ArticleLiterature Review

Mentorship in Medicine and Other Health Professions

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Abstract

Mentoring skills are valuable assets for academic medicine and allied health faculty, who influence and help shape the careers of the next generation of healthcare providers. Mentors are role models who also act as guides for students’ personal and professional development over time. Mentors can be instrumental in conveying explicit academic knowledge required to master curriculum content. Importantly, they can enhance implicit knowledge about the “hidden curriculum” of professionalism, ethics, values, and the art of medicine not learned from texts. In many cases, mentors also provide emotional support and encouragement. It must be noted that to be an effective mentor, one must engage in ongoing learning in order to strengthen and further mentoring skills. Thus, learning communities can provide support, education, and personal development for the mentor. The relationship benefits mentors as well through greater productivity, career satisfaction, and personal gratification. Maximizing the satisfaction and productivity of such relationships entails self-awareness, focus, mutual respect, and explicit communication about the relationship. In this article, the authors describe the development of optimal mentoring relationships, emphasizing the importance of different approaches to mentorship, roles of the mentors and mentees, mentor and mentee benefits, interprofessional mentorships for teams, gender and mentorship, and culture and mentorship.

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... Nonetheless, mentor-mentee relationships may display similar ostensive cues in adult life, during rituals, practices, or vocational tutoring. This form of teaching, practical and intuitive, non-verbal and reserved to those within vocational training, enhances the knowledge about the ethics, values and relational nature of the work (Henry-Noel et al., 2019). For instance, a particular form of ostensive cues has been described in theology, and in the vocational training of Christian priesthood, but similar concepts are also common in Buddhism (Schopenhauer, 1966) or Judaism (Kaplan, 1986). ...
... The mentor-mentee relationship is better conceptualized as mirroring the asymmetric relationship lived with the parental figure during development. Indeed, mentees reporting on the positive state of their relationship with their mentors reported higher satisfaction, productivity and personal gratification (Henry-Noel et al., 2019). While the promotion of mentalizing in adult life has been mainly investigated in the psychotherapy setting (Fonagy & Allison, 2014), the fundamental role exerted by parental figures during infancy is replicated in education or training also by different role-models, predisposing for a (re)definition of personal and occupational identities. ...
... The parallel between the mentor and parental figures is therefore apparent even in historical sources dealing with apprenticeships and occupational vocation. The presence of "craft oaths" also highlights the moral stance of the mentor as a role-model for the mentee, establishing the pattern of virtues and values as associated with the vocational "call" towards a specific occupational identity (Henry-Noel et al., 2019). For this reason, experiencing objectification or exploitation might be configured as a specific form of moral injury rather than general occupational distress in a limited set of professions, determining not only a reduced sense of personal accomplishment (Dutton & Ragins, 2007;Holland, 2009), but also disillusionment and nihilism towards the profession itself (Dikmetaş et al., 2011). ...
Chapter
Mentalizing has been conceptualized as the ability to understand oneself or others, and thus as a form of imagery capable of grasping the causal factors underlying overt behaviors and covert reasoning alike. Higher mentalizing skills have been shown to protect the individual against mental distress, through the promotion of effective coping skills and emotional competency. This finding has instigated several empirical studies on the topic, with the quest of characterizing the interplay between early life experiences and later distress. But apart from childhood and adolescence, adults may also reshape their mentalizing abilities, particularly while in education or training. The fundamental role exerted by parental figures during development is mirrored in education or training by different role-models (e.g., teachers, mentors, tutors), fostering the (re)definition of personal and occupational identities. Specific professions are more interested in this phenomenon, which is nonetheless general and transversal to each occupation. For instance, the role of the mentor in medical training has been observed as crucial to promote a later positive sense of accomplishment during work or training, harboring resilience against emotional exhaustion in face of moral injuries to one’s own practice (e.g., the death of a patient, policy, and economic limitations). By contrast, mistreatment, objectification, or frank exploitation suppress the positive reinforcement of identity development, increasing the risk for later burnout. The current chapter reviews the existing evidence on the topic of mentor-mentee relationships, as nurturing mentalizing skills during adult life and exerting a pivotal influence on resilience and burnout. A novel perspective on mentalizing in relation to transformative experiences is proposed. An overarching role for mentors in promoting epistemic trust and self-worth is discussed. Finally, the implications of these findings for specific professions are considered, extending Corson’s model of vocational education (1985).
... Growing in prevalence, mentoring is used as an educational strategy throughout medical and health professional training (Wazen et al., 2021). The benefits of mentoring and its perceived importance for novice clinicians are well documented in the health professions literature (Burgess et al., 2018;Henry-Noel et al., 2019). The aim of mentorship in the health professions is to enhance the abilities of the mentee, building their capacity to reach their goals and professional objectives (Burgess et al., 2018). ...
... Mentoring has been described as both an experience and a relationship (Henry-Noel et al., 2019). A central characteristic of mentorship is the connection and nurturing relationship between the mentor and mentee (Hirsch et al., 2020). ...
... Participants perceived communication and respectfulness as vital for a productive mentoring relationship in the fellowship programs. These characteristics are consistent with the literature on desirable mentormentee qualities in the health professions (Burgess et al., 2018;Henry-Noel et al., 2019;Straus et al., 2013). Although mentoring literature has highlighted personality compatibility as a desirable aspect of the mentoring relationship (Buning & Buning, 2019), participants in this study did not report personality as a major factor in the mentoring relationship. ...
... More time allocated to theory and increasing numbers of student paramedics competing for ambulance service placements have highlighted the importance of effective practice-based learning to bridge theory and practice [8]. Supervised practice education has been extensively studied and refined in medicine and nursing with proven methods and frameworks extrapolated, largely successfully, across other healthcare professions [9,10]. However, the current evidence regarding paramedic practice education is limited or arguably, outdated [11,12]. ...
... Furthermore, a large proportion of the existing evidence exploring practice learning focuses on personal and professional attributes of supervisors, or studentperceived barriers to learning used to define "good mentorship" where the responsibility for learning is shifted onto the mentor [14,15]. Others debate that the learning experience is a relationship in which the learner and mentor share the responsibility for effective learning by contributing to, and reflecting on, mutual discussion and feedback [10,16]. ...
... Despite these positive changes, resistance to change is apparent in the evidence among PEMs in Scotland, seemingly prioritising their own prior experiences over the new knowledge imparted in university settings. Effective practice education relies on continuous professional development on behalf of the PEM to strengthen both clinical and operational practice, but also the ability to facilitate learning [10]. Both students and PEMs describe power dynamics complicating learner-mentor relationships in the practice learning environment. ...
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Background The role of paramedics has expanded significantly over the past two decades, requiring advanced skills and education to meet the demands of diverse healthcare settings. In 2021, the academic requirements for paramedics were raised to a bachelor’s degree to align with other registered professions. The limited evidence on effective paramedic practice education necessitates a novel or new examination of unique learning methods, emphasising the need to establish effective learning relationships between mentors and learners to enhance professional respect and support achieving learning outcomes. This study aimed to investigate expectations between student paramedics and their mentors, focusing on the learning dynamics within paramedic education. Methods This qualitative study used purposive sampling to recruit participants from two distinct cohorts: student paramedics from the University of Stirling and Practice Educator Mentors from the Scottish Ambulance Service. Focus groups were conducted to illuminate comprehensive insights into participants’ expectations regarding practice education and their respective roles in the learning process. Codebook thematic analysis was used to assess the alignment of these expectations. Results Findings illustrate important challenges within practice placement across learning paradigms and highlight the attitudes surrounding the integration of higher education and expectations of practice placements. These challenges encompass systemic barriers, including the support provided to mentors as they assume increased responsibilities and barriers that deter qualified staff from initially undertaking this role. Conclusion The study aimed to assess expectations between practice educators and students within the paramedic profession in Scotland. The methodology effectively identified key themes from comprehensive data, marking the first primary research in this field. There are disparities in learning styles, expectation measurement, and attitudes toward higher education during practice placements, which could significantly impact the teaching and assessment processes. The findings suggest increased support for practice educators, educational programs addressing challenges of mentorship, and stronger links between higher education institutes and the Scottish Ambulance Service.
... 6) As mentors, they should be able to provide themselves, be accessible, allocate their time, and have a deep understanding of the process of medical education where these characteristics are things that must be possessed by mentors, namely selfless and altruistic which are very important. 12,13 Students want a sense of security from their relationship with their mentor without fear, not affect their academic performance and future opportunities. 12 This can be achieved by academic mentors by positioning themselves as learners so that they can help create non-hierarchical relationships that contribute to creating an atmosphere and sense of security and ultimately create valuable dialogue. ...
... 12 Formal mentorship that has been carried out so far is indeed challenging to implement because in this mentorship there must be an agreement, being able to explain what the contents of the curriculum are, what responsibilities must be fulfilled, what achievements must be achieved, and the consequences that must be faced by students. 13 The results of this study are also similar in that it is important for academic mentors to have superior interpersonal skills, so it is very important to choose academic mentors who have strong interpersonal skills and can hone their mentoring style. 14 Support, providing learning strategies, both formally and informally, is needed in the student learning process. ...
... This role model is expected by students because they need confidence that the mentor is able to integrate them into the same interests and encourage them to be competitive in their learning environment, the medical environment. 13 By integrating into this common interest, a mentor can collaborate co-creatively to solve problems and challenges in the learning process. 18 With role-modelling, there are ways that can be integrated and co-created between lecturers and students. ...
Article
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Background: Academic mentors are needed to help students start and develop some parts of professional competence that may be hidden in medical education programs and constantly evolving over time. Academic mentorship model research has been developed in the context of medical education in European and North American countries, which have different cultural contexts from Eastern countries. Therefore, students’ perspective for the model of valued academic mentorship in this context needs to be explored further to become a recommendation for faculties in providing academic mentorship to students. The study aimed to explore how undergraduate medical students perceive the valuable academic mentoring model.Methods: This study used qualitative approach. Seventeen medical students of Universitas Kristen Duta Wacana (UKDW) from year 2018-2021 were divided into 2 focus group discussions. Thematic analysis was applied to analyse the findings. Results: The FGD raised the themes of students' perspectives on valuable academic mentorship if there is a good mentors-students relationship, providing support, hope and role models, flexibility, and effectiveness of academic mentorship, as well as students' hopes for academic mentorship in the future.Conclusion: Academic mentorship is a guidance that provides hope and support according to student needs. The models of valuable academic mentorship according to students is if there is flexibility in mentoring time and effective communication. Future mentoring models should describe future career opportunities and professionalism as a doctor.
... New leaders feel vulnerable due to their lack of experience and are missing consistent support to develop their leadership skills [1]. Mentorship plays a crucial role in this evolution of leadership and can help to guide the development of future leaders [15]. There are various models of mentorship, such as apprenticeship, team-based, multiple, and dyadic mentorships, which all vary in their formality and engagement levels [15]. ...
... Mentorship plays a crucial role in this evolution of leadership and can help to guide the development of future leaders [15]. There are various models of mentorship, such as apprenticeship, team-based, multiple, and dyadic mentorships, which all vary in their formality and engagement levels [15]. In CE leadership, it is imperative to leverage various mentorship models, particularly in conjunction with one another [15]. ...
... There are various models of mentorship, such as apprenticeship, team-based, multiple, and dyadic mentorships, which all vary in their formality and engagement levels [15]. In CE leadership, it is imperative to leverage various mentorship models, particularly in conjunction with one another [15]. Productive mentoring relationships can work to improve not only individuals but groups of leaders within the working environment [16]. ...
Article
Leadership plays a key role in cancer education (CE) and the success of its practices. Leaders in CE must effectively use their leadership skills to be able to communicate, collaborate, and educate their team members. There is a lack of formalized and standardized curriculums for institutions in developing leadership programs, including what themes to focus on in CE. In this article, the authors describe key pillars of leadership in CE that have presented themselves throughout their experience and within the literature. A search was conducted using the Ovid MEDLINE® database and articles were reviewed for eligibility. In this review, thirty articles were selected for their relevance to CE. With this literature search and the authors' reflections, four pillars of leadership in CE were identified: (1) leadership development, (2) collaboration, (3) diversity and equity, and (4) implementation. Within these themes, key areas of importance were discussed further, and barriers to CE leadership were identified. By reflecting upon pillars of leadership in CE, this article may be helpful for developing future leadership programs within CE. It is vital that initiatives continue to be held and barriers are addressed to increase leadership effectiveness within CE.
... This inside knowledge also helps the trainee in gaining a deeper understanding of their field more rapidly, enhancing their skill set, and instilling a sense of confidence as they navigate their career path with a trusted mentor by their side. 24 Having a mentor is an enduring personal relationship that continues to yield benefits long after career advancement. 11 Mentors play a crucial role in assisting mentees with successful completion of the intimacy versus isolation stage of psychosocial development proposed by Erikson 17,18 ( Figure 1). ...
... The mentor's role extends beyond explicit knowledge transfer, encompassing the illumination of the "hidden curriculum" within the medical profession, including insights into the art of medicine, values, ethics, and professionalism. 19,24 These findings align with the natural progression of psychosocial development proposed by Erik Erikson 17,18 and particularly relevant for mentees as they navigate the challenges of intimacy versus isolation and mentors as they face the challenges of generativity versus stagnation and integrity versus despair. ...
... 11 They embody role models for a successful career, with multiple studies demonstrating the positive impact of mentorship on personal development, career choices, organizational retention, and research development and productivity. 2,9,11,24 In this mutually beneficial partnership, the mentor-mentee relationship enhances overall productivity and enriched the learning experience for all involved. ...
Article
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Mentorship, bridging experience and aspiration, is vital in higher education and sectors like medicine. Although recognized as a "dynamic, mutually beneficial relationship," there's a gap between its acknowledged significance and real-world implementation. This article delves into mentorship's Awareness, Benefits, and Challenges from both the mentor's and mentee's perspectives. Effective mentorship hinges on mutual respect, shared values, and understanding. Mentors, navigating roles from teachers to sponsors, must possess skills like honesty, commitment, and the capability to manage diversity and power dynamics. They are tasked with blending career advice with psychosocial backing. Conversely, mentees should exhibit proactivity, clarity in objectives, and value comprehension. The mentor-mentee bond thrives on shared principles, but it's the amalgamation of these values with diverse insights that propels growth, underpinned by genuine involvement and trust. Both mentors and mentees reap immense benefits from their alliance. Mentors experience personal evolution, heightened motivation, and the euphoria of seeing their mentees thrive, enhancing their professional networks. Mentees gain early career support from someone earnestly rooting for their success. This relationship is synergistic: mentees bring fresh perspectives, while mentors contribute their vast experience, jointly amplifying productivity and cultivating a relationship rooted in shared growth. Despite its merits, mentorship has its hurdles. Mentors often juggle time pressures, battle self-doubt, and weigh the repercussions of their mentee's achievements or setbacks. They must harness vulnerability, acknowledging they can't resolve every dilemma but should steer growth. For mentees, the mentor selection process can be overwhelming, and initiating the relationship might be intimidating. Open dialogue and clear boundaries are paramount. Occasionally, mentorship ties need termination due to misalignments or changing roles, necessitating careful handling. In sum, while mentorship offers profound rewards in medical education, it demands dedication, adaptability, and confronting challenges to genuinely shape participants' futures.
... El mentor no solo aporta conocimientos técnicos-científicos, sino que ofrece apoyo emocional, sostén en la toma de decisiones complejas y desarrollo de competencias críticas como la empatía y la capacidad de liderazgo. (2) La mentoría es más que una simple transferencia de conocimientos; es una relación dinámica y bidireccional que enriquece tanto al mentor como al pupilo. En un contexto donde la tecnología y la presión por el rendimiento pueden deshumanizar la práctica médica, el papel del mentor se convierte en esencial para preservar la esencia de la medicina como una ciencia profundamente humana. ...
... En la medicina hipocrática, el arte de diagnosticar a través de los síntomas y signos del paciente, lo transmitían a sus alumnos. Los mentores enseñaban a sus pupilos las diferentes técnicas del examen clínico y el razonamiento médico basados en los hallazgos del examen y del entorno físico que los rodeaba (2) . Todo este conocimiento de la medicina hipocrática donde se hacen consideraciones generales de la profesión médica y la ética del médico fue plasmado a través de los siglos en una obra escrita llamada "el corpus hippocraticum" y que ha servido de libro de texto por muchos para la enseñanza de la medicina. ...
Article
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La mentoría en la educación médica ha sido fundamental desde tiempos antiguos, facilitando la transmisión de conocimientos científicos y técnicos, así como el desarrollo de competencias como empatía y liderazgo. En la medicina contemporánea, marcada por avances tecnológicos y especialización, los mentores son claves para mantener la integridad y humanización de la práctica médica, influyendo positivamente en la formación ética y clínica de los profesionales. Este artículo exploró la importancia histórica y evolutiva de la mentoría, así como los desafíos actuales que enfrenta, como limitaciones de tiempo y recursos, y presiones por el rendimiento, que pueden obstaculizar relaciones efectivas. Se destacó la necesidad de implementar programas estructurados y capacitar adecuadamente a los mentores para superar estos desafíos y asegurar una integración efectiva de la mentoría en el currículo médico, preparando así a los futuros profesionales tanto en habilidades técnicas como humanísticas y éticas.
... 13 14 They are also used as part of equality, diversity and inclusion (EDI) initiatives, and in supporting the development of cultural competency and intelligence in employees. [13][14][15][16][17] Within the National Health Service (NHS), the Reverse Mentoring for Equality, Diversity and Inclusion programme 18 was introduced in Guy's and St Thomas' and Derbyshire Healthcare NHS Foundation Trusts in 2018. This successfully enabled BME staff to act as mentors to white senior leader mentees, exposing them to diverse perspectives through insightful conversations, aiming to influence change by probing attitudes, practices and understanding of racial EDI issues. ...
... 29 31 In effective mentoring relationships, emotional support and encouragement is often a key feature. 17 A much-appreciated aspect included the opportunity for regular reflective discussions. Empowering busy and often pressured employees to reflect in a supportive and open environment can lead to enhanced individual and team performance and high-quality leadership development, ultimately resulting in service improvements that positively impact on patients and colleagues alike. ...
Article
Background It is important that NHS Trusts create inclusive and compassionate organisational cultures in which black and minority ethnic (BME) staff can progress equitably. Race equality and development initiatives can be implemented to address this. The introduction of reverse and reciprocal mentoring programmes in numerous organisations has had varying levels of success. These programmes can emphasise and perpetuate hierarchical differences in pairs, causing barriers to creating mutually beneficial partnerships. Objectives This paper reports the evaluation findings of a race equality and professional development initiative: the Parallel Learning Partnerships (PLP) Programme. Launched in April 2021, 27 of the Trust’s Executive and senior leadership team members were paired with 27 BME colleagues for 1 year. The authors aimed to determine the efficacy of the initiative’s design and implementation, and partner experiences and outcomes, particularly in relation to learning and any evidence of genuinely equal partnerships. Participants Twenty-six programme participants responded to an online survey. One-to-one semistructured interviews were conducted with 12 programme participants. Results Findings revealed that the majority of participants developed effective and highly valued non-hierarchical learning partnerships. This was despite impacts of the COVID-19 pandemic creating additional pressures and affecting partnership meetings and activities. Partner outcomes included greater understanding and awareness around race equity matters, improved confidence and motivation, and enhanced leadership skills in relation to inclusivity and compassion. Conclusion The pilot programme has been largely successful in providing an effective mechanism for BME staff to engage and connect with the Trust’s executive and senior leaders on a reciprocal, equal and mutually beneficial basis. PLP resulted in a variety of beneficial outcomes for both groups of partners which may not have been possible within comparable mentoring models. Additional positive impacts to the wider organisation are anticipated to be evident in time with the programme’s continuation.
... Despite the important role of mentorship and evidence of its benefits, 13 there is no standard definition in the literature, with meanings of the term 'mentorship' ranging from coaching and advising to advocacy and role modelling. [14][15][16] The College of Psychiatrists of Ireland offers a dedicated research day each week as part of higher specialist training (HST). The provision of a research day marks out the importance of research and evidence-based medicine within the psychiatry training curriculum. ...
Article
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Aims and method Higher specialist trainees (HSTs) in psychiatry in Ireland were recruited to complete a 21-item online questionnaire anonymously. Questions were designed to establish the research experience of HSTs in various years of training, identify perceived barriers to participation and generate potential strategies to overcome these barriers. Results Of 165 HSTs surveyed, 50 (30%) responded. Most respondents (58%) were in the second or third year of HST. Most (72%) were training in general adult psychiatry. Themes that emerged from analysis of the qualitative data were ‘collaborative research culture’, ‘guidance’, ‘choice’ and ‘access to resources’. Participants felt they needed more structured guidance and regular supervision, and expressed a desire for more networking and collaboration. Clinical implications The need for a supportive, collaborative research culture within psychiatry was predominant among responses. Structured research programmes and access to resources may facilitate a more positive research culture and should be considered as part of the training curriculum.
... C linical mentors in medical school play an active part in the development of a physician's career, 1 which may continue into post-graduate training. 2 Mentors work by helping foster the development of a budding physician's education through coaching, empathy, and willingness to spread knowledge and skills. ...
... Nonetheless, it is important for young residents to be cognizant of early planning and structuring of one's individual career goals. Many medical schools offer mentoring programs, which often includes career counseling and professional development [18,19]. Its impact on residency training has also been shown [20]. ...
Article
Full-text available
Background Starting the first job as a young physician is a demanding challenge. Certain skills are important to master this transformation that go beyond the theoretical knowledge and practical skills taught in medical school. Competencies such as communication, leadership and career management skills are important to develop as a young physician but are usually not sufficiently taught in medical school in a structured and comprehensive way. Methods We performed an online survey among final year medical students regarding how they perceive their current competency level in communication, leadership and career management skills. We also assessed how they rate the importance to acquire these competencies and the current emphasis during their medical school education regarding these topics. Results Of 450 final year medical students 80 took part in the voluntary survey and 75 complete datasets were returned (16.7%). The majority of respondents rated different communication skills, leadership skills and career management skills as important or very important for their later clinical work. However, most students felt to be poorly or very poorly prepared by the current medical school curriculum, especially for certain leadership and career management skills. Overall, 90.7% of participants expressed interest in an additional educational course that covers subjects of communication, leadership and career management skills during the later stage of medical school, preferably as a hybrid in-person session that also offers synchronous online participation. Conclusions The results of the survey express the need to address communication, leadership and career management skills in the medical curriculum to be better prepare students for the demands of residency and their further course as physicians. An educational format during the final year of medical school may be suitable to address mentioned topics in the framework of clinical practical exposure.
... Research outlines that mentorship is key to success for admission and matriculation in medical school, as well as for personal growth and development. 9 There are many mentoring strategies in medical education that help students achieve their goals. 10 An optimal match between mentor and mentee must consider several factors. ...
Article
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Purpose Despite numerous mentoring strategies to promote academic success and eligibility in medicine, Black students remain disproportionately underrepresented in medicine. Therefore, we conducted a scoping review to identify the mentoring practices available to Black pre-medical students, medical students and medical residents, specifically the mentoring strategies used, their application, and their evaluation. Method Between May 2023 and October 2023, the authors conducted a literature review. Studies that described a mentoring strategy applied among Black learners were eligible for inclusion, and all years of publication were included. Two reviewers screened each article using the Covidence tool, and conflicts were resolved by a third author. All reviewers extracted the data to summarize the various mentoring practices. Results After screening 6292 articles, 42 articles met the criteria for full review. Of these, 14 studies were included in the study. Mentoring practices for Black students included peer mentoring, dyad mentoring, and group mentoring. Mentoring was typically offered through discussion groups, educational internships, and didactic activities. Evaluation of mentoring programs took into account (1) pass rates on medical exams (eg, MCAT, Casper), (2) receipt of an invitation to a medical school admissions interview, (3) successful match to a competitive residency program, and (4) a mentee's report of the overall experience and effectiveness of the program. Conclusion This review is the first, to our knowledge, to focus on mentoring strategies implemented among Black learners in medicine. The results will inform mentoring strategies adapted for Black learners and will therefore address the underrepresentation of Black students in medicine.
... For instance, providing specialized training in dementia care and communication techniques could equip staff with the necessary skills to support individuals with cognitive impairments (Eggenberger et al. 2013;Collins et al. 2022). Moreover, establishing regular supervision and mentorship programs would offer ongoing support and guidance, and increase the ability of staff to cope with the emotional demands of their roles (Race and Skees 2010;Henry-Noel et al. 2019). Investing in staff development and well-being would foster a supportive work environment within CGSCs, and ultimately help to increase staff retention and improve care for older adults living alone. ...
Article
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Older adults in Japan traditionally rely on family members for care. However, the growing number of older people living alone has increased staff burden in community general support centers (CGSCs), which provide care for older people in Japan. This study aimed to identify factors linked to turnover intention among CGSC staff. Of 1002 staff invited to participate, 283 completed a survey (response rate: 28.2%). Logistic regression analysis of 183 valid questionnaires examined demographic, job-related, and attitudinal factors associated with turnover intention. The results showed that the perceived difficulty of supporting older adults living alone was the main predictor of turnover intention. Staff reporting high perceived difficulty levels were more likely to consider leaving. Negative attitudes toward supporting this population also increased turnover risk. These findings highlight a pressing need for targeted interventions to strengthen the ability of CGSC staff to manage the challenges of caring for isolated older individuals. Addressing staff perceptions and providing essential training and resources could reduce turnover rates and increase the quality of care for this vulnerable group.
... For example, in 2015, this gap was estimated to be a deficit of 113,758 Hispanic and 81,358 Black physicians [8]. However, mentorship programs, especially within the medical field, are well-established as successful interventions to overcoming barriers [9][10][11][12]. ...
Article
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Purpose Applying to medical school is accompanied by significant barriers to prospective applicants. Students who are underrepresented in medicine (URiM) may face additional barriers. We created a mentorship program to pair pre-medical URiM students with medical student mentors. The purpose of this study was to determine if providing mentorship and resources to URiM pre-medical students increased their knowledge and confidence regarding the medical school application process. Method A survey was emailed to mentees of the program to assess their knowledge and confidence about the Medical College Admission Test (MCAT) and medical school application before and after receiving mentorship. Wilcoxon-Signed-Rank tests were used for data analysis. Results A total of 28 participants completed the pilot study of which 17 gave qualitative feedback. Students reported feeling significantly more knowledgeable and confident after six months of enrollment on seven (77.8%) of the survey items. Respondents agreed that mentorship was the most valuable aspect of the program, with 13 (76.5%) respondents qualitatively endorsing the positive impact mentorship imparted to them. Conclusion Having a medical student mentor helped URiM pre-medical students feel more knowledgeable and confident about the medical school application process. By providing URiM students with additional resources, the diversity of future classes of physicians may improve and better mirror the populations they will serve.
... Nonetheless, it is important for young residents to be cognizant of early planning and structuring of one's individual career goals. Many medical schools offer mentoring programs often including career counseling and professional development [18,19] and its impact on residency training has also been shown [20]. A career counseling program was also tested in Germany 10 years ago and documented good acceptance among medical students. ...
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Background Starting the first job as a young physician is a demanding challenge. Certain skills are important to master this transformation that go beyond the theoretical knowledge and practical skills taught in medical school. Competencies such as communication, leadership and career management skills are important to develop as a young physician but are usually not sufficiently taught in medical school in a structured and comprehensive way. Methods We performed an online survey among final year medical students regarding how they perceive their current competency level in communication, leadership and career management skills. We also assessed how they rate the importance to acquire these competencies and the current emphasis during their medical school education regarding these topics. Results Of 450 final year medical students 80 took part in the voluntary survey and 75 complete datasets were returned (16.7%). The majority of respondents rated different communication skills, leadership skills and career management skills as important or very important for their later clinical work. However, most students felt to be poorly or very poorly prepared by the current medical school curriculum, especially for certain leadership and career management skills. Overall, 90.7% of participants expressed interest in an additional educational course that covers subjects of communication, leadership and career management skills during the later stage of medical school, preferably as a hybrid in-person session that also offers synchronous online participation. Conclusions Final year medical students in Germany express the need to address communication, leadership and career management skills in the medical curriculum to be better prepared for the demands of residency and their further course as physicians.
... Furthermore, the generalizability of these studies is limited owing to the small sample size and lack of quantifiable outcomes, i.e. the use of open-ended questionnaires and no control group. [7,10,11] Hence, the present study evaluates the effect of peer mentorship programs using validated outcomes on anxiety levels, self-esteem, and self-perception of test-taking skills teacher-student mentorship. ...
Article
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PURPOSE Mentorship is an integral part of student training in higher education. The most commonly adopted design in Indian Educational Institutes is traditional mentorship; teacher–student mentorship. Larger mentor–mentee ratios are one of the difficulties in this ongoing design, thus we investigate the effect of a concept called peer mentoring where students are assigned specific older peers as mentors. METHODS The study commenced after receiving ethical approval from the Institutional Ethics Review Committee. Written informed consent and demographic details were obtained from all the participants. One hundred and twenty students were recruited to participate in the study through a systematic random sampling method. Further on they were divided into two groups: teacher–student mentorship and peer mentorship, respectively. All participants were pretested using “Westside Test Anxiety,” “Rosenberg Self-Esteem,” and “Self-Perception of Test Taking Scale.” One session was conducted every week for 12 weeks. The postassessment was performed using the same preevaluation measures. RESULTS Findings of the present study demonstrate that by the end of 12 weeks’ both groups demonstrated reduction in anxiety, improved self-esteem and confidence, and test-taking skills. However, students undergoing peer mentorship demonstrated a greater reduction in their anxiety levels ( P < 0.05), better self-esteem levels ( P < 0.05), improved confidence levels and test-taking skills ( P > 0.05) as compared to traditional mentorship. CONCLUSION Peer mentorship program was beneficial in reducing anxiety levels and improving self-esteem, confidence, and perception of test-taking skills. As a result, peer mentoring must be implemented as an adjunct to traditional mentorship programs in higher education.
... Additional faculty data (demographics, number of mentees, work location) were provided by self-report. The training and evaluation reported in this paper received exemption from Memorial Sloan Kettering Institutional Review Board (Protocol Number X21-049), as per 45 CFR 46.104(d) (1). The study did not require informed consent from participants. ...
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Background Mentoring is vital to career development in academic medicine, and communication underlies all aspects of the mentoring relationship. Although training research mentors has been shown to be effective, few academic medicine faculties have received training in how to mentor. The investigators developed a novel intervention, the Mentor Communication Skills Training for Oncology Faculty (“Comskil Mentor Training”) and examined feasibility and preliminary efficacy. Methods The study was a single arm pre-post intervention design. The intervention (Comskil Mentor Training) was offered in one virtual 3-hour session and included a didactic lecture with exemplary skill demonstration videos, facilitator-led small group role plays with trained actors, and evaluation. 19 faculty members from 12 departments participated in the training. Results All participants completed the training. Overall, the training was rated favorably, with more than 80% of participants indicating that they “agreed” or “strongly agreed” with training evaluation. From pre- to post-training, significant improvement was seen in participants’ overall self-efficacy to communicate with mentees, as well as participants’ overall use of communication skills and mentoring-specific language. Conclusions Our findings support the feasibility and preliminary efficacy of a virtually delivered experiential mentor communication skills training program for multidisciplinary clinical and research faculty in oncology.
... Financial considerations are also important as junior faculty might have considerable loans or other costs [12], and venues to mitigate financial stressors, such as moonlighting, may be a priority. Emotional support can also be valuable [18], with even simple acts, such as inquiring about the personal wellbeing of the mentee, having a significant impact. ...
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The first years of an academic musculoskeletal (MSK) faculty position are a time of transition for the junior faculty member, who must rapidly adjust to new clinical, academic, operational, and professional responsibilities. Mentoring has a critical role in helping the faculty member to thrive in these early years. Establishing clear communication, trust, and expectations can set the foundation for an effective mentoring relationship. Junior faculty members ideally would have multiple mentors with different areas of expertise, including mentors of all roles in MSK radiology but also in other radiology divisions and other departments. Private practice MSK radiologists can also benefit from mentorship. Barriers to mentoring in MSK radiology include overall smaller division sizes, a newer and smaller field on a national level, and the increase in clinical volume and remote work that results in less face-to-face interaction. Despite the challenges, both junior MSK faculty members and their mentors can benefit greatly from strong mentoring connections.
... For instance, studies indicate that young female faculty members have more difficulty finding mentors than their male counterparts [7][8][9][10]. Mentorship opportunities have been identified as an important determinant of promoting and retaining females in academic medicine [10][11]. ...
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Authorship in clinical trials and clinical practice guidelines is considered prestigious and is associated with broader peer recognition. This systematic review investigated female representation among studies reporting authorship trends in clinical trials or clinical practice guidelines in different medicine subspecialties. Our search strategy yielded 836 articles, of which 30 met the inclusion criteria. Our findings indicate that females are severely underrepresented in authorship of clinical trials and clinical practice guidelines. Although the proportions of females may have improved in the past decade, the gains are marginal. Notably, studies in this domain predominantly focus on first/last authorship positions, and whether females are underrepresented in other positions as collaborative partners is currently unknown. Also, authorship trends in clinical trials or clinical practice guidelines of most medicine subspecialties besides cardiovascular medicine remain under-researched. Hence, standardizing the methodology for studying gender disparity in research output for comparative analysis between different subspecialties is as urgent as addressing the gender disparity in authorship.
... The role of medical education in shaping the next generation of healthcare providers is critical. It is therefore essential that medical students receive comprehensive training that prepares them to provide effective medical care to all patients [19,20]. ...
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Background Adequacy of learning models and their ability to engage students and match session’s objectives are critical factors in achieving the desired outcome. In this systematic review and meta-analysis, we assess the methodological approach, content, and effectiveness of training initiatives addressing medical students’ knowledge, attitudes, confidence and discrimination perception towards LGBTQIA + people. Method PubMed, Web of Science, Medline and Scopus were searched to identify published studies, from 2013 to 2023, on effectiveness of training initiatives addressing medical students’ knowledge, attitudes, confidence and discrimination perception towards LGBTQIA + people. The risk of bias of the selected studies was assessed by the Medical Education Research Study Quality Instrument. Overall effect sizes were calculated using a Mantel–Haenszel method, fixed effect meta-analyses. Results A total of 22 studies were included, representing 2,164 medical students. The interventions were highly diverse and included seminars, lectures, videos, real-case discussions, roleplay, and group discussions with people from the LGBTQIA + community. After the interventions, there was a significant improvement in self-confidence and comfort interacting with patients and in the understanding of the unique and specific health concerns experienced by LGBTQIA + patients. Conclusion Our findings indicated that the outcomes of interventions training actions for medical students that promote knowledge and equity regarding LGBTQIA + people, regardless of their scope, methodology and duration, result in a considerable increase in students’ self-confidence and comfort interacting with LGBTQIA + patients, highlight the need for more actions and programs in this area promoting a more inclusive society and greater equity.
... Though these programs are seldom found in psychosomatic medicine, they could serve as a template for all female physicians in this discipline, potentially offering regular work, mentorship, and ideally, female role models as supervisors. 49 Grants that include comprehensive training and structured research programs for ECRs are, without question, one of the most significant opportunities a female physician can take in overcoming the gender gap. are held by female physicians, is a prime example. ...
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Background: Female physicians are in some cases preferred by patients due to their sex-related characteristics such as softness and empathy. Psychosomatic medicine presents a compelling working environment due to its holistic approach. Methods: This brief review synthesizes the challenges encountered by female physicians in psychosomatic medicine and outlines potential strategies for overcoming these barriers. Results: The presence of female role models may constitute a crucial advancement in this process. There exists a pressing demand for specialized clinical and scientific programs in psychosomatic medicine at both national and international levels. Such programs, offered by universities and ministries, as well as comprehensive training initiatives, are indispensable in fostering the next generation of females in psychosomatics. Leading journals can lend their support by publishing special issues dedicated to female physicians. Conclusion: Strengthening female physicians throughout all positions in psychosomatic medicine can contribute ultimately to the improvement of patient care.
... Mentorship is an essential practice that is an important predictor of career development, academic success, and work-life balance. 8,9 Additionally, mentorship benefits not only the mentee but also the leadership development of the mentor, as academic medicine continues to drive physicians to assume leadership and educational roles. 10 The practice of bridging the divide between Gen Z and existing generations in the workplace has been explored in other allied health professions 11,12 and non-medical professions, 13,14 with much discussion about the preceding Millennial generation and its impact on the workplace. ...
Article
Purpose The incoming Canadian cohort of medical students is comprised mainly of individuals from Generation Z (Gen Z; born between 1997 and 2012), with greater than 50% of applicants identifying as female. A gap remains in our understanding of Gen Z women learners in their challenges in navigating medical education, their expectations for their medical careers and the influences that have impacted their worldview. This study explored the needs, values, and experiences of Gen Z women medical students and the impact of these factors on mentorship expectations among this population that will soon be entering the workforce. Methods Upon receiving ethics approval from the University of Toronto Research Ethics Board, semi‐structured interviews were conducted (February–May 2021) with 15 Gen Z women students from 14 English‐speaking Canadian medical schools who had given written consent to participate. An iterative constant comparative team approach was utilised in which the interview guide and sampling were adjusted as the data evolved. Transcripts were line by line coded into categories, then grouped into themes using descriptive analysis. Results These socially aware learners described how society had afforded them greater opportunities for expression, which gave them a sense of feeling advantaged over older generations. However, participants paradoxically expressed feelings of powerlessness and commented on tensions they experienced when interacting with older generation physician mentors, especially during conversations on social justice issues. They also highlighted instances of biased mentorship specific to their gender. Participants emphasised a desire for inclusive mentorship that considered the mentee's identity and intersectionality. Conclusions The growing number of women learners in Canadian medical schools necessitates a re‐evaluation of mentorship delivery. Mentors must adapt by integrating Gen Z ideals to overcome mentorship challenges.
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Background - Given the complexity of student responsibilities and backgrounds, the need for additional support during graduate education is evident for overall success. An innovative role that addresses these complexities and mitigates issues facing today’s nursing student was developed. Purpose - The Personal Faculty Mentor (PFM) role was developed to provide one, specific point of contact in an effort to support students throughout their MSN journey by completing new student orientation, individualized student outreach, frequent personal communication, and development of success plans. The PFM role also supports the faculty or instructor role by providing additional support and outreach with student concerns (low participation or scores). The overall purpose of the PFM is to improve student outcomes including pass rates, persistence rates, and satisfaction. Methods - Within the University’s Master of Science in Nursing Accelerated Track (MSN AT) Advanced Generalist and Clinical Nurse Leader (CNL), the PFM role was implemented to support student success. The MSN AT has flexible due dates for assignments which lends for more intensive student support. Results – Since the PFM role has been in place since program inception (July 2019), persistence and program completion are on average 12% higher, as high as 29%, with those students who actively participate with their PFM. Through survey, students report high satisfaction with the PFM role and attribute part of their success to this supportive role. Each session, students who actively participate with their PFM have better persistence than those who do not. Limitations – While the anecdotal feedback and positive outcomes are noteworthy, this strategy did not involve an empirical research investigation. As a result, a causative relationship may not be concrete. There is clearly an improvement in the retention and persistence of students who engage regularly with the PFM; however, there are additional variables that may be impacting the outcomes that would be helpful to identify. Conclusions / Implications for Practice - Student support promotes success. The role of the PFM provides individualized, student-centered support. Students who participate and interact with their PFM are more likely to be successful in the MSN AT.
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The prevalence of drug use and abuse continues to rise within the United States, creating detrimental outcomes for drug users, families, and society. Recovery and sobriety can be challenging, representing a complex problem requiring those wishing to cease drug use to employ various strategies as part of treatment. Mentoring, as part of sobriety efforts, may be beneficial; however, the role of mentoring within this context is not well understood. Using the adaptation theory and social cognitive theory as a conceptual framework, the purpose of this qualitative hermeneutic phenomenological research study was to understand the lived experiences of post-rehab patients and their perspectives on the impact of mentorship in an inpatient or outpatient postrecovery mentorship program. This study was guided by three research questions focused on participants’ experiences with treatment, mentoring, and the framework of the recovery program. Data were collected from semi-structured individual interviews with 10 purposively sampled individuals who formerly abused drugs. Five themes emerged from the data: Mentors were experienced as confidants and trusted supporters; participants learned valuable coping skills; participants learned to have healthier relationships; participants experienced mentorship as valuable even when it was not optimal; and biological, experiential, personality, and situational domains were encompassed. Results are significant for supporting the introduction of mentorship more broadly in treatment efforts and increasing the knowledge of methods to guide preventing substance abuse to reduce substance abuse rates and related health effects.
Article
Importance Because mentorship is critical for professional development and career advancement, it is essential to examine the status of mentorship and identify challenges that junior surgical faculty (assistant and associate professors) face obtaining effective mentorship. Objective To evaluate the mentorship experience for junior surgical faculty and highlight areas for improvement. Design, Setting, and Participants This qualitative study was an explanatory sequential mixed-methods study including an anonymous survey on mentorship followed by semistructured interviews to expand on survey findings. Junior surgical faculty from 18 US academic surgery programs were included in the anonymous survey and interviews. Survey responses between “formal” (assigned by the department) vs “informal” (sought out by the faculty) mentors and male vs female junior faculty were compared using χ ² tests. Interview responses were analyzed for themes until thematic saturation was achieved. Survey responses were collected from November 2022 to August 2023, and interviews conducted from July to December 2023. Exposure Mentorship from formal and/or informal mentors. Main Outcomes and Measures Survey gauged the availability and satisfaction with formal and informal mentorship; interviews assessed broad themes regarding mentorship. Results Of 825 survey recipients, 333 (40.4%) responded; 155 (51.7%) were male and 134 (44.6%) female. Nearly all respondents (319 [95.8%]) agreed or strongly agreed that mentorship is important to their surgical career, especially for professional networking (309 respondents [92.8%]), career advancement (301 [90.4%]), and research (294 [88.3%]). However, only 58 respondents (18.3%) had a formal mentor. More female than male faculty had informal mentors (123 [91.8%] vs 123 [79.4%]; P = .003). Overall satisfaction was higher with informal mentorship than formal mentorship (221 [85.0%] vs 40 [69.0%]; P = .01). Most male and female faculty reported no preferences in gender or race and ethnicity for their mentors. When asked if they had good mentor options if they wanted to change mentors, 141 (47.8%) responded no. From the interviews (n = 20), 6 themes were identified, including absence of mentorship infrastructure, preferred mentor characteristics, and optimizing mentorship. Conclusions and Relevance Academic junior surgical faculty agree mentorship is vital to their careers. However, this study found that few had formal mentors and almost half need more satisfactory options if they want to change mentors. Academic surgical programs should adopt a framework for facilitating mentorship and optimize mentor-mentee relationships through alignment of mentor-mentee goals and needs.
Article
Purpose Mentorship has many notable benefits. Research about mentorship for physician associates/assistants (PAs) is limited. This study sought to uncover more detailed information on mentorship and its effect on PAs. Methods A survey was sent via email to all PAs and advanced practice registered nurses at our institution. Subgroup analysis was performed on PA respondents, including satisfaction and independent predictors associated with mentorship. Results Of the 295 PAs, 63 (21.4%) identified having a mentor. Those with a mentor were statistically more likely to function as a mentor (OR 2.7 [95% CI 1.5-4.9], P = .001), have an academic rank of assistant professor or higher (OR 2.7 [95% CI 1.3-5.5], P = .007), be under age 45 years (OR 6.1 [95% CI 2.1-17.4], P = .008), be less than 10 years into their career (OR 3.1 [95% CI 1.7-5.7], P = .002), and be satisfied with mentorship (88.9% versus 23.9%, P < .001). Conclusions Mentorship for PAs is crucial and can boost academic promotion and career satisfaction.
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Objetivos: Avaliar as características das ligas acadêmicas e seus participantes em uma escola médica, descrevendo e associando suas atividades com diversos aspectos da formação. Métodos: Estudo exploratório, através de questionário online com estudantes do internato, com uma parte descritiva e outra quantitativa com cálculo de correlações. Também, com pesquisa sobre área de atuação, número de alunos e professores das ligas da instituição. Resultados: Participaram do estudo 71 estudantes, que possuem alto índice de participação em ligas, com taxas de satisfação e recomendação também altas. A instituição possui 52 ligas, com 21,6±10,4 alunos e, em geral, um professor. Conclusões: Alunos de medicina entram precocemente em ligas, atuam em várias e tomam parte em outras atividades complementares. A participação em ligas está associada com atividades complementares e com publicação de artigos. Elas podem funcionar como suporte para socialização e, também, como grupos de mentoria por pares.
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Background and Objectives: Mentorship is critical for the career development of health care professionals and educators. Facilitating successful mentorship is valuable in supporting future leaders and educators in family medicine. Since 1988, the Society of Teachers of Family Medicine's New Faculty Scholars (NFS) program has provided 1-year mentorship opportunities for new faculty. This qualitative study used group concept mapping to identify the characteristics of successful mentorship relationships within the NFS program.
Article
Objective: Describe the contributions of mentoring meetings held between nurses and nursing students. Method: This is a cross-sectional, descriptive study with a qualitative approach, carried out with nursing students linked to the Nursing Mentoring Program at the University of Brasilia. Data was collected using an electronic form made available through Google Forms. The collected data was submitted to thematic content analysis. Results: The sample was made up of 44 students. One category emerged, namely: Doses of contribution from mentoring meetings: Knowledge, motivation, and perspectives in nursing. Conclusion: The meetings enabled students to learn about the specialties and areas of activity of nurses at different levels of health care, to feel motivated to stay in the nursing course, and to develop a new way of seeing and thinking about themselves, the profession, and the professionals who work in nursing on a daily basis, re-signifying what is essential in the training and exercise of the art of providing care.
Article
BACKGROUND AND OBJECTIVES Health care providers' exposure to global surgical disparities is limited in current nursing and/or medical school curricula. For instance, global health is often associated with infectious diseases or maternal health without acknowledging the growing need for surgical care in low- and middle-income countries (LMICs). We propose an international virtual hackathon based on neurosurgical patient cases in under-resourced settings as an educational tool to bring awareness to global surgical disparities and develop relationships among trainees in different countries. METHODS Participants were recruited through email listservs, a social media campaign, and prize offerings. A 3-day virtual hackathon event was administered, which included workshops, mentorship, keynote panels, and pitch presentations to judges. Participants were presented with real patient cases and directed to solve a barrier to their care. Surveys assessed participants' backgrounds and event experience. The hackathon was executed through Zoom at Harvard Innovation Lab in Boston, MA, on March 25 to 27, 2022. Participants included medical students, with additional participants from business, engineering, or current health care workers. RESULTS Three hundred seven applications were submitted for 100 spots. Participants included medical students, physicians, nurses, engineers, entrepreneurs, and undergraduates representing 25 countries and 82 cities. Fifty-one participants previously met a neurosurgeon, while 39 previously met a global health expert, with no difference between LMIC and high-income countries' respondents. Teams spent an average of 2.75 hours working with mentors, and 88% of postevent respondents said the event was “very” or “extremely conducive” to networking. Projects fell into 4 categories: access, language barriers, education and training, and resources. The winning team, which was interdisciplinary and international, developed an application that analyzes patient anatomy while performing physical therapy to facilitate remote care and clinical decision-making. CONCLUSION An international virtual hackathon can be an educational tool to increase innovative ideas to address surgical disparities in LMICs and establish early collaborative relationships with medical trainees from different countries.
Chapter
Most successful people can identify with the role played by a mentor. Their personal and professional growth is guided by a mentor. Effective mentoring relationships are vital for professional identity. This bond is built on mutual trust, respect, and communication. Success of a mentorship lies in the type of model used, mentor–mentee qualities, the stages the relationship goes through and the environment. So, the coronavirus outbreak left us overwhelmed with not only online classes and assessments but also a ‘work/study from home’ culture, which both faculty and students had not encountered before. This has led to so many issues including network problems, lack of bedside teaching, and social distancing among many others. The role of a mentor has become all the more crucial now in these difficult times. The present chapter shall address the needs of the mentees and the responsibilities of the teachers as a mentor not only during routine times but also during difficult times such as the COVID-19 period by being proactive and extending beyond boundaries by ensuring a humane approach. To fulfil these responsibilities, the mentor should adopt a new set of mentoring skills. The experiences regarding mentor–mentee relationships in the educational field, research, and practice will be highlighted. A need for evaluation of modified mentoring programmes shall also be emphasized.
Article
Women currently represent approximately 70% of the global healthcare workforce, 60.9% of the global dental workforce, 77.6% of the US healthcare workforce, and 36.7% of the US dental workforce. The American Dental Association states that the number of practicing women dentists in the United States has increased by 2.25 times since 2001, with a projected trajectory to level off by 2040. Despite having a major impact on the healthcare sector globally, women earn 24% less than men and only serve in 25% of senior leadership positions. In the US dental schools, only 14% of faculty serve in administrative roles, and as of April 2022, 28.6% of the US dental school deans were women, indicating gender underrepresentation in the highest roles of academic leadership. This corresponds to the data on gender parity still not being the norm in many societies and workplaces and can be attributed to public policies, stereotypical perceptions, and individual factors. Five key factors have been identified to be crucial for women's entry or advancement in global health leadership: a) public policy, b) community, c) institutional, d) interpersonal, and e) individual. Individual self‐improvement and institutional practices may be used to overcome these barriers to women's leadership in healthcare and shift the power dynamics toward reinforcing gender equality. These transformative changes are measured through women's collective capacities and skills, relationship dynamics, community perceptions, and environmental practices. This article recognizes the present obstacles to women in healthcare leadership and proposes strategies to achieve gender equality both through individual and institutional practices.
Article
Background Mentorship is critical for successful careers in academic medicine. There is a gap in the literature regarding specific qualities that make effective mentorship relationships for Obstetrics and Gynecology (OB/GYN) residents. This study aimed to identify the attributes most valued by OB/GYN residents in their mentorship relationships and to explore the factors influencing their choice of mentors. Methods We conducted a cross-sectional survey among OB/GYN residents, distributed electronically November 2021-March 2022. Demographic data, mentor qualities, satisfaction with current mentorship and mentee factors were identified. The survey incorporated questions adapted from the validated Ideal Mentor Scale assessing three mentor attributes: Integrity, Guidance, and Relationship. Data analysis involved descriptive statistics, Student’s t-tests, chi-squared tests, and Fisher’s Exact tests where appropriate. Results 48 of 60 (80%) of surveyed residents responded. Among the respondents, 72.9% were female and 29.1% identified as non-white. Integrity emerged as the most valued Ideal Mentor attribute. No statistically significant gender-based differences were observed in the preferences for mentor characteristics including gender of a mentor. Non-white respondents placed greater importance on having a mentor of the same race (p<0.01). Residents interested in subspecialties expressed a stronger preference for mentors with fellowship training (p<0.01) and shared research experiences (p=0.03). Conclusions OB/GYN residents seek mentors characterized by integrity and who are active in research and professional societies aligned with their interests. The data highlight the importance of considering race and subspecialty preferences in fostering influential and equitable mentorship for all residents.
Article
Background Gender bias is an enduring issue in the medical profession despite women being more represented within medical schools and the health care workforce in numerous countries across the world. There have been frequent calls for further exploration of gender‐based discriminations within medical education, owing to its lasting impact on student's professional development and career trajectories. This paper presents an ethnographic exploration of the experiences of female medical students and doctors in the clinical learning environment (CLE), aiming to disrupt the cycle of gender inequity in the clinical workplace. Methods Our research field involved two teaching wards in a Scottish urban hospital, where 120 h of non‐participant observations were conducted over 10 months. Combining purposive and convenience sampling, we conducted 36 individual interviews with key informants, which included medical students, foundation doctors, postgraduate trainees, consultant supervisors, and other health care professionals such as nurses and pharmacists. Data was thematically analysed using Bourdieu's theory of social power reproduction. The research team brought diverse professional backgrounds and perspectives to the exploration of data on gendered encounters. Results Combining the observational and interview data, five themes were generated, which suggested gender‐related differentials in social and cultural capital that the participants acquired in the CLE. Experiences of discriminatory behaviour and stereotypical thought processes impacted the female students' engagement and drive towards learning, implying an adverse influence on habitus. In contrast, the valuable influence of gendered role‐models in building confidence and self‐efficacy signified a positive transformation of habitus. The research participants displayed considerable internalisation of the gendered processes in the CLE that appeared to be linked to the transient nature of clinical placements. Conclusions This research reveals that despite constituting the majority demographic of medical school, female students struggle to gain social and cultural capital. Gendered hierarchies that structure clinical workplaces disadvantage female students and doctors, and the differential experiences transform their habitus. Based on our theoretically informed investigation, we advocate for role‐models given their positive impact on students' and doctors' habitus. Additionally, medical educators may consider extended clinical placements that provide opportunities for female students and early‐career doctors to secure social and cultural capital through integrating better in health care teams and building meaningful interprofessional relationships.
Article
Background Women in medicine have reported gender-specific obstacles to career success, such as a dearth of mentors and role models. Pediatric emergency medicine (PEM) is a female-dominated subspecialty of pediatrics yet is still impacted by gender inequality in many areas. No previous study has explored mentoring experiences of women PEM physicians and the impact on their career trajectory. We sought to explore the experiences of female PEM physicians with mentorship to determine aspects of mentoring that were successful or unsuccessful. Methods This was a qualitative study with criterion sampling of female PEM physicians. Members of the American Academy of Pediatrics Section of Emergency Medicine completed semistructured interviews in 2022, recorded and transcribed verbatim. Our research team consisted of 3 PEM physicians. Using the constant comparative method, we analyzed transcripts by inductively developing codes, grouping codes into categories, and refining codes, descriptions, and group assignments to identify themes. Interpretations of and relationships among themes were iteratively discussed and revised by the team. Results Twenty-two participants were interviewed via telephone. The mean age of participants was 44 years old, and the majority (73%) identified as White, non-Hispanic, and at the rank of assistant professor (45%). Four themes were identified: (1) benefits of mentorship (recognition of need for mentorship and finding professional success), (2) finding mentors (processes to find mentors and mentor roles), (3) characteristics of successful mentors (personal and professional), and (4) impact of mentorship (career advancement or career sabotage). Conclusions We identified 4 themes that could be incorporated into mentoring programs and are associated with successful experiences for women PEM physicians. The detail and descriptions in our data provide guidance for mentoring programs that specifically address the needs of women in PEM.
Article
The ACPN looks back at their 2023 workshop, where they explored the key differences between mentoring and coaching, guiding nurses to unlock their leadership potential. This article explores strategies and techniques for effective growth-focused support
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Determining a principal investigator's (PI) qualification could be complicated particularly for educational institutions. In the learning environment, it is difficult to provide students PI status. Several studies have examined the viability for student’s investigators. The purpose of this research was to discover how professors and students viewed medical students' eligibility for PIs. The institution create a data-based PI eligibility procedure was one of the secondary goals. Teachers and students at Alafia University's College of Medicine (COM) were polled using an investigation that was developed and verified by the study's authors. A total of 135 medical students, 53 academic members, including four administrators, answered. The responses percentages for instructors and students were more than fifty percent and 12%, respectively. Based on 62% of the instructors, medical students can't be PI eligible despite the control of an instructor. According to 77% of the students, they were unqualified to serve as the PI. The findings of the present investigation confirm the widespread university policy that prohibits medical students from acting as principal investigators.
Article
Introduction The transition from medical student to first‐year doctor is notoriously difficult, yielding a high rate of transition failure, burn‐out and mental health deterioration. Doctors in this cohort experience unique challenges during this time, which manifest through performance gaps, issues of professional identity, new occupational pressures, and cultural expectations. Mentoring programs are commonly utilised in the medical profession to foster personal and professional development and improve psychosocial well‐being and career satisfaction. However, there exist no systematic reviews examining the use of mentorship specifically for the first‐year doctor cohort, given the unique transition challenges faced by this vulnerable group. Purpose Due to their transition difficulties, evaluate the research on mentorship specifically for first‐year doctors, and identify the emerging themes that can inform the benefits to this group, the barriers that impede program implementation and the facilitators that contribute to successful mentorship programs for this cohort. Materials and Methods The PEO (population, exposure outcome) framework was adopted to develop the research inquiry, after which, a systematic review was conducted, adhering to PRISMA guidelines. The search strategy was conducted with assistance from an experienced university librarian. Screening and selection were completed independently against inclusion/exclusion criteria, by two reviewers. The methodological quality of included studies was assessed using Joanna Briggs critical appraisal instruments. Data sources used included Web of Science Medline, Ebsco Cinahl Plus, Scopus, Web of Science Core Collection and Ovid Journals. Search parameters were restricted to English language and peer‐reviewed; date range was unobstructed up to 26 August 2022. Results A total of 4137 articles were retrieved, with 13 considered to have met full inclusion criteria. An integrative review synthesis identified three major themes; benefits of mentoring for first‐year doctors, intrinsic and extrinsic barriers to mentoring programs and facilitating factors that improve successful program implementation. Conclusion First‐year doctors report untenable and highly strenuous working conditions, that result in poor mental health and high attrition rates. Formalised, near‐peer, tier mosaic mentoring programs provide significant psychosocial and career benefits to this cohort specifically, bridge the training gap from medical student to first‐year doctor and ameliorate patterns of intergenerational bullying, hierarchy and emotional inhibition. However, mentorship is inextricably interrelated to societal–cultural considerations of identity. Mentorship alone cannot overcome endemic cultural challenges within medicine without broader systemic change; however, programs are a valuable option towards positive support for first‐year doctors.
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Objectives: To evaluate the effectiveness of mentoring of house officers on their transition towards their professional life, preparation for the workplace, and improving their learning through standardized training and assessment during their rotation in Obstetrics & Gynecology. Methodology: The project mixed method study was implemented in Gynae C Unit of Ayub Teaching Hospital, Abbottabad from 1st May 2022 to 31st May 2022. A mentorship program was initiated as a one-month pilot project to train house officers of Obstetrics & Gynecology and inculcate professional values and practices relevant to the discipline. Thereafter, a mixed method study was conducted to evaluate the program having qualitative semi structured interviews from mentors and mentees as well as quantitative formative assessment. Results: House officers appreciated the program for acquiring knowledge and overcoming difficulties at work, as well as relieving stress and anxiety and suggested formal training of mentors. Mentors said that the program helped to develop their leadership and communication skills. Conclusion: Mentoring had a positive effect on house officers learning and overall satisfaction despite some challenges and limitations.
Chapter
Mentorship is key to academic career success, resulting in improved research productivity, success in promotion and tenure, and career and job satisfaction. Health scholars especially benefit from a mentor who helps them to overcome professional barriers, produce scholarship, and develop both self-esteem and self-confidence. Successful mentoring relationships are characterized by interpersonal rapport, shared values, and high-quality communication. The work of identifying and initiating a mentoring relationship may fall to the junior faculty member, who should begin the process with a values clarification exercise and well-defined goals. The mentee’s professional behaviors will help both the mentor and the mentee to be successful and sustain the relationship. These include timeliness, setting the agenda, clarifying expectations, soliciting and responding to feedback, and communicating with honesty and respect. When the traditional mentor-mentee dyad is not available locally, other models may be used, such as coaching for specific skills or needs, peer functional mentoring, and mosaic mentoring. Mentors from professional societies, although geographically distant, may be especially effective.
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Mentoring is critical for academic success. As science transitions to a team science model, team mentoring may have advantages. The goal of this study was to understand the process, benefits, and challenges of team mentoring relating to career development and research. A national survey was conducted of Building Interdisciplinary Research Careers in Women’s Health (BIRCWH) program directors—current and former scholars from 27 active National Institutes of Health (NIH)-funded BIRCWH NIH K12 programs—to characterize and understand the value and challenges of the team approach to mentoring. Quantitative data were analyzed descriptively, and qualitative data were analyzed thematically. Responses were received from 25/27 (93%) program directors, 78/108 (72%) current scholars, and 91/162 (56%) former scholars. Scholars reported that team mentoring was beneficial to their career development (152/169; 90%) and research (148/169; 88%). Reported advantages included a diversity of opinions, expanded networking, development of stronger study designs, and modeling of different career paths. Challenges included scheduling and managing conflicting opinions. Advice by directors offered to junior faculty entering team mentoring included the following: not to be intimidated by senior mentors, be willing to navigate conflicting advice, be proactive about scheduling and guiding discussions, have an open mind to different approaches, be explicit about expectations and mentors’ roles (including importance of having a primary mentor to help navigate discussions), and meet in person as a team. These findings suggest that interdisciplinary/interprofessional team mentoring has many important advantages, but that skills are required to optimally utilize multiple perspectives.
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Background: Although the population of diverse applicants applying to medical school has increased over recent years (AAMC Diversity in Medical Education: Facts and Figures 2012); efforts persist to ensure the continuance of this increasing trend. Mentoring students at an early age may be an effective method by which to accomplish diversity within the applicant pool. Having a diverse physician population is more likely able to adequately address the healthcare needs of our diverse population. Purpose: The purpose of this study is to initiate a pipeline program, called the Medical Student Mentorship Program (MSMP), designed to specifically target high school students from lower economic status, ethnic, or racial underrepresented populations. High school students were paired with medical students, who served as primary mentors to facilitate exposure to processes involved in preparing and training for careers in medicine and other healthcare-related fields as well as research. Methods: Mentors were solicited from first and second year medical students at the University of Arizona College of Medicine-Phoenix (UACOM-P). Two separate cohorts of mentees were selected based on an application process from a local high school for the school years 2010-2011 and 2011-2012. Anonymous mentee and mentor surveys were used to evaluate the success of the MSMP. Results: A total of 16 pairs of mentees and mentors in the 2010-2011 (Group 1) and 2011-2012 (Group 2) studies participated in MSMP. High school students reported that they were more likely to apply to medical school after participating in the program. Mentees also reported that they received a significant amount of support, helpful information, and guidance from their medical student mentors. Overall, feedback from mentees and mentors was positive and they reported that their participation was rewarding. Mentees were contacted 2 to 3 years post MSMP participation as sophomores or juniors in college, and all reported that they were on a pre-healthcare career track. Conclusion: The MSMP may serve as an effective pipeline program to promote future diversity in college and graduate training programs for future careers in science and medicine.
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Objectives To explore evidence concerning gender differences in teaching and learning in surgery to guide future initiatives. Methods This systematic review was conducted searching in the following electronic databases: MEDLINE, EMBASE, CINAHL, PsycINFO, ERIC, Web of Science, Scopus and PubMed. All studies related to gender differences in surgical education, teaching or learning of surgery at an undergraduate level were included. Data was extracted and critically appraised. Gender differences in learning, teaching, skills acquisition, perceptions and attitudes, interest on surgery, personality and factors influencing interest in surgical careers were differentiated. Results There is an underrepresentation of women in surgical academia, due to lack of role models and gender awareness. It is not clear whether or not gender itself is a factor that affects the learning of surgical tasks. Female students pursuing a surgical career had experienced sexual harassment and gender discrimination that can have an effect on the professional identity formation and specialty choice. There are differences in personality among female and male students interested in surgery. Gender is a determining factor to choose surgery, with a consistent lower proportion of women compared interested in pursuing a surgical career. Mentoring and personality fit are important in medical student’s specialty selection. Female students are more likely to be discouraged from pursuing a surgical career by a lack of female role models. Conclusions Bias against women in surgery still exists. There is a lack of studies that investigate the role of women in the teaching of surgery.
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Good medical leadership is vital in delivering high-quality healthcare, and yet medical career progression has traditionally seen leadership lack credence in comparison with technical and academic ability. Individual standards have varied, leading to variations in the quality of medical leadership between different organisations and, on occasions, catastrophic lapses in the standard of care provided to patients. These high-profile events, plus increasing evidence linking clinical leadership to performance of units, has led recently to more focus on leadership development for all doctors, starting earlier and continuing throughout their careers. There is also an increased drive to see doctors take on more significant leadership roles throughout the healthcare system. The achievement of these aims will require doctors to develop strong personal and professional values, a range of non-technical skills that allow them to lead across professional boundaries, and an understanding of the increasingly complex environment in which 21st century healthcare is delivered. Developing these attributes will require dedicated resources and the sophisticated application of a variety of different learning methodologies such as mentoring, coaching, action learning and networking.
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To develop a deeper understanding of mentoring by exploring lived experiences of academic medicine faculty members. Mentoring relationships are key to developing productive careers in academic medicine, but such alliances hold a certain "mystery." Using qualitative techniques, between November 1999 and March 2000, the authors conducted individual telephone interviews of 16 faculty members about their experiences with mentoring. Interviews were taped and transcribed and authors identified major themes through multiple readings. A consensus taxonomy for classifying content evolved from comparisons of coding by four reviewers. Themes expressed by participants were studied for patterns of connection and grouped into broader categories. Almost 98% of participants identified lack of mentoring as the first (42%) or second (56%) most important factor hindering career progress in academic medicine. Finding a suitable mentor requires effort and persistence. Effective mentoring necessitates a certain chemistry for an appropriate interpersonal match. Prized mentors have "clout," knowledge, and interest in the mentees, and provide both professional and personal support. In cross-gender mentoring, maintaining clear boundaries is essential for an effective relationship. Same-gender or same-race matches between mentor and mentee were not felt to be essential. Having a mentor is critical to having a successful career in academic medicine. Mentees need to be diligent in seeking out these relationships and institutions need to encourage and value the work of mentors. Participants without formalized mentoring relationships should look to peers and colleagues for assistance in navigating the academic system.
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Mentoring during the early stages of a career has been associated with high career satisfaction and may guide development of professional expertise. Little is known about mentoring experiences during residency training. Our purpose was to describe mentoring relationships among internal medicine residents, and to examine the relationship between mentoring and perceived career preparation. We designed and administered a mailed survey to all interns and residents enrolled in the five independent Internal Medicine Residency Training Programs affiliated with Harvard Medical School. We examined the development of mentoring relationships during residency training, and measured satisfaction with mentoring and with perceived career preparation. Of the 329 respondents (65% response rate), 93% reported that it is important to have a mentor during residency, but only half identified a current or past mentor. Interns [adjusted odds ratio (AOR) 0.3 (95% confidence interval (CI) 0.2, 0.5)] and underrepresented minority residents [0.3 (0.1, 0.7)] were significantly less likely to establish a mentoring relationship than their peers. Mentored residents were nearly twice as likely to describe excellent career preparation [1.8 (1.1, 3.1)]. Our findings demonstrate the importance of mentoring to medical residents, and identify a relationship between mentoring and perceived career preparation. We also identify a relative lack of mentoring among interns and underrepresented minority residents.
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Many believe that mentoring is essential for new and developing faculty physicians to achieve their professional and personal goals, yet there are both positive and potential negative aspects of mentoring. Research reports on the process have few quantifiable objective outcomes, are mostly single-center study populations, lack controls and use mostly qualitative techniques. Absence of a standardized definition of mentorship has allowed widespread application of the term to other forms of protégé support. Several models have been developed, with other generalized descriptors used to differentiate the important qualities of mentoring relationships.
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Importance Mentorship is considered a key element for career satisfaction and retention in academic surgery. Stakeholders of an effective mentorship program should include the mentor, the mentee, the department, and the institution. Objective The objective of this study was to characterize the status of mentorship programs in departments of surgery in the United States, including the roles of all 4 key stakeholders, because to our knowledge, this has never been done. Design, Setting, and Participants A survey was sent to 155 chairs of departments of surgery in the United States in July 2014 regarding the presence and structure of the mentorship program in their department. The analysis of the data was performed in November 2014 and December 2014. Main Outcomes and Measures Presence and structure of a mentorship program and involvement of the 4 key stakeholders. Results Seventy-six of 155 chairs responded to the survey, resulting in a 49% response rate. Forty-one of 76 of department chairs (54%) self-reported having an established mentorship program. Twenty-five of 76 departments (33%) described no formal or informal pairing of mentors with mentees. In 62 (82%) and 59 (78%) departments, no formal training existed for mentors or mentees, respectively. In 42 departments (55%), there was no formal requirement for the frequency of scheduled meetings between the mentor and mentee. In most departments, mentors and mentees were not required to fill out evaluation forms, but when they did, 28 of 31 were reviewed by the chair (90%). In 70 departments (92%), no exit strategy existed for failed mentor-mentee relationships. In more than two-thirds of departments, faculty mentoring efforts were not recognized formally by either the department or the institution, and only 2 departments (3%) received economic support for the mentoring program from the institution. Conclusions and Relevance These data show that only half of departments of surgery in the United States have established mentorship programs, and most are informal, unstructured, and do not involve all of the key stakeholders. Given the importance of mentorship to career satisfaction and retention, development of formal mentorship programs should be considered for all academic departments of surgery.
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Purpose: Mentorship has been shown to improve career satisfaction, research productivity, and retention of academic physicians. There is a current lack of studies investigating factors that either promote or hinder effective mentoring relationships through the perspectives of both faculty and residents. The aim of this study was to ascertain these factors and subsequently to provide guidance on designing residency mentorship programs. Methods: We used a qualitative design to examine mentorship experiences at the University of Ottawa Department of Anesthesiology and conducted semi-structured interviews with 11 residents and 12 faculty in the mentorship program. Data were analyzed iteratively using a constant comparative method to identify themes resulting in positive or negative mentorship outcomes. Results: As determined from both mentor and mentee perspectives, a successful mentorship program hinges on three key factors-i.e., the anticipated goals of a mentorship relationship, characteristics of the participants, and the structure of the program. When themes were compared between mentors and mentees, differences in their perception of the goals of the relationship and the structure of the program resulted in cases of disillusionment and negative mentorship outcomes. The concept of a mentorship network emerged as a possible solution that would meet the evolving needs of mentees as they progress through training. The network would involve each mentee acquiring multiple mentors, with each providing guidance for a mentee's diverse areas of interest. Conclusion: We identified three key factors that facilitate or hinder mentorship relationships and proposed solutions for designing effective mentorship programs for postgraduate training programs.
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This study aimed to analyze gender differences in rank, career duration, publication productivity, and research funding among radiation oncologists at U.S. academic institutions. For 82 domestic academic radiation oncology departments, the authors identified current faculty and recorded their academic rank, degree, and gender. The authors recorded bibliographic metrics for physician faculty from a commercially available database (Scopus, Elsevier BV), including numbers of publications from 1996 to 2012 and h-indices. The authors then concatenated these data with National Institutes of Health (NIH) funding per Research Portfolio Online Reporting Tools. The authors performed descriptive and correlative analyses, stratifying by gender and rank. Of 1,031 faculty, 293 (28%) women and 738 (72%) men, men had a higher median m-index, 0.58 (range 0-3.23) versus 0.47 (0-2.5) (P < .05); h-index, 8 (0-59) versus 5 (0-39) (P < .05); and publication number, 26 (0-591) versus 13 (0-306) (P < .05). Men were more likely to be senior faculty and receive NIH funding. After stratifying for rank, these differences were largely nonsignificant. On multivariate analysis, there were correlations between gender, career duration and academic position, and h-index (P < .01). Determinants of a successful career in academic medicine are multifactorial. Data from radiation oncologists show a systematic gender association, with fewer women achieving senior faculty rank. However, women achieving seniority have productivity metrics comparable to those of male counterparts. This suggests that early career development and mentorship of female faculty may narrow productivity disparities.
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Purpose: Mentoring is vital to professional development in the field of medicine, influencing career choice and faculty retention; thus, the authors reviewed mentoring programs for physicians and aimed to identify key components that contribute to these programs' success. Method: The authors searched the MEDLINE, EMBASE, and Scopus databases for articles from January 2000 through May 2011 that described mentoring programs for practicing physicians. The authors reviewed 16 articles, describing 18 programs, extracting program objectives, components, and outcomes. They synthesized findings to determine key elements of successful programs. Results: All of the programs described in the articles focused on academic physicians. The authors identified seven mentoring models: dyad, peer, facilitated peer, speed, functional, group, and distance. The dyad model was most common. The authors identified seven potential components of a formal mentoring program: mentor preparation, planning committees, mentor-mentee contracts, mentor-mentee pairing, mentoring activities, formal curricula, and program funding. Of these, the formation of mentor-mentee pairs received the most attention in published reports. Mentees favored choosing their own mentors; mentors and mentees alike valued protected time. One barrier to program development was limited resources. Written agreements were important to set limits and encourage accountability to the mentoring relationship. Program evaluation was primarily subjective, using locally developed surveys. No programs reported long-term results. Conclusions: The authors identified key program elements that could contribute to successful physician mentoring. Future research might further clarify the use of these elements and employ standardized evaluation methods to determine the long-term effects of mentoring.
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In the past, surgical training has been based on traditional apprenticeship model of mentoring. To cope with the rapidly changing environment of modern surgery, the mentoring process may require significant modernization. Literature for this review was identified by searching for the MeSH heading ‘mentors’ in Ovid MEDLINE, EMBASE, PsycINFO and Cochrane Library databases (1950 to September 2010). The literature was reviewed to specifically identify challenges of mentoring future surgeons and to delineate a framework to establish a mentor–mentee relationship by means of a formal mentoring scheme. Multidimensional approaches, models and methods of delivering mentoring are essential to meet the challenges of modern surgery. We advocate a 10-stage approach to implement a formal mentoring scheme at local, national and international levels. Formalizing the mentoring process, with local, national and international schemes, will initiate mentoring relationships and cultivate a mentoring culture. Ultimately, this will maintain and improve patient care.
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This investigation examined the trends for gender-based advancement in academic surgery by performing a comparative analysis of the rate of change in the percentage of medical students, surgery residents, and full professors of surgery who are women. All available Women in Medicine Annual Reports were obtained from the American Association of Medical Colleges (AAMC). The gender compositions of medical graduates, surgery residents, and full professors were plotted. Binomial and linear trendlines were calculated to estimate the year when 50% of surgery full professors would be women. Additionally, the percentage distribution of men and women at each professorial rank was determined from 1995 to 2009 using these reports to demonstrate the rate of academic advancement of each gender. The slope of the line of increase for women full professors is significantly less than for female medical students and for female general surgery residents (0.36, compared with 0.75 and 0.99, respectively). This predicts that the earliest time that females will account for 50% of full professors in surgery is the year 2096. When comparing women and men in academic ranks, we find that women are much less likely than men to be full professors. The percentage of full professors in surgery who are women is increasing at a rate disproportionately slower than the increases in female medical students and surgery residents. The rates of increase in female medical students and surgery residents are similar. The disproportionately slow rate of increase in the number of female full professors suggests that multiple factors may be responsible for this discrepancy.
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The study's objective was to identify the important qualities of outstanding mentors as described by their mentees' letters of nomination for a prestigious lifetime achievement award in mentorship. The Lifetime Achievement in Mentorship Award at the University of California, San Francisco, recognizes a faculty member who has demonstrated sustained mentoring excellence in the academic health sciences. Recommendation letters in support of the top 10 nominees in 2008 (n=53 letters) were analyzed using grounded theory and constant comparative technique until thematic saturation was achieved. In 2008, 29 faculty members (of>1000 eligible senior faculty) were nominated. Nominees were 53 to 78 years old, and 30% were women. The nominees represented 4 schools (Medicine, Nursing, Pharmacy and Dentistry) and 22 departments/divisions. Five themes emerged from the analysis. Outstanding mentors: 1) exhibit admirable personal qualitites, including enthusiasm, compassion, and selflessness; 2) act as a career guide, offering a vision but purposefully tailoring support to each mentee; 3) make strong time commitments with regular, frequent, and high-quality meetings; 4) support personal/professional balance; and 5) leave a legacy of how to be a good mentor through role modeling and instituting policies that set global expectations and standards for mentorship. This is the first study to describe the qualities of admired mentors by analyzing nomination letters for a prestigious mentoring award. Our results give new insight into how mentors foster the careers of junior faculty in the academic health sciences. The results can guide academic leaders on how to train and evaluate mentors.
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Effective mentorship is likely one of the most important determinants of success in academic medicine and research. Many papers focus on mentoring from the mentor's perspective, but few give guidance to mentees forging these critically important relationships. The authors apply "managing up," a corporate concept, to academic medical settings both to promote effective, successful mentoring and to make a mentor's job easier. Managing up requires the mentee to take responsibility for his or her part in the collaborative alliance and to be the leader of the relationship by guiding and facilitating the mentor's efforts to create a satisfying and productive relationship for both parties. The authors review the initiation and cultivation of a mentoring relationship from the perspective of a mentee at any stage (student through junior faculty), and they propose specific strategies for mentee success.
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Senior mentors and role models have a positive influence on the career advancement of junior professionals in law, business, and medicine. In medicine an increasing number of women are pursuing academic careers, but available senior mentors to provide career guidance are often lacking. We report on the results of a national survey of 558 full-time faculty women, aged 50 years and younger, in departments of medicine in the United States, regarding their experience with role models and mentors. Women with mentors report more publications and more time spent on research activity than those without mentors. Women with a role model reported higher overall career satisfaction. This report, with illustrative examples, may be helpful to other women pursuing academic careers and to physicians who serve as mentors or role models to others.
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A number of studies have attempted to identify the components of the clinical teacher role by examining learners' numerical ratings of items on researcher-generated lists. Some of these studies have also compared different groups' perceptions of clinical teaching, but have not directly compared the perceptions of first- and third-year residents. This study addressed two questions: (1) What do residents consider important components of the clinical teacher role? (2) Do first- and third-year residents perceive this role similarly? A content analysis was performed on the comments written on evaluation forms by 268 residents about 490 clinical teachers over a five-year period (1980-81 through 1984-85) at a large family practice residency. Of 5,664 forms completed by the residents, 2,388 (42%) contained written comments; comments were on 1,024 (46%) of the first-year resident's forms, 701 (41%) of the second-year residents' forms, and 663 (39%) of the third-year residents' forms. Themes in these comments were coded into a coding dictionary of 157 categories, within 37 clusters, within four roles. The ten highest-ranked categories (Global; Teaching: General; Knowledgeable; Gives Resident Responsibility; Supportive; Miscellaneous; Interested in Teaching; Clinical Competence; Makes Effort to Teach; and Gives Resident Opportunity to Do Procedures) accounted for 41% of the themes coded. The first- and third-year residents differed in the clusters they used to describe their clinical teachers on evaluation forms (chi 2 = 149.86, df = 36, p < .0001). The results suggest that content analysis can be used to validly and reliably study residents' written evaluative comments about their teachers. This study contributes to the definition of the clinical teacher role, showing the relative importances of its components, and also supports Stritter's Learning Vector theory, finding the anticipated differences between the comments made by first- and third-year residents.
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Current literature does not define ideal qualities of surgical mentors. We sought to define mentoring qualities desired by medical students in attending and resident surgeons. We conducted a survey asking third-year medical students to identify the best attending surgeon and resident surgeon mentors during their surgical clerkship and to explain their selections. Comments were systematically evaluated using content analysis. The survey response rate was 94.8%. Attending surgeon mentors were described by 84 students; 70 students described resident surgeon mentors. Students most frequently described the "teacher" role for attending surgeons. For resident surgeon mentors, students most often ranked the "person" role. Students prioritized characteristics or attributes within roles differently for attending and resident surgeon mentors. Medical students' expectations of attending and resident surgeon mentors differ. Emphasis on behaviors consonant with identified characteristics may improve mentoring of medical students by surgeons and increase interest in surgical careers.
Article
Mentoring is an important aspect of career development for medical students, residents, and junior faculty. It is vital to the professional growth and maturation of individuals early in each phase of their careers. Additionally, mentoring has a critical role throughout all career stages, because the mentor-mentee relationship provides mutual benefit to both participants. This article will describe the role of the mentor, suggest ways to increase the likelihood of successful mentoring, and identify pitfalls in the mentoring process predominantly related to medical students. In contrast to role models, mentors play an active part in the development of a young physician's career. This difference will be discussed. Finally, this article will describe the responsibilities of career guidance and recommendation letter authorship that mentors assume for medical students.
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In this paper, we discuss an alternative structure and a broader vision for mentoring of medical faculty. While there is recognition of the need for mentoring for professional advancement in academic medicine, there is a dearth of research on the process and outcomes of mentoring medical faculty. Supported by the literature and our experience with both formal dyadic and group peer mentoring programs as part of our federally funded National Center of Leadership in Academic Medicine, we assert that a group peer, collaborative mentoring model founded on principles of adult education is one that is likely to be an effective and predictably reliable form of mentoring for both women and men in academic medicine.
Article
Mentoring, as a partnership in personal and professional growth and development, is central to academic medicine, but it is challenged by increased clinical, administrative, research, and other educational demands on medical faculty. Therefore, evidence for the value of mentoring needs to be evaluated. To systematically review the evidence about the prevalence of mentorship and its relationship to career development. MEDLINE, Current Contents, Cochrane Database of Systematic Reviews, Database of Abstracts of Reviews of Effects, Cochrane Central Register of Controlled Trials, PsycINFO, and Scopus databases from the earliest available date to May 2006. We identified all studies evaluating the effect of mentoring on career choices and academic advancement among medical students and physicians. Minimum inclusion criteria were a description of the study population and availability of extractable data. No restrictions were placed on study methods or language. The literature search identified 3640 citations. Review of abstracts led to retrieval of 142 full-text articles for assessment; 42 articles describing 39 studies were selected for review. Of these, 34 (87%) were cross-sectional self-report surveys with small sample size and response rates ranging from 5% to 99%. One case-control study nested in a survey used a comparison group that had not received mentoring, and 1 cohort study had a small sample size and a large loss to follow-up. Less than 50% of medical students and in some fields less than 20% of faculty members had a mentor. Women perceived that they had more difficulty finding mentors than their colleagues who are men. Mentorship was reported to have an important influence on personal development, career guidance, career choice, and research productivity, including publication and grant success. Mentoring is perceived as an important part of academic medicine, but the evidence to support this perception is not strong. Practical recommendations on mentoring in medicine that are evidence-based will require studies using more rigorous methods, addressing contextual issues, and using cross-disciplinary approaches.
Article
During the past 30 years, women have entered academic medicine in increasingly larger numbers. However, fewer women than men have succeeded in advancing in academic rank.' Despite numerous studies and reports documenting this failure,^"" progress in correcting this problem has been slower than that predicted by even conservative estimates.^ In 1985, 10% of female medical school faculty held the rank of full professor.^ In 2006, 12% of female faculty were full professors.' It has taken more than 20 years for the proportion of female faculty who are full professors to increase 2 percentage points. Among male faculty, 30% have consistently held the rank of full professor over the same 20 years .^ The limited advancement of women in the upper echelons of medicine is not substantially different from that of women in other areas of science, mathematics, and business.'' Our engineering and business colleagues have described similar issues as they search for greater gender equality in their upper ranks.'-* Of female engineering faculty in the United States, 1% are full professors.* In business, the Harvard Business Review has reported that women comprise less than 6% of the uppermost ranks (ie, presidents, executive vice-presidents, chief executive officers, and chief operating officers) of Fortune 500 companies.'" Three years ago, then-Harvard University president Lawrence Summers questioned whether "innate" differences accounted for women's inability to advance in math and science. These statements were made in the context of a discussion about the difficulty of recruiting and retaining women leaders in these fields." Despite being unsubstantiated and negative, such speculation recognizes that the paucity of female faculty with full professorship is not unique to medicine. Within academic medicine, the demands of clinical practice, family obligations, and lack of mentoring have all been identified as factors that have a detrimental effect on
Training for interdisciplinary health research: defining the required competencies
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  • B M Meier
  • S Bakken
  • O Carrasquillo
  • A Formicola
  • S W Aboelela
  • KM Gebbie
Toward an interprofessional mentoring program in palliative care-a review of undergraduate and postgraduate mentoring in medicine, nursing, surgery and social work
  • J T Wu
  • M T Wahab
  • M F Ikbal
  • Tww Loo
  • R Kanesvaran
  • Lkr Krishna
  • JT Wu
Characterization of mentorship programs in departments of surgery in the United States
  • M R Kibbe
  • C A Pellegrini
  • C M Townsend
  • MR Kibbe