Mentoring in Pediatric Oncology: A Report from the Children's Oncology Group Young Investigator Committee

*Department of Pediatrics, Children's Hospital at Montefiore, Albert Einstein College of Medicine, Bronx, NY †Oncology and Stem Cell Transplant, Bass Center Day Hospital and Clinics, Lucile Packard Children's Hospital, Stanford ¶¶Department of Pathology, University of California-San Francisco, San Francisco, CA ‡Division of Pediatrics §Department of Biostatistics, University of Texas MD Anderson Cancer Center †††Department of Pediatrics, Division of Hematology-Oncology, Baylor College of Medicine, Houston, TX ∥Department of Biostatistics, Colleges of Medicine and Public Health & Health Professions, University of Florida, Gainesville, FL ¶Van Andel Research Institute #Division of Pediatric Hematology/Oncology at the University of Tennessee College of Medicine, Chattanooga, TN **Center for Childhood Cancer and Blood Disorders, University of Colorado and Children's Hospital, Denver, CO ††Pediatric Hematology/Oncology, Yale University, New Haven, CT ‡‡Department of Hematology/Oncology Hospital for Sick Children, Toronto, ON, Canada §§Department of Surgery and Pediatrics, University of Alabama, Birmingham, AL ∥∥Department of Surgery, University of Washington, Seattle, WA ##Department of Medicine and Pediatrics, University of Cincinnati Cancer Institute ***Division of Hematology/Oncology, University of Cincinnati College of Medicine, Cincinnati, OH.
Journal of Pediatric Hematology/Oncology (Impact Factor: 0.9). 08/2013; 35(6):456-461. DOI: 10.1097/MPH.0b013e31829eec33
Source: PubMed


A formal Mentorship Program within the Children's Oncology Group (COG) was established to pair young investigators (mentees) with established COG members (mentors). Despite the American Academy of Pediatrics policy statement promoting mentorship programs, there are no publications describing and evaluating national mentorship programs in pediatric subspecialties. In this study, a series of internal program evaluations were performed using surveys of both mentors and mentees. Responses were deidentified and analyzed to determine the utility of the program by both participant satisfaction and self-reported academic productivity. Results indicated that mentees were generally satisfied with the program. Mentor-mentee pairs that met at least quarterly demonstrated greater academic productivity than pairings that met less frequently. This formal mentorship program appeared to have subjective and objective utility for the development of academic pediatric subspecialists.

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