Infusing The Mentorship Model Of Education For The Promotion Of Critical Thinking In Doctoral Education

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Genevieve Pinto Zipp
Valerie Olson


Mentorship, critical thinking, doctoral curriculum


Effective mentorship is demonstrated in a variety of venues. Good mentors lead students on a journey that forever changes the ways in which they think and act, and consists of different and diverse experiences. Acknowledging faculty beliefs regarding mentorship and instruction is important to understanding why mentors select and implement specific strategies throughout the mentee’s academic tenure. The purposes of this paper are first, to describe the “Layered Learning Mentorship Model (LLMM)” presented in the Department of Graduate Programs in Heath Sciences curriculum; second, to provide an understanding of how the LLMM was developed so as to promote critical thinking skills in graduate students; third, to provide educators with an understanding of the tools essential for the integration of critical thinking opportunities at all levels of doctoral education; and finally, to assess student and faculty perceptions regarding the use of LLMM.


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