Group e-mentoring: Learnings from a pilot of assistive technology group mentoring in Australia

Figures & data

Table 1. Assistive technology group mentoring protocol.

Assistive technology group mentoring protocol
Session	Content	Structure
Pre-commencement	Pre-program evaluation	Online survey
Month 1	Introductions Frameworks for assessment and intervention’ Critique of frameworks	Pre-reading (self-guided PowerPoint containing range of models of practice relevant to occupational therapy and assistive technology) 75-minute Zoom video call
Month 2	Pragmatic constraints on practice & strategies to manage these Scope of practice Context of workplace and policy setting Political practice of occupational therapy	Pre-reading 75-minute Zoom video call
Month 3	Masterclass practice examples to illustrate practice principles from mentors Troubleshoot practice examples from mentees	Preparation of practice examples 75-minute Zoom video call
Post-hoc	Post-program evaluation	Online survey
2–6 months post	Self-organising mentor/ mentee dyads register to continue with the MentorLink Program. Mentees join ARATA. Communication with mentor/ mentee groups to invite authorship of magazine article.

Figure 1. Average ratings pre and post program (1: very poor, 2: poor, 3: fair, 4: good, 5: excellent).

Figure 2. Mentoring outcomes, using the four core purposes of mentoring as outlined by Doyle et al. (2019). Mentoring Outcomes. In the figure below, the responses from participants in this study are mapped to Doyle et al.’s (2019) four core purposes of mentoring.

Doyle, N., Gafni Lachter, L., & Jacobs, K. (2019). Scoping review of mentoring research in the occupational therapy literature, 2002–2018. Australian Occupational Therapy Journal. https://doi.org/10.1111/1440-1630.12579

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