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Faculty Mentors' Perspectives on E-Mentoring Post-Professional Occupational Therapy Doctoral Students.

Nancy Doyle1, Karen Jacobs1, Cathryn Ryan1

  • 1Department of Occupational Therapy, Boston University, Boston, USA.

Occupational Therapy International
|June 3, 2016
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Summary

E-mentoring effectively supports students in occupational therapy programs. Successful online mentoring is student-centered, flexible, and provides academic and psychosocial support for professional growth.

Keywords:
e-mentoringgraduate educationmentoringoccupational therapyonline education

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Area of Science:

  • Occupational Therapy Education
  • Distance Learning
  • Mentorship Models

Background:

  • E-mentoring is increasingly recognized as a valuable tool in higher education.
  • Online post-professional doctoral programs require effective student support mechanisms.
  • Faculty perspectives on e-mentoring are crucial for program development.

Purpose of the Study:

  • To explore faculty perceptions of e-mentoring in an online Doctor of Occupational Therapy program.
  • To identify key features and outcomes of faculty-to-student e-mentoring.
  • To assess the effectiveness of e-mentoring for academic and professional development.

Main Methods:

  • Retrospective mixed-method design.
  • Quantitative analysis of online survey data from nine faculty members.
  • Qualitative content analysis of structured interview transcripts.

Main Results:

  • Successful e-mentoring is student-centered, flexible, frequent, and offers academic/psychosocial support.
  • Faculty require skills to adapt e-mentoring to individual mentee needs.
  • E-mentoring facilitates academic and professional growth for both faculty and students.

Conclusions:

  • E-mentoring is a viable and beneficial model for occupational therapy education.
  • Adaptability and student-centeredness are key to effective e-mentoring.
  • Further research is needed to refine e-mentoring practices and measures.