Razi Journal of Medical Sciences

fa تأثیر مولتی منتورینگ بر عملکرد آموزشی اعضای هیأت علمی دانشگاه‎های استان مازندران The Impact of Multi-Mentoring on the Educational Performance of Faculty Members in Universities of Mazandaran Province روانشناسی بالینی Clinical Psychiatry پژوهشي Research <div style="text-align: justify;">زمینه و هدف: مولتی منتورینگ، که شامل راهنمایی از سوی چندین منتور با تخصص‌های متنوع است، می‌تواند نقش مهمی در بهبود عملکرد آموزشی اساتید ایفا کند لذا هدف این مطالعه تأثیر مولتی منتورینگ بر عملکرد آموزشی اعضای هیأت علمی دانشگاه&lrm;های استان مازندران بود. روش کار: روش مطالعه آمیخته (کیفی و کمی) با طرح اکتشافی بود. در بخش کیفی، جامعه مورد مطالعه شامل اساتید دانشگاه‌های استان مازندران در سال تحصیلی ۱۴۰۲-۱۴۰۳ بود و در این بخش، از 22 نفر خبره دانشگاهی، ۱۰ نفر بر اساس قانون اشباع داده‌ها برای مصاحبه انتخاب شدند. در بخش کمی، جامعه آماری شامل 1504 نفر از اعضای هیأت علمی دانشگاه های استان مازندران بوده است که بر اساس جدول کوکران، 306 نفر به روش نمونه‌گیری تصادفی طبقه‌ای برحسب واحد دانشگاهی به عنوان نمونه نهایی پژوهش انتخاب شدند. داده‌ها از طریق مصاحبه‌های نیمه‌ساختاریافته و پرسشنامه‌های محقق‌ساخته جمع‌آوری شده‌اند. در بخش کمی، داده‌های مورد نیاز از طریق پرسشنامه‌های مولتی منتورینگ با 107 گویه و 6 بُعد آموزشی، پژوهشی، تخصصی، شفافیت و ارتباطات، انعطاف‌پذیری و تطابق، بعد رشد حرفه‌ای و شغلی و همچنین پرسشنامه عملکرد آموزشی زندی  (1392) با 25 گویه گردآوری شدند. برای تحلیل داده‌ها، از نرم‌افزار MAXQDA2020 وSPSS21 و PLS3.2 استفاده شد. یافته‌ها: نتایج نشان داد که تمامی روابط بین مولتی منتورینگ و ابعاد مرتبط با آن از نظر آماری معنادار هستند. همچنین ضریب مسیر رابطه بین مولتی منتورینگ و عملکرد آموزشی برابر با 868/0 بود که نشان‌دهنده یک رابطه قوی و مثبت بین این دو متغیر است، به این معنا که افزایش سطح مولتی منتورینگ منجر به بهبود عملکرد آموزشی می‌شود. نتیجه‌گیری: به‌طورکلی، این پژوهش نشان داد که مولتی منتورینگ نه‌تنها یک راهکار مؤثر برای ارتقای عملکرد آموزشی اعضای هیأت علمی است، بلکه باعث بهبود تعاملات علمی، افزایش انگیزه تدریس، ارتقای سطح خلاقیت در روش‌های آموزشی و افزایش کیفیت آموزش در دانشگاه‌ها می‌شود.</div> <div style="text-align: justify;"> Background & Aims: A multi-mentoring educational model can provide learning opportunities to faculty members. With the possibility of connecting to multiple mentors, a faculty member can benefit from diverse knowledge and experiences and find the best solutions for research and educational challenges. By providing access to a variety of resources, a multi-mentoring educational model can offer diverse methods and approaches to facilitate learning and achieve educational and research goals. This model is capable of creating more connections and interactions among faculty members. It can attempt to overcome spatial limitations and enable faculty members to communicate and collaborate even when they are not physically present. Using a multi-mentoring educational model can also be more cost-effective for faculty members. Instead of bearing the high costs of participating in all mentoring experiences and paying for training and recreational activities, faculty members can simultaneously benefit from multiple mentoring sources, thus reducing costs and making it more economically efficient. On the other hand, the term "performance" refers to the process and output of a system. Performance is an activity carried out both for accomplishing a task and as a result of that task. Educational performance provides a mirror for decision-makers and stakeholders in educational activities to obtain a clear picture of how activities are conducted and to better monitor educational systems so that the quality of educational systems is improved in response to individual and societal needs. Evaluating the educational performance of faculty members has been an important strategy for enhancing educational quality in universities. Research performance, however, refers to activities related to research and knowledge production. These activities may include various stages, from problem definition to result analysis. Identifying factors influencing students’ research performance can be key and effective. Factors affecting students’ research performance include research self-efficacy at the university, which increases performance in various academic areas, particularly research. The multi-mentoring educational model, as an innovative approach in faculty education and research, can improve educational and research outcomes. However, the mentioned issues and other unknown factors must be investigated to clarify their efficiency and feasibility in faculty members’ performance. The multi-mentoring educational model is a broad approach in education and research that requires the design of an interactive and multi-directional system. This model has several advantages and disadvantages, and some ambiguous and unclear aspects are discussed below. Measuring improvement in individuals’ learning and research progress may present challenges. The overlap and boundaries between the roles of professor and student in this model may be ambiguous. Defining responsibilities and roles of each individual in the education and research process can create uncertainties. The effects of multi-mentoring in different cultural environments may vary significantly. How this model is implemented and impacts different cultural contexts may be unclear. However, challenges such as reduced communication quality or inability to engage in autonomous thinking may also exist, which require careful examination. Overall, investigating the effects of multi-mentoring on the educational and research performance of faculty members necessitates comprehensive and precise research to resolve existing ambiguities and to provide an optimal model for each educational environment. Therefore, the objective of this study is to present a multi-mentoring educational model and examine its impact on the educational and research performance of faculty members in universities of Mazandaran province. Methods: This study employed a mixed-methods approach (qualitative and quantitative) with an exploratory design. In the qualitative phase, the study population included faculty members of universities in Mazandaran Province during the academic year 1402-1403 (2023-2024). From 22 academic experts, 10 individuals were selected for interviews based on the data saturation principle. In the quantitative phase, the statistical population consisted of 1504 faculty members from universities in Mazandaran Province. According to the Cochran table, 306 individuals were selected as the final sample using stratified random sampling based on university units. Data were collected through semi-structured interviews and researcher-developed questionnaires. In the quantitative phase, required data were gathered using a multi-mentoring questionnaire with 107 items across six dimensions: educational, research, specialization, transparency and communication, flexibility and adaptation, professional and career growth; as well as Zandi’s Educational Performance questionnaire (2013) with 25 items. Data analysis was conducted using MAXQDA2020, SPSS21, and PLS3.2 software. Results: The results showed that all relationships between multi-mentoring and its related dimensions were statistically significant. The path coefficient between multi-mentoring and educational performance was 0.868, indicating a strong and positive relationship between the two variables. This means that an increase in multi-mentoring level leads to improvement in educational performance. Conclusion: Overall, this study demonstrated that multi-mentoring is not only an effective strategy for enhancing the educational performance of faculty members but also improves academic interactions, increases teaching motivation, boosts creativity in teaching methods, and enhances the quality of education in universities. One of the most important reasons for the positive impact of multi-mentoring on educational performance is access to diverse and multidimensional perspectives. Unlike traditional mentoring methods, which usually involve a one-on-one relationship between a mentor and mentee, multi-mentoring enables faculty members to benefit from the knowledge and experience of multiple mentors with varied backgrounds and expertise. This allows faculty to access a range of strategies and viewpoints when facing educational challenges and to apply the best teaching practices. When a faculty member receives feedback and guidance from several mentors, they gain greater confidence in applying effective teaching techniques and have more resources to resolve problems. Additionally, continuous interaction with mentors enhances communication skills and the exchange of experiences among faculty members, which itself positively influences their educational performance. Another important aspect identified in this research is the role of multi-mentoring in fostering educational innovations. Faculty participating in multi-mentoring programs tend to adopt new technologies in teaching, design more engaging course content, and create interactive learning environments. This is due to the exchange of ideas and constructive feedback from various mentors, enabling instructors to refine their teaching methods and tailor them to student needs. Faculty members benefiting from multi-mentoring also experience greater support in their professional path, which helps them better cope with teaching challenges and university responsibilities. Having multiple mentors means that if one mentor cannot provide effective guidance, faculty can turn to others for assistance and better solutions. This leads to reduced stress, increased motivation, and overall improved educational performance. Therefore, it is recommended that universities develop and implement formal multi-mentoring programs to foster the professional development of faculty members and to harness the extensive benefits of this approach.</div> مولتی منتورینگ, عملکرد آموزشی, هیأت علمی Multi-mentoring, Educational Performance, Faculty Members 1 11 http://rjms.iums.ac.ir/browse.php?a_code=A-10-6902-4&slc_lang=fa&sid=1 Hasan Alinia firuzjah حسن علی نیا فیروزجا 3900319475328460089766 0009-0005-4925-0486 No PhD Student in Educational Management, Sari Branch, Islamic Azad University, Sari, Iran دانشجوی دکتری تخصصی مدیریت آموزشی، واحد ساری، دانشگاه آزاد اسلامی، ساری، ایران Mohammad Salehi محمد صالحی drsalehi@iausari.ac.ir 3900319475328460089767 3900319475328460089767 Yes Associate Professor, Department of Educational Management, Sari Branch, Islamic Azad University, Sari, Iran. استاد گروه مدیریت آموزشی، واحد ساری، دانشگاه آزاد اسلامی، ساری، ایران Reza Yousefi Saeed Abadi رضا یوسفی سعیدآبادی 3900319475328460089768 3900319475328460089768 No Assistant Professor, Department of Educational Management, Sari Branch, Islamic Azad University, Sari, Iran. استادیار گروه مدیریت آموزشی، واحد ساری، دانشگاه آزاد اسلامی، ساری، ایران