regions of Turkey. Data were collected via an online survey using non-probability sampling methods. The measurement tools included the Attitude Scale Toward the Nursing Profession, Job Motivation Scale, Personality Features Scale, and the Nurse Turnover Intention Scale. Data were analyzed using descriptive statistics, confirmatory factor analysis, and structural equation modeling. Results: Structural equation modeling revealed that attitudes toward the nursing profession (β = −0.90, p < 0.001), personality features (β = −0.10, p < 0.001), and job motivation (β = −0.14, p < 0.001) had significant and negative effects on intention to quit. Attitudes toward the profession emerged as the strongest predictor, explaining 49% of the variance in intention to quit. Attitudes toward the nursing profession, personality features, and job motivation were found to have significant and negative effects on intention to quit among male nurses. Consistent with the JD-R model, the findings suggest that personal resources (personality and professional perception) and motivational processes (job motivation) may play an important role in shaping turnover intentions among male nurses. Accordingly, professional identity-strengthening initiatives, role model-based mentoring, and motivation-enhancing training programs may help support the retention of male nurses in the profession. Full article

The establishment of AI ethics bylaws in academia is needed for teaching, learning, and assessment. The adaptive parameters of these bylaws define the ethical, pedagogical, and operational standards for the use of artificial intelligence tools within academia. The main aim is to ensure that AI tools are used to enhance educational practices while preserving human judgment, safeguarding academic integrity, and promoting critical thinking. Specifically, these are intended to mentor all domains of academia to uphold the core values of fairness and transparency while adapting to the advent of modern technologies. While many are enthused by the support provided by large language models, it is also important to prevent over-reliance or misuse of AI technologies. This establishes clear responsibility for faculty, students, and administration. These significant bylaws pay more attention to these issues to provide a foundation for good governance, evaluation, and amendment of AI-related practices. To provide normative insight into the anticipated reception of these bylaws, we conducted a small exploratory pilot study with STEM faculty. The resulting observations offer preliminary indications of the feasibility of the proposed method for future research and policy development. Full article

Background/Objectives: People with mobility limitations face disproportionately high rates of chronic health conditions and demonstrate lower adherence to wellness interventions. Digital programs such as MENTOR offer accessible alternatives but often face high rates of attrition. This study applied machine learning (ML) methods to predict adherence to the eight-week MENTOR telewellness program and identify key predictors of participant attendance. Methods: Data were drawn from 1218 adults enrolled in MENTOR (2023–2024). Adherence was defined as the percentage of 40 sessions attended. Baseline demographic, socioeconomic, psychosocial, mindfulness, resilience, health status, and physical activity variables were included as predictors. Following preprocessing and imputation, 13 ML regression models were trained using an 80/20 train–test split. The best-performing model was identified using mean absolute error (MAE), followed by feature selection and SHAP interpretability analyses. Pairwise synergy analysis quantified interactions between top predictors. Results: Model performance was modest overall. Bayesian ridge regression achieved the best performance (MAE 20.98; RMSE 25.26; R² = 0.12). SHAP analyses revealed that education, race, emotional support, Area Deprivation Index, household size, mindfulness, life satisfaction, and disability onset were the strongest predictors of adherence. Higher emotional support, mindfulness, and life satisfaction were associated with greater adherence, while socioeconomic disadvantage predicted lower adherence. Synergy analyses showed the strongest predictive interactions between low education and psychosocial resources (emotional support and life satisfaction). Conclusions: Baseline characteristics alone modestly predicted adherence to a digital wellness program. However, psychosocial and socioeconomic factors emerged as meaningful predictors, underscoring the need for personalized support strategies to reduce dropout among participants with mobility limitations. Full article

In a rapidly changing era, education systems must empower learners as community innovators through Place-Based Education (PBE). While School–University partnerships are global drivers of reform, the specific administrative mechanisms required to support and scale these innovations within decentralized policy frameworks, such as Thailand’s Education Sandbox, remain underexplored. This Research and Development (R&D) study, integrated with a Design Thinking framework, investigated school-led administrative innovations across four diverse jurisdictions in the Songkhla Education Sandbox over 12 months. The study synthesized a collaborative administrative framework structured around four core pillars: Strategic Mentoring and Thinking Partnership, Place-Based Educational Ecosystems, Adaptive Governance and Resource Autonomy, and Collective Synergy and Iterative Development. Empirical findings indicate that this framework supported the development of “Innovative Co-creator” characteristics among students, generating high-value outcomes such as “Songkhla Mini Mango Coffee” and social innovations from water hyacinth. The study concludes that educational transformation thrives when administrative structures shift from compliance-driven mandates to flexible, context-responsive partnerships. By integrating university-led coaching with community assets, the framework offers a promising, contextually adaptable model for enhancing student learning outcomes while preserving local socio-cultural identity. This systematic approach supports the continuity of educational reform across diverse regional contexts. Full article

Point-of-care ultrasound (POCUS) is portable and radiation-free, but its clinical reliability is constrained by operator-dependent image acquisition and the limited scalability of expert quality assurance (QA) review. As handheld devices proliferate faster than mentorship capacity, trainees increasingly rely on heterogeneous free open access medical education (FOAMed) resources that rarely provide real-time psychomotor feedback. We conducted a structured narrative review (MEDLINE, Embase, Scopus, and Web of Science; last searched on 23 February 2026), with searches performed by H.H. and independently checked by J.J.P. (both POCUS-trained clinicians). After screening, 31 studies were included. We synthesized evidence on artificial intelligence (AI) systems that support bedside image acquisition and automate QA. The primary synthesis centered on key prospective or comparative clinical evaluations of AI-guided acquisition across echocardiography, focused assessment with sonography in trauma, abdominal aortic aneurysm screening, and lung ultrasound, complemented by peer-reviewed studies of FOAMed appraisal tools and online resource quality. These evaluations suggest that real-time probe guidance, view recognition, anatomy labeling, and automated capture may enable novices, after brief training, to acquire diagnostically adequate images for narrowly defined tasks. Early reports of automated QA scoring and program-level triage for expert review suggest potential to reduce expert workload and shorten feedback cycles, but external validation, generalizability across devices and patient habitus, and patient-centered outcomes remain limited. Acquisition-focused AI may therefore serve as an upstream “digital mentor” to improve novice image acquisition. We propose a practical pathway that integrates curated FOAMed resources and simulation with AI-guided bedside acquisition and continuous QA governance for safe deployment. Full article

Young women from historically marginalized backgrounds face significant barriers to accessing the professional guidance and social capital necessary for career advancement. To address this problem, a flash mentoring digital tool was developed to expand underrepresented young women’s access to time-limited guidance from pre-screened professional women within Step Up Women’s Network, a mentorship nonprofit program. This community-based program evaluation used a user-centered design approach to develop and refine the platform. In-person workshops and informal group discussion sessions with young Step Up women aged 18 to 29 provided feedback on networking approaches and mentorship needs, which informed the platform design. A total of 285 female mentors and 363 female mentees downloaded and engaged with the platform over two years. Implementation metrics included 5008 messages exchanged with 2528 sent by mentees, 316 meetings held, and high usage of goal-setting features with 1445 goals set and check-ins with 72 percent of mentees. Evaluation findings suggested that the intervention was acceptable and feasible, fostering new, short-term supportive relationships within Step Up Women’s Network. Although additional evaluation with rigorous outcome measures is needed, this program evaluation highlights the potential of a scalable intervention for Step Up Women’s Network that extends the framework of youth-initiated mentoring interventions, which have shown considerable promise in recent years. Full article

Mentorship represents a promising approach for sport organizations interested in supporting the positive youth development, retention, and well-being of girls in sport. Despite growing interest in mentorship as a youth development strategy, limited research explores how sport organizations understand and deliver mentorship programming for girl-identifying youth in Canada. The purpose of this study was to examine how Canadian sport organizations conceptualize mentorship and implement it to support girls’ developmental and sporting experiences. Using a qualitative research design, we conducted semi-structured interviews with Canadian sport organizational leads (N = 9) and analyzed available program resources (e.g., evaluation reports, program manuals). Reflexive thematic and document analysis revealed three findings: (a) how organizational staff understand mentorship for girls in sport; (b) how mentorship is delivered in practice; (c) system-level barriers and recommendations that shape mentorship (programming). Findings contribute to sport and youth-focused scholarship by illustrating how sport organizations shape mentoring as a developmental experience for girls in sport and by pointing to gender-responsive, co-designed mentorship frameworks as priority areas for future research. Practically, this research underscores the importance of investing in relational capacity and evidence-based mentorship models to better support girls’ sport experiences in Canada. Full article

In this research study we take a linked lives perspective and apply interdependence theory to explore how meaningful relationships impact individual career decisions over the life course. We conducted qualitative semi-structured interviews with 31 participants and analyzed the data in a thematic analysis procedure, taking a mixed approach where data was openly coded, a subset identified and isolated, classified into categories, and openly coded again. Our findings not only demonstrate how desirable and overall positive relationships can be empower individuals’ careers (supporting, mentoring), but how they can also limit and disempower them (constraining, distracting). This study reopens a discussion on the role of relationships in careers, acknowledging the positive and negative aspects they may have, thus complementing the agentic perspective that is currently dominant in career theory. We provide empiric support to ideas that are often used in career counseling, identifying the individual’s unique set of relationships and the impact they have. Full article

Little research has examined how often biomedical trainees encounter mistreatment in a single day or how such momentary experiences may undermine engagement in training. To address this gap, we investigated the prevalence and short-term consequences of daily sexual harassment, racial mistreatment, and incivility among graduate students and post-doctoral fellows in U.S. biomedical programs. In Study 1, 404 National Institutes of Health-funded trainees completed a two-wave survey assessing mistreatment, mood, and program attitudes across two 24 h periods separated by 10 days. On either day, 36.9% of participants experienced or observed at least one mistreatment episode, with no differences by gender or underrepresented minority status. Day 1 mistreatment was significantly negatively associated with program attitudes 10 days later, suggesting short-term derailment effects. In Study 2, 21 participants responded to true accounts of peers’ mistreatment to describe their emotional reactions and expectations of mentors. Trainees reported anger, disgust, and betrayal, and emphasized the need for mentors to acknowledge these harms, intervene appropriately, and offer support. This study provides the first evidence of single-day mistreatment prevalence among biomedical health trainees and demonstrates that even brief exposures can degrade training program attitudes. Findings underscore the need for improved mentor training and institutional resources to protect and support trainees. Full article

In Philippine state universities and colleges (SUCs), faculty are mandated to balance instruction, research, and extension as “trifocal” functions. Yet, research often competes with heavy teaching loads, administrative work, and community engagement, especially in science disciplines that demand laboratory-based and fieldwork. This qualitative multiple-case study examined how twelve science faculty members across academic ranks in a Philippine SUC system enact the research function within their trifocal roles. Drawing on semi-structured interviews, institutional and policy documents, and cross-case analysis, this study employed a case study design through the lens of systems thinking to identify how research function is embedded in institutional structures and professional life-worlds. Findings show that faculty construct research as (1) a catalyst that propels instruction and anchors extension programs; (2) a strategic requirement intertwined with promotion and career progression; and (3) a relational and infrastructural practice dependent on collegial networks, mentoring, and institutional support systems. Feedback loops link these themes wherein research output fuels promotion and time protection, which, in turn, shape opportunities for further research and mentoring. Additionally, verbatim accounts reveal how faculty members navigate structural pressures, such as bureaucratic processes and workload policies, while framing research as a moral and professional responsibility. This article argues that designing research support in SUCs requires moving beyond compliance-driven metrics to system-level arrangements that honor research as a form of scholarly work deeply connected with teaching quality and community impact. Implications are suggested for workload policy, mentoring, and research-capable learning environments in the Philippines and comparable higher education contexts. Full article