Mentoring process
analysis of students’ perception of the discipline of Management and Planning in Dentistry at FOUSP
DOI:
https://doi.org/10.30979/revabeno.v21i1.1043Keywords:
Tutoring, Education, Education, Dental, Students, Dental.Abstract
This study aimed to analyze the perception of graduate students in the last year of the Dentistry Course at the University of São Paulo School of Dentistry (FOUSP) of the mentoring process implemented in the discipline of Management and Planning. The sample comprised 122 students enrolled in the Management and Planning discipline at FOUSP. During mentoring, students were divided into groups of eight members, and tutoring meetings were held by post-graduate students to discuss personal and professional issues. At the end of the semester, students answered a questionnaire about the mentoring process and the positive and negative aspects of the discipline. Tutors were trained in the previous semester alongside a pilot study with 20 graduate students. A correspondence analysis was conducted to evaluate the discipline, and a quantitative textual analysis using the Iramuteq software was used to assess the responses to the open questions. Approximately 97% of the students participated in the survey. The majority rated the discipline as good (55.1%) and excellent (33.9%). Regarding the mentoring process, 62.7% considered the activities excellent and 32.2% good. When asked about the strengths of the discipline, 48.3% of students highlighted tutoring. When verifying the co-occurrence and connectivity of the words, a strong relationship was found between the terms “meeting,” “group,” “student,” and “future.” Thus, graduate students’ perception of the mentoring process is positive, which in addition to being an instructional process, also serves as support for the final year at the university.
Downloads
References
(1) Padovani RC, Neufeld CB, Maltoni J, Barbosa LNF, Souza WFD, Cavalcanti HAF, et al. Vulnerabilidade e bem-estar psicológicos do estudante universitário. Rev Bras Ter Cogn. 2014;10(1):2-10.
(2) Murakami K, Panúncio-Pinto MP, dos Santos JLF, de Almeida Troncon LE. Estresse psicológico em estudantes de cursos de graduação da área da saúde. Rev Med. 2019;98(2):108-13.
(3) Guedes-Granzotti RB, Dornelas R, Galdino MKVR, Leite IS, Oliveira PFD, Moreira PP, et al. Estresse discente em um curso de Fonoaudiologia. Audiol Commun Res. 2021; 26: e2335.
(4) Torquato JA, Goulart AG, Vicentin P, Correa U. Avaliação do estresse em estudantes universitários. InterSciencePlace. 2010;3(14):140-4.
(5) Thorpe K, Kalischuk RG. A collegial mentoring model for nurse educators. Nurs Forum. 2003;38(1):5-15.
(6) Taherian K, Shekarchian M. Mentoring for doctors. Do its benefits outweigh its disadvantages? Med Teach. 2008;30(4):95-9.
(7) Mustafá AMM, Gomides MM, Costa JL, Pires AT, Carvalho IGM. Mentoring e educação em saúde. J Business Techn. 2019;9(1):147.
(8) Frei E, Stamm M, Buddeberg-Fischer B. Mentoring programs for medical students-a review of the PubMed literature 2000-2008. BMC Med Educ. 2010;10(1):32.
(9) Borch P, Dimitriadis K, Störmann S, Meinel FG, Morder S, Reincke M, et al. A novel large-scale mentoring program for medical students based on a quantitative and qualitative needs analysis. GMS J Med Educ.2011;28(2):26.
(10) Kalet A, Krackov S, Rey M. Mentoring for a new era. Acad Med.2002;77(11):1171-2.
(11) Martins AF. O vivido em tutoria mentoring: uma análise fenomenológica da experiência dos alunos de Medicina da Universidade Federal de Minas Gerais [dissertação]. São Paulo: Universidade de São Paulo- USP; 2014.
(12) Lemos RS, De Barros Bentes LG, Brito CVB. O método mentoring como suporte para a saúde mental na graduação em medicina. Pará Res Med J. 2021; 4: e49.
(13) Launer J. Supervision, mentoring and coaching. In: Swanwick T, Forrest K, O'Brien BC. Understanding medical education: evidence, theory, and practice. Chichester: Wiley, 2010. p. 179-90.
(14) Ratinaud P, Marchand P. Application de la méthode ALCESTE à de “gros” corpus et stabilité des “mondes lexicaux”: analyse du “CableGate” avec IRaMuTeQ. Actes des 11eme Journées internationales d’Analyse statistique des Données Textuelles. 2012; 835-84.
(15) Souza MAR, Wall ML, Thuler ACDMC, Lowen IMV, Peres AM. O uso do software IRAMUTEQ na análise de dados em pesquisas qualitativas. Rev Esc Enferm USP. 2018; 52: e03353.
(16) Bienemann B, Ruschel NS, Campos ML, Negreiros MA, Mograbi DC. Self-reported negative outcomes of psilocybin users: A quantitative textual analysis. PLoS One. 2020;15(2):e0229067.
(17) Burgess A, Van Diggele C, Mellis C. Mentorship in the health professions: a review. Clin Teach.2018;15(3):197-202.
(18) Meinel FG, Dimitriadis K, Von der Borch P, Störmann S, Niedermaier S, Fischer MR. More mentoring needed? A cross-sectional study of mentoring programs for medical students in Germany. BMC Med Educ. 2011;11(1):68.
(19) Usmani A, Omaeer Q, Sultan ST. Mentoring undergraduate medical students: experience from Bahria University Karachi. J Pak Med Assoc. 2011;61(8):790-4.
(20) Sheridan RA, Hammaker DJ, de Peralta TL, Fitzgerald M. Dental students’ perceived value of peer-mentoring clinical leadership experiences. J Dent Educ. 2016;80(3):311-7.
(21) Hickey JE, Adam M, Elwadia I, Nasser S, Topping AE. A process-environment model for mentoring undergraduate research students. J Prof Nurs. 2019;35(4):320-4.
(22) Sattar K, Abdulghani HM, Ahmad T, John J, Al Dabeeb D, Meo SA. Principled physicians are not born-they are mentored: Medical students’ perception of the values and need of mentors at the College of Medicine, Saudi Arabia. J Pak Med Assoc. 2017;67(8):1192-7.
(23) Franzoi MAH, Martins G. Experiência de mentoring entre estudantes de graduação em enfermagem: reflexões e ressonâncias dialógicas. Interface Comun Saúde Educ.2 020;24:e190772.
(24) Lopes TF, de Carvalho LS, da Silva AVC, Silva HG, Marinho DMF, de Carvalho REFL. Programa de tutoria acadêmica: relato de experiência de alunos de graduação do curso de enfermagem. Re. Extensão em Foco. 2021; 22:150-158.
(25) Ali S, Omair A, Baig M. Students’ perception of mentoring at Bahria University Medical and Dental College, Karachi. J Pak Med Assoc. 2015;65(6):615-9.
(26) Bohaty BS, Redford GJ, Gadbury-Amyot CC. Flipping the classroom: assessment of strategies to promote student-centered, self-directed learning in a dental school course in pediatric dentistry. J Dent Educ. 2016;80(11):1319-27.
(27) Brasil. Conselho Nacional de Educação. Diretrizes Curriculares Nacionais do curso de graduação em Odontologia. Resolução CNE/ CES 3/2002. Diário Oficial da União, Brasília, 04 mar. 2002.
(28) Feuerwerker LCM. Educação dos profissionais de saúde hoje - problemas, desafios, perspectivas e as propostas do Ministério da Saúde. Rev ABENO. 2003; 3(1):24-7.
(29) Bettis J, Thrush CR, Slotcavage RL, Stephenson K, Petersen E, Kimbrough MK. What makes them different? An exploration of mentoring for female faculty, residents, and medical students pursuing a career in surgery. Am J Surg. 2019;218(4):767-71.
(30) Jordan J, Watcha D, Cassella C, Kaji AH, Trivedi S. Impact of a Mentorship Program on Medical Student Burnout. AEM Educ Train. 2019; 23(3):218-25.
(31) Akinla O, Hagan P, Atiomo W. A systematic review of the literature describing the outcomes of near-peer mentoring programs for first year medical students. BMC Med Educ. 2018;18(1):98.
(32) Martins AF, Bellodi PL. Mentoring: uma vivência de humanização e desenvolvimento no curso médico. Interface Comun Saúde Educ. 2016;20 (58):715-26.
(33) Ghahramani S, Seddigh F, Jahromi ART, Khandel A, Nematollahi P, Hashempoor Z, et al. Mentoring medical students by their peers, three years’ experience at Shiraz Medical School. J Adv Med Educ Prof. 2019;7(3):156-7.
(34) Lamore K; Vioulac C, Fasse L, Flahault C, Quintard B, Untas A. Couples’ Experience of the Decision-Making Process in Breast Reconstruction After Breast Cancer. Cancer Nurs. 2020;43(5):384-95.
(35) Camargo BV, Justo AM. IRAMUTEQ: um software gratuito para análise de dados textuais. Temas Psicol. 2013;21(2): 513-8.
(36) Brandão BMGM, Angelim RCDM, Marques SC, Oliveira DCD, Oliveira RCD, Abrão FMDS. Representações sociais de idosos soropositivos acerca do HIV/AIDs. Rev Bras Enferm. 2019;72(5):1349-55.
(37) Idoiaga N, Berasategi N, Eiguren A, Picaza M. Exploring Children's Social and Emotional Representations of the COVID-19 Pandemic. Front Psychol. 2020;11:1952.
Downloads
Published
How to Cite
Issue
Section
License
Copyright (c) 2021 Revista da ABENO
This work is licensed under a Creative Commons Attribution-NonCommercial 4.0 International License.
Autores que publicam nesta revista concordam com os seguintes termos:
a) Autores mantém os direitos autorais e concedem à revista o direito de primeira publicação, com o trabalho simultaneamente licenciado sob a Licença Creative Commons Attribution que permite o compartilhamento do trabalho com reconhecimento da autoria e publicação inicial nesta revista.
b) Autores têm autorização para assumir contratos adicionais separadamente, para distribuição não-exclusiva da versão do trabalho publicada nesta revista (ex.: publicar em repositório institucional ou como capítulo de livro), com reconhecimento de autoria e publicação inicial nesta revista.
c) Autores têm permissão e são estimulados a publicar e distribuir seu trabalho online (ex.: em repositórios institucionais ou na sua página pessoal) a qualquer ponto antes ou durante o processo editorial, já que isso pode gerar alterações produtivas, bem como aumentar o impacto e a citação do trabalho publicado (Veja O Efeito do Acesso Livre).
