{"status":"ok","message-type":"work","message-version":"1.0.0","message":{"indexed":{"date-parts":[[2025,11,5]],"date-time":"2025-11-05T16:53:47Z","timestamp":1762361627743,"version":"build-2065373602"},"reference-count":10,"publisher":"Wiley","issue":"3","license":[{"start":{"date-parts":[[2025,3,17]],"date-time":"2025-03-17T00:00:00Z","timestamp":1742169600000},"content-version":"vor","delay-in-days":0,"URL":"http:\/\/creativecommons.org\/licenses\/by\/4.0\/"}],"content-domain":{"domain":["asmepublications.onlinelibrary.wiley.com"],"crossmark-restriction":true},"short-container-title":["The Clinical Teacher"],"published-print":{"date-parts":[[2025,6]]},"abstract":"<jats:title>ABSTRACT<\/jats:title>\n                  <jats:sec>\n                    <jats:title>Background<\/jats:title>\n                    <jats:p>Traditional placements in speech and language therapy (SLT) courses pose challenges for students to gain exposure and exchange knowledge within a wide range of specialties in the profession. To counteract this, we piloted an innovative \u2018mentoring circuit\u2019 to provide an online opportunity for student and newly qualified SLTs to gain insights and network.<\/jats:p>\n                  <\/jats:sec>\n                  <jats:sec>\n                    <jats:title>Approach<\/jats:title>\n                    <jats:p>Mentees and mentors were recruited through professional networks and snowball sampling methods. Six working SLTs from different specialties volunteered as \u2018mentors\u2019 and were allocated individual breakout rooms on Zoom. Students, \u2018mentees\u2019, were grouped according to SLT stages, were given the opportunity to ask questions to each specialist in 10\u2010min intervals. Each group of mentees were rotated along the circuit until they met all six specialists. Feedback was obtained via an online questionnaire.<\/jats:p>\n                  <\/jats:sec>\n                  <jats:sec>\n                    <jats:title>Evaluation<\/jats:title>\n                    <jats:p>Fifteen mentees (67% students, 33% newly qualified SLTs) attended. Key themes emerged from mentees' feedback, including the value of learning from a diverse range of specialists, benefits of peer learning and optimal mentees\u2013mentor ratio. Suggestions included additional time for follow\u2010up questions. Mentors also reported positive experiences, expressing enjoyment in sharing knowledge, networking opportunities, opportunities to reflect and appreciation for the circuit's format. They suggested additional time per breakout room and receiving questions in advance.<\/jats:p>\n                  <\/jats:sec>\n                  <jats:sec>\n                    <jats:title>Implications<\/jats:title>\n                    <jats:p>Feedback showed that the mentoring circuit effectively provided insights and facilitated the sharing of clinical practices among participants. Both mentees and mentors reported positive experiences, indicating a mutually beneficial mentoring relationship. This approach can be considered by other healthcare professions to support clinical placement learning during the students' degree.<\/jats:p>\n                  <\/jats:sec>","DOI":"10.1111\/tct.70077","type":"journal-article","created":{"date-parts":[[2025,3,17]],"date-time":"2025-03-17T23:59:11Z","timestamp":1742255951000},"update-policy":"https:\/\/doi.org\/10.1002\/crossmark_policy","source":"Crossref","is-referenced-by-count":0,"title":["The Mentoring Circuit: An Innovative Speed\u2010Dating Approach to Support Career Awareness in Speech and Language Therapy"],"prefix":"10.1111","volume":"22","author":[{"ORCID":"https:\/\/orcid.org\/0000-0001-9929-9652","authenticated-orcid":false,"given":"Claudia\u00a0Kate","family":"Au\u2010Yeung","sequence":"first","affiliation":[{"name":"Warwick Medical School  Coventry UK"},{"name":"Speech Therapists' Links  UK"}],"role":[{"role":"author","vocabulary":"crossref"}]},{"given":"Yi\u2010Ting","family":"Chia","sequence":"additional","affiliation":[{"name":"Speech Therapists' Links  UK"},{"name":"KK Women's and Children's Hospital  Singapore Singapore"}],"role":[{"role":"author","vocabulary":"crossref"}]},{"given":"Andrea","family":"Fernando","sequence":"additional","affiliation":[{"name":"Speech Therapists' Links  UK"},{"name":"Central London Community Healthcare NHS Trust  London UK"}],"role":[{"role":"author","vocabulary":"crossref"}]},{"given":"Serena","family":"Lo","sequence":"additional","affiliation":[{"name":"Speech Therapists' Links  UK"},{"name":"Central London Community Healthcare NHS Trust  London UK"}],"role":[{"role":"author","vocabulary":"crossref"}]}],"member":"311","published-online":{"date-parts":[[2025,3,17]]},"reference":[{"issue":"2","key":"e_1_2_9_2_1","article-title":"Perceptions and Effects of Online Clinical Preparation Modules for First\u2010Semester Speech\u2010Language Pathology Graduate Students","volume":"6","author":"Leatherman E. M.","year":"2022","journal-title":"Teaching and Learning in Communication Sciences & Disorders"},{"key":"e_1_2_9_3_1","doi-asserted-by":"publisher","DOI":"10.1111\/jocn.13658"},{"key":"e_1_2_9_4_1","doi-asserted-by":"publisher","DOI":"10.1016\/S0892-1997(01)00024-8"},{"key":"e_1_2_9_5_1","doi-asserted-by":"publisher","DOI":"10.1016\/j.jss.2017.02.068"},{"key":"e_1_2_9_6_1","doi-asserted-by":"publisher","DOI":"10.1007\/s11845-023-03361-2"},{"key":"e_1_2_9_7_1","doi-asserted-by":"publisher","DOI":"10.1038\/mt.2014.119"},{"key":"e_1_2_9_8_1","doi-asserted-by":"publisher","DOI":"10.1002\/9781444392029"},{"key":"e_1_2_9_9_1","doi-asserted-by":"publisher","DOI":"10.1080\/14703297.2020.1752281"},{"key":"e_1_2_9_10_1","doi-asserted-by":"publisher","DOI":"10.1080\/0142159X.2020.1737323"},{"key":"e_1_2_9_11_1","doi-asserted-by":"publisher","DOI":"10.1111\/tct.12756"}],"container-title":["The Clinical Teacher"],"original-title":[],"language":"en","link":[{"URL":"https:\/\/asmepublications.onlinelibrary.wiley.com\/doi\/pdf\/10.1111\/tct.70077","content-type":"unspecified","content-version":"vor","intended-application":"similarity-checking"}],"deposited":{"date-parts":[[2025,11,5]],"date-time":"2025-11-05T16:50:00Z","timestamp":1762361400000},"score":1,"resource":{"primary":{"URL":"https:\/\/asmepublications.onlinelibrary.wiley.com\/doi\/10.1111\/tct.70077"}},"subtitle":[],"short-title":[],"issued":{"date-parts":[[2025,3,17]]},"references-count":10,"journal-issue":{"issue":"3","published-print":{"date-parts":[[2025,6]]}},"alternative-id":["10.1111\/tct.70077"],"URL":"https:\/\/doi.org\/10.1111\/tct.70077","archive":["Portico"],"relation":{},"ISSN":["1743-4971","1743-498X"],"issn-type":[{"type":"print","value":"1743-4971"},{"type":"electronic","value":"1743-498X"}],"subject":[],"published":{"date-parts":[[2025,3,17]]},"assertion":[{"value":"2024-03-14","order":0,"name":"received","label":"Received","group":{"name":"publication_history","label":"Publication History"}},{"value":"2025-02-22","order":2,"name":"accepted","label":"Accepted","group":{"name":"publication_history","label":"Publication History"}},{"value":"2025-03-17","order":3,"name":"published","label":"Published","group":{"name":"publication_history","label":"Publication History"}}],"article-number":"e70077"}}