Exploring the Benefits of e-Mentoring in Occupational Therapy Programs

Bridging Cyberspace through e-Mentoring Karen Jacobs, EdD, OTR/L, CPE, FAOTA Nancy Doyle, OTD, OTR/L

Presentation Outline Overview: e-Mentoring in the OTD program Peer-peer mentoring Faculty-student mentoring Review of the evidence base literature Tools and strategies for e-mentoring Building a community of learners present and future through e-mentoring Faculty and student perspectives

Defining e-Mentoring Electronic mentoring (e-mentoring) is mentoring using computer-mediated technology such as electronic communication platforms (Adobe Connect, Wimba), e-mail, message boards, etc. to provide and receive guidance and support. Includes a variety of formats such as peer- peer and faculty-student

Case Example: e-Mentoring Distance education post-professional doctoral program in occupational therapy Two pairs formed at matriculation: Student-student peer mentoring Faculty-student mentoring Relationships sustained until graduation Mentoring agreements negotiated each semester

Review of the Evidence Literature Peer mentoring: Instrumental and psychosocial support Program satisfaction (Grant-Vallone & Ensher, 2000) Faculty mentoring: Professional development and identification Academic direction, skill-building Creative and independent thinking of mentees (Milner & Bossers, 2004; Webb et al., 2009)

e-Mentoring Evidence Base Promising alternative to in-person mentoring Success related to: Prior experience with internet use (DiRenzo, Linnehan, Shao, & Rosenberg, 2010) Motivation to be involved in mentoring (DiRenzo et al., 2010) Self-efficacy and task-efficacy for peer mentors: Frequency of e-mentoring interactions (DiRenzo et al., 2010) Limitations: Published research limited to written e-mentoring methodologies (DiRenzo et al., 2010; Smith-Jentsch, Scielzo, Yarbrough, & Rosopa, 2008)

e-Mentoring Tools Web camera and electronic communication platform

e-Mentoring Strategies Semester-long mentoring agreements Weekly face-to-face meetings Document reviews with specified deadlines

Building a Community of Learners Peer and faculty report high satisfaction Benefits for online students: Motivation, connection to the university, and commitment to one s academic and professional work Strong sense of community and support Potential for long-term professional relationships in clinical, research, and academic work

Student and Faculty Narratives Distance is not a barrier e-mentoring around the globe

Summary e-mentoring defined Program example Review of evidence base literature Recommendations for tools and strategies Outcomes: learning community and potential for long-term working relationships

References DiRenzo, M., Linnehan, F., Shao, P., & Rosenberg (2010). A moderated mediation model of e-mentoring. Journal of Vocational Behavior. 76, 292- 305. Grant-Vallone, E. J., & Ensher, E. A. (2000). Effects of peer mentoring on types of mentor support, program satisfaction and graduate student stress: A dyadic perspective. Journal of College Student Development, 41, 637- 642 Milner, T., & Bossers, A. (2004). Evaluation of the mentor-mentee relationship in an occupational therapy mentorship programme. Occupational Therapy International, 11, 96-111. Smith-Jentsch, K. A., Scielzo, S. A., Yarbrough, C. S., & Rosopa, P. J. (2008). A comparison of face-to-face and electronic peer-mentoring: Interactions with mentor gender. Journal of Vocational Behavior, 72,193 206 Webb, A. K., Wangmo, T., Ewen, H. H., Teaster, P. B., & Hatch, L. R. (2009). Peer and faculty mentoring for students pursuing a PhD in gerontology. Educational Gerontology, 35, 1089 -1106.