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Florida Public Health Training Center: Evidence-Based Online Mentor Program

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Title: Florida Public Health Training Center: Evidence-Based Online Mentor Program
Language: English
Authors: Frahm, Kathryn A., Alsac-Seitz, Biray, Mescia, Nadine, Brown, Lisa M., Hyer, Kathy, Liburd, Desiree, Rogoff, David P., Troutman, Adewale
Source: Journal of Continuing Higher Education. 2013 61(3):175-182.
Availability: Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site: http://www.tandf.co.uk/journals
Peer Reviewed: Y
Page Count: 8
Publication Date: 2013
Document Type: Journal Articles
Reports - Evaluative
Education Level: Postsecondary Education
Higher Education
Descriptors: Public Health, Mentors, Evidence, Online Courses, College Students, State Agencies, Supervisory Methods, Program Descriptions, Training Methods, Learning Activities, Health Education, Web 2.0 Technologies, Best Practices
Geographic Terms: Florida
DOI: 10.1080/07377363.2013.836849
ISSN: 0737-7363
Abstract: This article describes an Online Mentor Program (OMP) designed to support and facilitate mentorships among and between Florida Department of Health (FDOH) employees and USF College of Public Health students using a Web-based portal. The Florida Public Health Training Center (FPHTC) at the University of South Florida (USF) College of Public Health (COPH) developed and implemented the program. The program was developed at the request of, and in collaboration with, the FDOH Office of Workforce Development. In addition, it was also targeted to students in order to give them the opportunity to learn from other public health professionals, develop their own professional expertise, and better determine their niche in the public health field. It was specifically designed to meet the Public Health Core Competency "[8A6] Participates in mentoring and peer review or coaching opportunities" (Council on Linkages Between Academia and Public Health Practice, 2010). This program is unique in that it uses a Web-based portal to match mentors with mentees and facilitate their progress in a real-time tracking system. The algorithm that supports the portal was developed to enhance the significance and relevance of the potential mentor-mentee matches. Included in the portal are robust reporting tools which also provide immediate feedback to program coordinators. These data help to adapt to the evolving mentorship needs of participants, such as providing additional instructional resources or supplemental trainings, and measures the impact on the public health workforce. The program was designated as a best practice by the Association of Schools and Programs of Public Health (ASPPH) based on the criteria that it is easily replicable, evidence-based, and shows a measurable impact on the public health workforce.
Abstractor: ERIC
Number of References: 30
Entry Date: 2014
Accession Number: EJ1022235
Database: ERIC
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  Value: <anid>AN0091668023;gwp01sep.13;2019Feb21.14:56;v2.2.500</anid> <title id="AN0091668023-1">Florida Public Health Training Center: Evidence-Based Online Mentor Program. </title> <sbt id="AN0091668023-2">Introduction</sbt> <p>The Florida Public Health Training Center (FPHTC) at the University of South Florida (USF) College of Public Health (COPH) developed and implemented an Online Mentor Program (OMP) designed to support and facilitate mentorships among and between Florida Department of Health (FDOH) employees and USF College of Public Health students using a Web-based portal. The program was developed at the request of, and in collaboration with, the FDOH Office of Workforce Development. In addition, it is also targeted to students in order to give them the opportunity to learn from other public health professionals, develop their own professional expertise, and better determine their niche in the public health field. It was specifically designed to meet the Public Health Core Competency ì[8A6] Participates in mentoring and peer review or coaching opportunitiesî (Council on Linkages Between Academia and Public Health Practice, [<reflink idref="bib8" id="ref1">8</reflink>]). A public health competency is any knowledge or skill of an individual or the workforce that has been shown to directly impact professional performance and effectiveness. Furthermore, the national average age of state public health professionals is over 45, and an estimated 45% to 50% of federal and state public health employees will be eligible for retirement in the near future. FDOH faces the challenges of adequately preparing a public health workforce to meet state needs as the workforce is increasing in age as well as ensuring continued employee competency as the state seeks national accreditation.</p> <p>This program is unique in that it uses a Web-based portal to match mentors with mentees and facilitate their progress in a real-time tracking system. The algorithm that supports the portal was developed to enhance the significance and relevance of the potential mentor–mentee matches. Included in the portal are robust reporting tools which also provide immediate feedback to program coordinators. These data help to adapt to the evolving mentorship needs of participants, such as providing additional instructional resources or supplemental trainings, and measures the impact on the public health workforce. Furthermore, the FPHTC-OMP portal is designed so that other public health training centers can adapt the software to their particular needs and install their own version of the OMP portal onto their servers. In fact, the program was designated as a best practice by the Association of Schools and Programs of Public Health (ASPPH) based on the criteria that it is easily replicable, evidence-based, and shows a measurable impact on the public health workforce.</p> <hd id="AN0091668023-3">Background/Literature Review</hd> <p>Reviewing mentoring programs across health professions, research supports their positive influence on professional development and workforce performance. Multiple areas of professional practice have been noted as benefiting from participating in mentorship opportunities. One key area identified as benefiting from mentoring relationships is employee productivity. In a review of the health care literature, benefits and positive outcomes of mentoring programs were identified, and the potential for such relationships enhancing workforce capabilities and competencies was recognized (Harrington, [<reflink idref="bib14" id="ref2">14</reflink>]). One such program value resulting from the development of an effective mentoring relationship is increased employee productivity and job satisfaction in practice (Brown & Olshansky, [<reflink idref="bib4" id="ref3">4</reflink>]; Butler, [<reflink idref="bib5" id="ref4">5</reflink>]). Williams and Blackburn ([<reflink idref="bib29" id="ref5">29</reflink>]) also examined mentoring and its effects on worker productivity and found that both the senior and junior faculty who were in a mentoring relationship were more productive compared with other faculty not participating in mentoring programs. These findings have also been seen among other health professions in which mentees were more productive in grant, publication, and presentation activities compared with their non-mentee counterparts (Paul, Stein, Ottenbacher, & Yuanlong, [<reflink idref="bib25" id="ref6">25</reflink>]).</p> <p>Furthermore, mentor programs provide opportunities for career growth and succession planning. In one study of medical residents, the vast majority who participated in a structured mentor program felt their mentors served as good role models and reported better insight on professional planning (Ogunyemi, Solnik, Alexander, Fong, & Azziz, [<reflink idref="bib23" id="ref7">23</reflink>]). The American College of Healthcare Executives ([<reflink idref="bib2" id="ref8">2</reflink>]) endorses mentoring relationships for professional growth at any career stage, and one consistent positive outcome is optimistic feelings about one's career (Allen, Eby, Poteet, Lentz, & Lima, [<reflink idref="bib1" id="ref9">1</reflink>]). Improvements in learning and knowledge retention have also been found, with Ogunyemi and colleagues ([<reflink idref="bib23" id="ref10">23</reflink>]) finding enhanced medical resident learning and levels of clinical expertise after mentor program participation. The level of cognitive compatibility (similarities in the way they learn and communicate) between mentors and mentees also helps to strengthen transfer of knowledge, with those who are more similar experiencing greater levels of learning (Chia-Wu, Mei-Chin, & Kuo-I, [<reflink idref="bib7" id="ref11">7</reflink>]).</p> <p>Mentoring programs also promote organizational on-boarding (the process of socialization into the behaviors and culture of an organization), with research documenting that collaborating with others helps workers overcome their feelings of isolation (Boice, [<reflink idref="bib3" id="ref12">3</reflink>]; Menges & Associates, [<reflink idref="bib20" id="ref13">20</reflink>]; Rice, Sorcinelli, & Austin, [<reflink idref="bib27" id="ref14">27</reflink>]). Specifically, the experience of mentoring and mentorship is a key method by which new employees can learn organizational norms as well as develop professional skills, strategies, and practices (Young & Diekelmann, [<reflink idref="bib30" id="ref15">30</reflink>]). Such mentoring programs also provide opportunities for learning about organizational culture and goals and serve as a means for instilling professional motivation and purposeful practice ([<reflink idref="bib19" id="ref16">19</reflink>]). In relation, increased employee satisfaction has been found to be a beneficial result of mentoring relationships, with higher organizational commitment and satisfaction improving public health employee attitudes toward their position (Fox, [<reflink idref="bib12" id="ref17">12</reflink>]; Okurame, [<reflink idref="bib24" id="ref18">24</reflink>]). This appears to carry over to employee morale, with mentorship being positively correlated with morale levels (Rouse, [<reflink idref="bib28" id="ref19">28</reflink>]).</p> <p>An influence on employee retention also has been found, with lower attrition rates and higher job confidence being attributed to the guidance and support obtained by both mentees as well as mentors who participate in such programs (Fox, [<reflink idref="bib12" id="ref20">12</reflink>]; Mills & Mullins, [<reflink idref="bib21" id="ref21">21</reflink>]; Leners, Wilson, Connor, & Fenton, [<reflink idref="bib18" id="ref22">18</reflink>]). In fact, one study reported 62% of employees who received mentoring reported they would likely remain with their current employer, and 77% of companies reported that mentoring programs effectively increased employee retention as well as performance (Hard Number Measures of Mentoring, [<reflink idref="bib13" id="ref23">13</reflink>]). Another study conducted by Payne and Huffman ([<reflink idref="bib26" id="ref24">26</reflink>]) found a significant relationship between turnover and commitment, with participation in a mentor partnership decreasing the odds of turnover by 38%.</p> <p>In addition, evidence supports an increase in workforce synergy as a result of mentorship. Kerfoot and Cox ([<reflink idref="bib15" id="ref25">15</reflink>]) note that a synergy model allows for restructuring of traditional systems, to a model that changes the infrastructure for mentoring to a horizontal as well as vertical model, providing mentoring in a systematized and reproducible manner. It has also been noted that synergy models include a wide variety of activities in which professionals are regularly involved and enable the best matching of expertise and levels of practice (Czerwinski, Blastic, & Rice, [<reflink idref="bib9" id="ref26">9</reflink>]). Mullen and Lick ([<reflink idref="bib22" id="ref27">22</reflink>]) state that in a truly synergistic mentoring program mentors and mentees inspire and energize one another.</p> <p>Finally, and of note, online mentoring programs and communications are rapidly expanding across a wide variety of professions, with some of the identified opportunities and benefits being greater access to mentorship at a lower cost, less emphasis on demographic and job status characteristics, and the ability to record mentorship interactions (Ensher, Heun, & Blanchard, [<reflink idref="bib10" id="ref28">10</reflink>]). In fact, research has found both mentors and mentees evaluate online programs as positive in terms of both the mentoring process and overall experience (Knapczyk, Hew, Frey, & Wall-Marencik, [<reflink idref="bib16" id="ref29">16</reflink>]). Thus, it appears mentorship is an effective professional development activity across formats, and may move increasingly toward online implementation in the future. As mentorship serves an important function for career success, providing better access to a variety of mentorship options is important for specific workforce groups (such as women and minorities) to help them develop in their professional careers (Knouse, [<reflink idref="bib17" id="ref30">17</reflink>]).</p> <p>This article presents the findings from an ongoing program designed to evaluate the effectiveness of an online mentoring program to prepare participants for careers in the public health workforce and to develop and maintain FDOH employee professional skills and abilities. The development of this program was informed by previous research and needs assessment findings in order to best address workforce training challenges. In particular, the results of the 2011 State of Florida Department of Health Workforce Development Needs Assessment Survey provided program guidance. Furthermore, based on pilot mentor program feedback and FDOH input, the current program seeks to meet the needs of a significant number of public health students, current workforce and potential employees, to best prepare them for their roles in the field of public health.</p> <hd id="AN0091668023-4">Methods/Strategies/Intervention Applications</hd> <p>In 2011, the FPHTC conducted a statewide needs assessment of FDOH employees in partnership with Florida International University and the University of Puerto Rico PHTCs. The needs assessment identified that a mentorship program was a significant workforce development need for on-boarding, retaining, and recruiting FDOH staff. The FPHTC-OMP is designed to support and facilitate mentorships to meet the following goals:</p> <p></p> <ulist> <item> 1. assure a competent and diverse public health workforce in Florida;</item> <p></p> <item> 2. develop the Core Competencies for Public Health Professionals (Calhoun, Rahiah, West, & Shortell, [<reflink idref="bib6" id="ref31">6</reflink>]);</item> <p></p> <item> 3. expand the knowledge, skills, and abilities of FDOH employees and USF College of Public Health students and faculty participating in the program; and</item> <p></p> <item> 4. enhance the understanding of the FDOH and its missions and programs.</item> </ulist> <p>Based on the research findings, the results that came out of the needs assessment conducted in 2011, and current financial environment, the following seven benefits of mentorship were identified for increased focus as key areas for successful program outcomes:</p> <p></p> <ulist> <item> 1. improves employee productivity;</item> <p></p> <item> 2. provides career growth/succession planning;</item> <p></p> <item> 3. supports knowledge management and retention;</item> <p></p> <item> 4. increases employee satisfaction;</item> <p></p> <item> 5. promotes on-boarding;</item> <p></p> <item> 6. improves employee retention; and</item> <p></p> <item> 7. encourages synergy.</item> </ulist> <p>In developing the Web-based portal for FPHTC-OMP, a concise design was critical to the consistency and organization of the process. This included laying out clear, sequential steps for program completion that enable completion in a step-by-step manner. The objectives were for participants to successfully complete the program, as well as potentially repeat the program as their professional goals evolved. We learned from our initial pilot implementation that fixed program start and end times decreased program adherence since FDOH employees and USF COPH faculty or students often had different schedules or time constraints that hindered active participation. Length and time of mentorship and type of support have been shown to have a direct influence on productivity (Butler, [<reflink idref="bib5" id="ref32">5</reflink>]); therefore it was important to keep the program ongoing so participants could continue their progress at their own pace.</p> <p>Participants interested in the FPHTC-OMP are initially encouraged to take an optional survey to determine their role in the program—a mentor or a mentee (or both). Once participants self-select their role, they create a profile by filling out a set of questions on the program registration. The program registration form asks participants questions regarding mentorship role, desired areas of focus in public health, as specialties are wide ranging (from epidemiology to community nutrition), years of experience in public health and current field, areas of expertise (public health specialties in which they have knowledge and skill), and their goals in participating in a mentorship. Figure 1 displays an example of a participant profile.</p> <p>Graph: Figure 1 Florida Public Health Training Center–Online Mentor Program matching profile.</p> <p>Once participants create a profile, then matching begins. Participants receive a list of potential matches, with the highest ranking matches at the top. This is determined by an algorithm built into the system based on the created profile. Included in potential matches is contact and profile information of potential mentors or mentees; thus it is not anonymous. From there, they can view selected profiles and make an ìofferî to the match with whom they want a mentorship. If an offer is accepted, mentorship can begin. Participants also have the option to reject offers and remove potential matches from their list if they feel some matches are not an ideal fit. Program coordinators also have the ability to ìforceî matches or terminate mentorships under special circumstances. For example, if a supervisor wants to be matched with a particular employee, the coordinators can establish this mentorship; or in the opposite case, if someone is not satisfied with their mentorship experience, the coordinators can terminate it for that individual.</p> <p>The FPHTC-OMP is designed so participants complete four (<reflink idref="bib4" id="ref33">4</reflink>) essential parts:</p> <p></p> <ulist> <item> 1. <emph>Design a Professional Development Action Plan (PDAP)</emph>: All participants develop and maintain an individualized professional development plan during their mentorship experience. Suggested steps and templates are provided to help develop and document an individualized professional development action plan. The PDAP is a tool that can be used to focus, evaluate, and prioritize the professional development activities throughout the mentor program.</item> <p></p> <item> 2. <emph>Achieve 12 Mentor–Mentee Contact Hours</emph>: All mentorship relationships require a minimum of 12 contact hours between the mentor and mentee. Correspondence can be by phone, in person, and/or by other virtual methods (Web-conferencing, etc.).</item> <p></p> <item> 3. <emph>Complete Three Professional Development Contact Hours</emph>: Participants must choose from a list of competency-based public health courses to complete their contact hours of professional development.</item> <p></p> <item> 4. <emph>Complete All Program Evaluations</emph>: All participants must complete two program evaluations assessing their mentorship experiences, which are auto-generated at mid-program and final program completion. A follow-up survey is sent 6 months after course completion to assess the impact of the mentor program on professional development. Participants must log all program activities in the FPHTC-OMP portal through the tracking system. Figure 2 displays an example of a participant's activity log.</item> </ulist> <p>Graph: Figure 2 Florida Public Health Training Center–Online Mentor Program activity log.</p> <p>Currently, FPHTC-OMP participants evaluate their mentorship experience at mid-program, at completion, and at six months post-completion. The surveys are comprehensive in scope and include Likert scale questions to measure program goals, relevancy of program resources and materials, effectiveness in the mentorship matching, and opportunities for professional development and competency. Additional questions inquire about mentor–mentee relationship, perception of responsibility, and professional ability. Furthermore, open-ended questions are included for feedback on program strengths, suggested improvements, and general comments.</p> <p>Outside of participant surveys, the FPHTC-OMP portal's reporting system provides real-time quantitative data about participant demographics, mentorship status (i.e., in progress, completed, terminated, etc.), and program engagement (i.e., number of mentorship meetings, number of professional development hours, etc.). This type of formative assessment allows program coordinators to quickly correspond with participants, address any questions or concerns, and improve their mentorship experience immediately, rather than waiting for feedback at the end of the program.</p> <hd id="AN0091668023-5">Discussion</hd> <p>The FPHTC-OMP strives to keep mentorship attrition rates low with its flexible design and online delivery. This program is particularly useful in creating mentoring opportunities in a geographically spread state that includes rural and urban areas, and even mixed urban-rural counties. In conjunction, there was a reduction in statewide funding, necessitating limited funds spent for travel for professional purposes. As noted, the OMP has been designated as a best practice by the ASPPH. To date, the program has 36 potential mentors and 85 potential mentees, and 4 individuals are both mentors and mentees. Currently, there are six active mentorships and two which have been completed. As a Web-based program, it has the potential to attract more than 17,000 FDOH employees and USF COPH students and faculty statewide. Mentoring programs benefit the public health organization by socializing new hires, reducing turnover, and enhancing the transfer of knowledge and values. They also are shown to improve employee productivity, provide career growth and succession planning, support knowledge management and retention among employees, increase employee morale and satisfaction, and promote on-boarding of new employees. However, these benefits are not fully realized unless participants follow through to program completion.</p> <p>An increase in participation directly impacts the rate at which and relevancy of which potential matches are generated. In addition, as an ongoing program, participants have the option to reengage in the program multiple times as their professional needs evolve (i.e., a mentee can return as a mentor, a mentee can engage in a mentorship within another field of interest, etc.). In essence, the longer the program remains active, the more effectively it will serve its participants and meet Goal One of the FDOH 2012–2017 Strategic Workforce Development Plan, which is to ìattract, recruit, and retain a prepared, diverse, and sustainable DOH Public Health workforce in all geographic locations in Floridaî (Florida Department of Health, [<reflink idref="bib11" id="ref34">11</reflink>]). Furthermore, the FPHTC-OMP is designed for possible replication in other states. Since the portal automates matching, tracking, and evaluation processes, the Web-based platform requires minimal resources and staff while maximizing the audience reach for potential participation, which are two notable factors for the implementation and success of any program.</p> <p>The feedback from our initial pilot program and FDOH partners has helped identify key components that make a mentorship program successful. (<reflink idref="bib1" id="ref35">1</reflink>) It must be immediately accessible to the target audience. Long enrollment processes and mentor–mentee matching waiting periods can lead to high participant attrition in the program. The FPHTC-OMP online registration process takes less than 5 minutes. Once a profile is created, mentor–mentee matches are immediately generated.</p> <p>(<reflink idref="bib2" id="ref36">2</reflink>) Program participants must have the ability to personalize their mentorship experience. In the FPHTC-OMP, participants can choose their match from a list of best matches, customize their mentorship experience based on their comfort level (all offline, all online, or hybrid), and achieve program completion at a pace that integrates with their work/school schedule (because there are no program start and end dates). (<reflink idref="bib3" id="ref37">3</reflink>) A program must adapt to the changing needs of the participants. Due to the back-end reporting tools of the FPHTC-OMP, we are able to provide, improve, and enhance program delivery, participant engagement, and mentorship materials with great regularity. The following are selected comments from the initial pilot evaluations:</p> <p></p> <ulist> <item> • ìI think the general concept of this program is good, and would be great for those who haven't been exposed to the competencies before.î</item> <p></p> <item> • ìI think it could be a valuable asset for career-oriented individuals in a diffuse society, particularly for those with barriers to career advancement.î</item> <p></p> <item> • ìIt is a positive experience for the mentor to provide assistance and encourage public health occupations.î</item> <p></p> <item> • ìI learned a lot from my mentee regarding how different areas look at things and the latest news to assist with establishing peer groups.î</item> <p></p> <item> • ìGreat concept! Very easy to maintain relationship via e-mail. Nice to have access to all archived information sessions.î</item> <p></p> <item> • ìThe information presented is helpful to new public health employees or those who desire to increase their knowledge of public health.î</item> </ulist> <p>With any program, there are limitations and challenges. Some of these include scheduling/timing issues, incongruence of availability between mentors and mentees, long-distance communication concerns, and responsiveness of individuals to online matches.</p> <p>However, as noted, when created and implemented successfully, mentoring programs can be quite effective for professional training, development, and organizational climate. The FPHTC-OMP program is a valuable and readily available resource designed to support these efforts.</p> <hd id="AN0091668023-6">Conclusion</hd> <p>Ensuring a competent public health workforce requires ongoing efforts in professional development and training opportunities. In a time of increasing employee time constraints and organizational budget challenges, online public health trainings are an easy and effective mechanism for reaching a substantial portion of the public health workforce. As noted earlier, online mentor programs increase access, help to minimize professional status differentials, and result in beneficial mentorship experiences. In particular, the FPHTC-OMP is an innovative, Web-based portal designed to support and facilitate mentorships and training opportunities among FDOH employees and USF COPH students. Research and public health employee feedback support the benefits of participating in mentoring programs for professional development. The FPHTC-OMP is a timely format for training and educating professionals in public health to meet the evolving public health challenges in communities. It also has the potential to be replicated by others, as well as expanded across other professions, organizations, locations, and geographic areas.</p> <ref id="AN0091668023-7"> <title> References </title> <blist> <bibl id="bib1" idref="ref9" type="bt">1</bibl> <bibtext> Allen, T.D., Eby, L.T., Poteet, M.L., Lentz, E. and Lima, L.2004. Career benefits associated with mentoring for protÈgÈs: A meta-analysis. Journal of Applied Psychology, 89(1): 127–136.</bibtext> </blist> <blist> <bibl id="bib2" idref="ref8" type="bt">2</bibl> <bibtext> American College of Healthcare Executives Leadership Mentoring Network. 2009. Reflections on leadership during challenging times. Frontiers of Health Services Management, 26(2): 35–36.</bibtext> </blist> <blist> <bibl id="bib3" idref="ref12" type="bt">3</bibl> <bibtext> Boice, R.2000. 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  Data: Florida Public Health Training Center: Evidence-Based Online Mentor Program
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  Data: English
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  Data: <searchLink fieldCode="AR" term="%22Frahm%2C+Kathryn+A%2E%22">Frahm, Kathryn A.</searchLink><br /><searchLink fieldCode="AR" term="%22Alsac-Seitz%2C+Biray%22">Alsac-Seitz, Biray</searchLink><br /><searchLink fieldCode="AR" term="%22Mescia%2C+Nadine%22">Mescia, Nadine</searchLink><br /><searchLink fieldCode="AR" term="%22Brown%2C+Lisa+M%2E%22">Brown, Lisa M.</searchLink><br /><searchLink fieldCode="AR" term="%22Hyer%2C+Kathy%22">Hyer, Kathy</searchLink><br /><searchLink fieldCode="AR" term="%22Liburd%2C+Desiree%22">Liburd, Desiree</searchLink><br /><searchLink fieldCode="AR" term="%22Rogoff%2C+David+P%2E%22">Rogoff, David P.</searchLink><br /><searchLink fieldCode="AR" term="%22Troutman%2C+Adewale%22">Troutman, Adewale</searchLink>
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  Data: <searchLink fieldCode="SO" term="%22Journal+of+Continuing+Higher+Education%22"><i>Journal of Continuing Higher Education</i></searchLink>. 2013 61(3):175-182.
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  Data: Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site: http://www.tandf.co.uk/journals
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  Data: Y
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  Data: 8
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  Data: 2013
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  Data: Journal Articles<br />Reports - Evaluative
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  Data: <searchLink fieldCode="EL" term="%22Postsecondary+Education%22">Postsecondary Education</searchLink><br /><searchLink fieldCode="EL" term="%22Higher+Education%22">Higher Education</searchLink>
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  Label: Descriptors
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  Data: <searchLink fieldCode="DE" term="%22Public+Health%22">Public Health</searchLink><br /><searchLink fieldCode="DE" term="%22Mentors%22">Mentors</searchLink><br /><searchLink fieldCode="DE" term="%22Evidence%22">Evidence</searchLink><br /><searchLink fieldCode="DE" term="%22Online+Courses%22">Online Courses</searchLink><br /><searchLink fieldCode="DE" term="%22College+Students%22">College Students</searchLink><br /><searchLink fieldCode="DE" term="%22State+Agencies%22">State Agencies</searchLink><br /><searchLink fieldCode="DE" term="%22Supervisory+Methods%22">Supervisory Methods</searchLink><br /><searchLink fieldCode="DE" term="%22Program+Descriptions%22">Program Descriptions</searchLink><br /><searchLink fieldCode="DE" term="%22Training+Methods%22">Training Methods</searchLink><br /><searchLink fieldCode="DE" term="%22Learning+Activities%22">Learning Activities</searchLink><br /><searchLink fieldCode="DE" term="%22Health+Education%22">Health Education</searchLink><br /><searchLink fieldCode="DE" term="%22Web+2%2E0+Technologies%22">Web 2.0 Technologies</searchLink><br /><searchLink fieldCode="DE" term="%22Best+Practices%22">Best Practices</searchLink>
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  Label: Geographic Terms
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  Data: <searchLink fieldCode="DE" term="%22Florida%22">Florida</searchLink>
– Name: DOI
  Label: DOI
  Group: ID
  Data: 10.1080/07377363.2013.836849
– Name: ISSN
  Label: ISSN
  Group: ISSN
  Data: 0737-7363
– Name: Abstract
  Label: Abstract
  Group: Ab
  Data: This article describes an Online Mentor Program (OMP) designed to support and facilitate mentorships among and between Florida Department of Health (FDOH) employees and USF College of Public Health students using a Web-based portal. The Florida Public Health Training Center (FPHTC) at the University of South Florida (USF) College of Public Health (COPH) developed and implemented the program. The program was developed at the request of, and in collaboration with, the FDOH Office of Workforce Development. In addition, it was also targeted to students in order to give them the opportunity to learn from other public health professionals, develop their own professional expertise, and better determine their niche in the public health field. It was specifically designed to meet the Public Health Core Competency "[8A6] Participates in mentoring and peer review or coaching opportunities" (Council on Linkages Between Academia and Public Health Practice, 2010). This program is unique in that it uses a Web-based portal to match mentors with mentees and facilitate their progress in a real-time tracking system. The algorithm that supports the portal was developed to enhance the significance and relevance of the potential mentor-mentee matches. Included in the portal are robust reporting tools which also provide immediate feedback to program coordinators. These data help to adapt to the evolving mentorship needs of participants, such as providing additional instructional resources or supplemental trainings, and measures the impact on the public health workforce. The program was designated as a best practice by the Association of Schools and Programs of Public Health (ASPPH) based on the criteria that it is easily replicable, evidence-based, and shows a measurable impact on the public health workforce.
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  Data: ERIC
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  Label: Number of References
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  Data: 30
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  Label: Entry Date
  Group: Date
  Data: 2014
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  Label: Accession Number
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  Data: EJ1022235
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        Value: 10.1080/07377363.2013.836849
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        PageCount: 8
        StartPage: 175
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      – SubjectFull: Public Health
        Type: general
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