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European Journal of Applied Sciences – Vol.10, No.5
Publication Date: October 25, 2022
DOI:10.14738/aivp.105.13364. Al-Khathami, A. D. (2022). Effective Facilitated Peer Mentoring Model: From the Mentors' Perspective. European Journal of
Applied Sciences, 10(5). 600-609.
Services for Science and Education – United Kingdom
Effective Facilitated Peer Mentoring Model: From the Mentors'
Perspective
Abdullah Dukhail Al-Khathami
MBBS, ABFM, FFCM, MSc Med Edu (Cardiff-UK)
Diploma/MSc PMHC (Lisbon-Portugal), DTQM
Consultant Family and Community Medicine
Leader of Initiative Primary Mental Health Program-MOH
Supervisor of Primary Mental Health Program in Eastern Province-MOH
Former Director of Saudi Postgraduate Family Medicine
Program in Eastern Province-MOH
Senior Trainer of Training of the trainers (TOT) Courses
CBAHI Surveyor-PHC - Saudi Arabia
Vice-chair Wonca Working Party Group on Mental Health
Al-Khobar city, Saudi Arabia
ABSTRACT
Purpose: This study aimed to formulate a framework for a facilitated peer
mentoring (FPM) program from the mentors' perception; define the
characteristics and roles of the facilitator and his/her mentors, successful FPM
relationship, FPM program contents, and strategies for implementation.
Methods: The population of the study comprised 19 junior family medicine
trainers, who have experience as mentors, and were involved in a focus group
study to formulate an FPM program structure. The author conducted this study in
the postgraduate family medicine program in the Eastern Province-Ministry of
Health, Saudi Arabia, 2016. Spearman-test tested the coefficient correlation
between the characteristics and roles of the facilitator and mentors; a p-value of
0.05 was a significant finding. Results: All participants concluded the answers to
the discussion questions in four components: Effective facilitator characteristics
and his/her roles; mentors’ characteristics and their roles. There is a positive
correlation between these characteristics and roles (p-value= 0.018); successful
mentoring relationship factors, contents of the formal FPM program; and a
proposed applicable implementation plan. Conclusions: This research plays a role
in exploring the FPM program contents and roles in a comprehensive way from the
mentors' point of view. It fills the gap in the literature about the FPM program
structure in the academic institutes.
Key words: facilitator, mentoring, mentor, training program, Saudi Arabia
INTRODUCTION
Mentoring is recognized as a cornerstone of successful careers in academic programs.
1,2
Several studies have confirmed that mentorship has a central role in any effective professional
development program.3-6 Junior faculty members struggle to achieve successful careers
and face many challenges. They are expected to mentor without structure or training and
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Al-Khathami, A. D. (2022). Effective Facilitated Peer Mentoring Model: From the Mentors' Perspective. European Journal of Applied Sciences,
10(5). 600-609.
URL: http://dx.doi.org/10.14738/aivp.105.13364
often perform their work without well-structured support or guidance.7 Adding to that, there
is a lack of mentoring on obstacles to career progress.
8
The existence of an effective mentoring program is necessary for professional development .
9
Mentoring assists faculty members in their academic development and transition to new roles
and responsibilities.
10 Despite that, even in countries with extensive induction programs,
which mentoring is a part of, the role of mentors is not clear, and mentors are not formally
educated.
11 Recent research found that most faculty members are expected to mentor without
structure or training.
2 Even though there is an existence of a gap in the literature on effective
mentoring training programs.
7
Facilitating peer mentoring (FPM) model offers a new approach to professional development
that addresses the limitations of the traditional approaches in satisfying cost-effectiveness.
9 It
was proved to be an ability to enhance academic activities, increase published papers, and
promotion in academic rank, skills acquisition, and enthusiasm.
12,13 However, there is a lack of
information in the literature about the FPM model, especially its components. Thus, such
a type of collaborative peer and co-mentoring shows a satisfying and rewarding career
experience for both mentors and their mentees.10,14 However, applying the FPM program can
create “Horizontal mentorship,” as cited by DeCastro et al. (2013)15, help received from peers
and colleagues based on interactions with mutual support, sharing, learning, and
collaboration.
Few designed programs were published defining the contents of the FPM program. The Files
et al. program contained only Skills application of research medical literature.12 Where, the
Fleming et al. program included: the domains of professional development, knowledge, skills,
attitude; scholarship; ability to write career goals; and ability to align activities with the
aims.13 In addition to that, to our knowledge, there is no design for the facilitator and the
mentors in the FPM programs.
According to the O'Sullivan and Irby expanded model focused on two communities of practice:
professional development organizations - i.e., the participants, program, content, facilitator,
and context. The second community is the workplace community, i.e. work environment,
organization, teaching tasks and activities, and mentoring program. They emphasized that
participants should be engaged in their action research, initiating their plan–do–study–act
cycles, which could lead to the outcomes advocated by them.
16
In this study, we apply the concept of what was cited by O'Sullivan and Irby in their expanded
model, "understanding faculty development program processes is as important as
determining changes in participant actions that lead to changes in their learners' performance
and ultimately in changes to patient care".
16 Here, the proposed program members involved
from the beginning in the program designing, facilitator, mentors, and mentoring program as
the items of the FPM model. Hopefully, this action will have a positive impact on the program
evaluation in further study.
Moreover, the expanded model stresses the underexplored role of the facilitator, where the
facilitator is not well-studied in professional development. Who serves in this facilitator
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role?.16 This part will be elaborated in this study, where the other questions related to the
facilitators include, "How could this role be implemented and succeed?"
Hopefully, this study will provide a framework of the FPM model components for the
professional development of academic medical educators for the purpose of maintaining their
career progression.
Aim
This study seeks to define a framework for an effective facilitated peer mentoring (FPM)
program from the mentors' perspective.
Objective
The objective is to identify the following items from the view of junior family medicine
trainers on an effective FPM program:
• The characteristics and roles of an effective facilitator in such a model
• The characteristics and roles of the mentors in this model
• The characteristics of a successful FPM relationship
• The FPM program contents
• Suggested plan and strategies to implement an FPM model
METHOD
The study used the focus group method to describe an FPM program structure from the
mentors' perception.
Study setting
This study was conducted in postgraduate family medicine programs in the Eastern Province- MOH of Saudi Arabia in March 2016.
Participants
Of all the program trainers involved in the study, a total of nineteen junior family medicine
trainers were invited to participate in this study. The participants were distributed into three
groups, each group consisting of 6, 6, and 7 members, respectively. They were asked to
formulate a framework of a proposed FPM program as a result of a discussion and to
recommend answers to the following questions:
• Identify several personal characteristics of an effective facilitator in the FPM
program.
• In your opinion, what roles should the facilitator(s) play in the FPM program?
• What do you think the characteristics or features of mentors in the FPM program
should be? Identify the personal characteristics of effective mentors.
• In your opinion, what are the roles that the mentor(s) should played in the
facilitator peer mentoring program?
• What do you perceive as the characteristics of a successful mentoring relationship:
Identify key features of a successful mentoring relationship in an FPM program.
• May you identify any relevant content on an FPM program?
• May you provide examples of a program plan for this type of mentoring program?
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Al-Khathami, A. D. (2022). Effective Facilitated Peer Mentoring Model: From the Mentors' Perspective. European Journal of Applied Sciences,
10(5). 600-609.
URL: http://dx.doi.org/10.14738/aivp.105.13364
The discussion ran in 2 sessions each session took 2 hour duration in relaxed, interactive, not
a question-answer format environment. Initially, the author explained the discussion purpose
and clarified the discussion items. Then, the author sat back and observed but at some points
intervened to direct and guide the discussion process.
DATA COLLECTION AND ANALYSIS
The author transcribed all of the focus group consensus and rearranged them to have answers
together for each discussed item. For each question, the author listed the main ideas initially
especially, when the ideas occur repeated or alike meaning in purpose of identifying themes.
Identify quotations that illustrate each theme using a constant comparative meaning, and
developed codes from themes. Then, grouped the codes into categories, and axial coding to
look at the interrelationship of categories. The common mentioned points from most of the
participants were invested on.
Coefficient correlation between characteristics and roles of the facilitator and mentors was
tested by Spearman test; a p-value of 0.05 was considered as a significant finding.
Ethics issue: the approval from the research ethics committee at the research committee in
the Eastern Province-SA. Also, each participant signed an informed consent.
RESULTS
All participant (19) agreed to be involved in the focus group discussions. All of the
participants have experience as mentors but had not been mentees.
There concluded agreed answers for the discussion questions were as following:
Q1. Effective facilitator characteristics
The facilitators should own a healthy, motivated self-steam with good experience mentoring
others. They preferably have a less workload than others to have more time for facilitating
tasks and, if possible, to have a great chance to stay as long as possible, conducting the
facilitator work till they achieve the proposed goals. The characteristics of the effective
facilitator are illustrated in table 1.
Q2. Effective facilitator roles
Most commonly, the participants mentioned that facilitators should be supporters:
A "facilitator should have a responsibility of development and work on mentors' promotion."
Besides "the facilitator should guide and facilitate toward a high level of effective and efficient
competencies." The participants also stated that "facilitators should be able to contribute
effectively to solving problems as expert communicators."
Q3. Mentor characteristics
Mentors should be models for their students, honest, with a positive attitude, fair, cooperative,
and supportive. They should be available as needed, have good communication skills, and
be able to inspire others. Participants also stated that "mentors should be self-confident,
creative, and respectable and have effective facilitation skills"; "mentors must have excellent
listening skills and maintain confidentiality." The participants outlined the characteristics of
an effective mentor as listed in Table 2.
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Q4. Mentor roles
Most of the participants admit that "the mentors should be able to work on their and their
mentees' personal and professional development." They also mentioned that "mentors have
the opportunity to mentor other employees and contribute to their organization's growth and
development."
Mentors should be prepared to help their mentees through difficult situations, develop a
relationship of trust, and guide members to set and reach their goals. Besides, mentors should
be able to explore their mentees' educational background, experience, strengths, weaknesses,
and help them to establish short- and long-term goals. At the same time, "mentors should be
able to stimulate and encourage mentees to achieve effective interaction, creation of new
ideas, and sharing of thoughts and ideas in a safe environment."
The majority of the participants agreed that mentors should be able to support and guide
mentees through a flexible educational plan. Mentors have a valuable role in assessing the
mentees' achievement level, identifying their learning gaps, and selecting the most efficient
ways and processes to fill those gaps. Mentors should utilize efficient teaching
methods according to a variety of situations. Finally, some participants stated that mentors
should improve the programs through fruitful cooperation.
There is a positive correlation between these characteristics and roles of facilitators and
mentors, the correlation coefficient is .33 with P value = .02 as a statistically significant.
Q5. Successful mentoring relationship
All the participants agreed that a mentoring relationship should be based on a mutually
beneficial learning experience, in which the mentors share their personal knowledge and
experiences and promote self-discovery. This type of relationship implies support, guidance,
collaboration, and a lack of criticism. Mentors should be available when needed, accept and
listen to others' opinions, and focus on teamwork. Such relationship promotes and supports
moral and intellectual development through highly effective communication, cooperation, and
respect. From this description, the participants concluded that a successful mentoring
relationship is the cornerstone of the mentoring process, which can bring about a high level of
satisfaction for both mentors and mentees. As some participants described it, "this effective
relationship is the one can help to cope with the work challenges and difficulties."
Such a relationship should be based on trust and mutual benefit. It is important for the mentor
and mentee to become acquainted with each other. Also, an existing of short and long-term
goals strengthen the bonds of cooperation and solidify the progression. Mentors and mentees
should be trained on the basic knowledge and skills of mutual teamwork and agree together
upon the defined educational goals. The participants emphasize providing constructive
feedback after each mentoring activity for the purpose of deeper learning. Also, mentees
should have the opportunity to be reflective on their actions and achievements on a regular
basis. Finally, the relationship should be facilitated by network access to support the career
and services development.
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Al-Khathami, A. D. (2022). Effective Facilitated Peer Mentoring Model: From the Mentors' Perspective. European Journal of Applied Sciences,
10(5). 600-609.
URL: http://dx.doi.org/10.14738/aivp.105.13364
Q6. Contents of a formal facilitator peer mentoring program
The participant is encouraged to contribute to formulating the content of the "facilitated peer
mentoring program;" therefore, most of participants identify the learning styles for utilizing
them in the program. The concluded topics were "how to build clinical competencies among
mentees" followed by "how to conduct research and publish it in a peer-reviewed journal."
Also, "how to do a peer review effectively," "how to have good time management," "how to
design a development plan with clear vision, goals, and well-distributed responsibilities", and
lastly, "how to set learning steps for achieving the plan goals?
Q7. Suggested program plan for a "facilitator peer mentoring program"
The participants stated eight points should be considered in the FPM program’ plan:
• Clarify and establish what goals you will be working on during the program.
• Create learning strategies and action plan items to be achieved through each meeting
that support the desired outcomes.
• Allow space for questions, and ensure understanding.
• Review the action plan items, and evaluate what worked and what didn't, and why.
• The facilitator should provide positive, constructive feedback on a regular basis.
• Explore the mentors' reflection after each meeting.
• Discuss the opportunities for improvement.
• Establish and maintain a safe environment.
DISCUSSION
This study describes the FPM program four components: facilitator and mentors
(characteristics and roles), facilitator-mentors' relationship, and mentoring program. For
establishing such program, these components should be considered initially. It is a mentoring
program for junior faculty, which was proven its effectiveness in improving the knowledge,
skills, and attitudes necessary to promote early career advancement and peer networking.
13
First component: there is a lack in describing the facilitator's characteristics and roles.
The facilitator, as shown in our findings, should have a healthy motivated self-steam with
good experience in mentoring others. Facilitators preferably to have less of a workload to
have more time for the facilitating tasks. They should be flexible, friendly, supportive, good
communicators, and able to promote mentors. The facilitator should utilize not the effective
method only but the efficient one, as mentors asked for methods demanding less effort with
less time and cost. Mentors were also looking for a facilitator who could share with them
ways of solving their problems with an appropriate approach. The facilitator acts as a
role model for mentors in their performance. These descriptions are not completely different
from the characteristics of mentors as mentioned in other studies.17,18
Second component: The mentors’ group, who will be guided and supported by a facilitator in
the FPM program. Those mentors should also have desirable characteristics and roles.
Although a few studies have explored this subject, there are no clear identities, and mentors
are not formally educated for their roles.
11 Participants in this study explained that effective
mentors are communicators who willingly share knowledge and resources to enhance
teaching and learning. They should be a model for their mentees, honest, cooperative, and
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supportive. The mentor is the person who guides another to attain success. It is important
that the mentor is a role model for a desired outcome as cited by Young and Wright in
conclusion.
18
This study also demonstrates that mentors should be punctual as needed, have good
communication skills, and be inspiring. These characteristics and roles are in accordance with
Rowley's conclusions that a good mentor should accept the mentee, be skilled in providing
support and effective in interpersonal contexts, communicate hope and optimism, and be a
model of continuous learning.17
Our findings are comparable to the Young and Wright findings, who states that the mentor
understands his or her role, meets the mentees' needs, and is knowledgeable, respected,
a good listener, and a problem-solver.18 Thus, some factors as recommended by DeCastro et
al. should be considered such as similar interests, skill sets, personality, common background,
and style when searching for potential mentor, who will be the facilitator in the FPM
program.15
Here, there is a significant correlation between the characteristics needed and the roles
proposed for both facilitator and mentors. That means that one needs to be careful when
selecting the facilitator and mentors for a peer mentoring program.
Third component: The facilitator-mentor relationship, as cited by Young and Wright, good
mentoring relationship is required for the success of the guiding, nurturing, and caring
actions.18 Mentorship was evidenced as important for early career development and results in
improved job satisfaction and retention.
14 It is a type of integrated approach of advising,
coaching, and nurturing to enhance individual career/personal/professional growth and
development.
19
Therefore, considering the characteristics of mentoring relationships is importance for its
effect on the outcomes.
20,21 Our findings agree with other findings that a relationship should
reflect satisfaction, confidence, empowerment, and working as a team.
5,22 Therefore, the
desirable facilitator/mentors relationship should be based on a safe, respected, keen, family
environment.
Fourth component: The facilitator peer mentoring program contents, as concluded by Straus
et al. there is a gap in the literature on effective mentoring training programs.7 Not only that,
but most academic faculty members are expected to mentor without structure or training.
2
Therefore, this study could help in this moment of a shortage of references by drawing a
framework of such a program. Topics, such as the clinical competencies needed in a training
program, how to conduct research, how to do peer review effectively, time management,
development of a learning plan, and how to achieve the plan goals all look to be desirable
contents. Geoffrey et al. proved that, FPM program can enhance the ability to write career
goals and to align activities with those goals, and number of and amount of time spent
pursuing activities related to those goals.23 In same time, this program able to have a positive
impact on the academic skills and manuscript writing for junior faculty.
24
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Al-Khathami, A. D. (2022). Effective Facilitated Peer Mentoring Model: From the Mentors' Perspective. European Journal of Applied Sciences,
10(5). 600-609.
URL: http://dx.doi.org/10.14738/aivp.105.13364
Constructive feedback is also requested. Here, research guidance for the mentors is necessary,
as mentioned in other faculty development programs.24-26 Hence, a written agreement and
evaluation are essential to set the required content, and using locally-developed surveys is
important for program improvement and encouraging accountability.
14
Fifth component: To design a learning plan, the facilitator and mentors should agree on the
topics, its goals, learning strategies, and action plan for each meeting. Consequently, the
desired outcomes will be achieved. The facilitator should be supportive, ensure
understanding, and assess the action plan
to be aware of the methods that work and those that don't. Also, facilitators should provide
positive constructive feedback and explore the mentors' reflections on a regular basis
so that they find opportunities for improvement.
CONCLUSIONS
This research is important in exploring the FPM program contents and roles in a
comprehensive way from the mentors' point of view. It fills the gap in the literature about
recommended types of mentoring, FPM programs, and training programs.
ACKNOWLEDGEMENT
The Author would like to thank all those who contributed in this study, the trainers in the
Saudi postgraduate family medicine program in the Eastern Province-MOH. Also, great thanks
goes to Dr. Hassan Tawkol for his assistant in the biostatic analysis.
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Al-Khathami, A. D. (2022). Effective Facilitated Peer Mentoring Model: From the Mentors' Perspective. European Journal of Applied Sciences,
10(5). 600-609.
URL: http://dx.doi.org/10.14738/aivp.105.13364
Table (1): Characteristics of an Effective Facilitator in a Facilitator Peer Mentoring Program,
Saudi Postgraduate Family Medicine Program in the Eastern Province-MOHa, 2016
• Fair, flexible, and proactive
• A good time manager
• Welling to teach and guide
• Has good experience as advisor
• Provides opportunities for learning
• Able to provide good supervision
• Excellent communicator with mentors
• Friendly, supportive, and cooperative
• Has excellent national and international experience
• Knowledgeable and skillful to carry out the effective leader roles
• Knowledgeable and skillful to carry out the effective facilitator roles
• Knowledgeable and skillful to evaluate and help others for development a MOH=Ministry of Health
Table (2): Characteristics of Mentors in a Facilitator Peer Mentors program, Saudi Postgraduate
Family Medicine Program in the Eastern Province-MOHa, 2016
Personal
• Role model
• Wise and giver
• Positive attitude, fair
• Available as needed
• Honest, mature, helpful
• Humble, patient, grateful
• Self-motivated and confident
• Psychologically and
socially healthy
Skills
• Leadership
• Reflective
• Respectable
• Professional
• Self-delighted
• Ask for feedback
• Inspiring, creative
• Time management
• Stress management
• Competent facilitator
• Effective communicator
• Cooperative, supportive
Knowledge
• Ethics
• Clinical practice
• Rules and
Regulations
a MOH=Ministry of Health