Abstract
The concept of mentoring is presented, including a historical overview and definitions of both mentor and protégé as well as corresponding typical roles and responsibilities. Theoretical models of mentoring are presented and contemporary views on using mentors to create meaningful curricular change are discussed. In particular, the overall results of the American Occupational Therapy Foundation’s Curriculum-Mentoring Project are presented. The conclusion appears to be that both the process and outcomes of curriculum change seem to be highly dependent on the communication style and make-up of the faculty and their relationship with the mentor.
DOI
10.46743/1540-580X/2005.1068
Recommended Citation
Provident IM. Mentoring: A Role to Facilitate Academic Change. The Internet Journal of Allied Health Sciences and Practice. 2005 Apr 01;3(2), Article 3.
