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Chen JJ, Kusner JJ, Saldaña F, Potter J. Development of a Novel Mentorship Platform to Foster Relational Mentoring, Empowered Vulnerability, and Professional Identity Formation in Undergraduate Medical Education. ACADEMIC MEDICINE : JOURNAL OF THE ASSOCIATION OF AMERICAN MEDICAL COLLEGES 2021; 96:1580-1585. [PMID: 33951683 DOI: 10.1097/acm.0000000000004152] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.3] [Reference Citation Analysis] [Abstract] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 06/12/2023]
Abstract
PROBLEM Mentorship is valuable to medical students undergoing professional identity formation. Many institutions lack infrastructure to facilitate the personalized mentoring that supports students' integration of new professional identities with their personal identities and values. APPROACH The authors developed a novel mentorship platform called Weave via a multistep, iterative design process, incorporating in-person and survey-based student and faculty feedback. Features of Weave include clear communication of mentorship offerings and expectations, plus opportunities to engage mentors based on professional and personal (identity-based) attributes. Faculty at Harvard Medical School who created a mentor profile within the first 3 months of launch and students who visited the website within the same period were invited to complete usability surveys in February 2019; students were invited to complete impact surveys in August 2020. OUTCOMES Fifty-two of 132 invited faculty members (39.4%) and 80 of 185 students (43.2%) completed the usability surveys. Most of these faculty (86.5%) and students (73.8%) reported navigating the website was easy/very easy; 36 faculty (69.2%) created a mentor profile within 10 minutes. Key innovations highlighted by faculty and students were the listing of personal attributes and identities of diverse faculty; centralized, increased access to faculty mentors; ease of use; and provision of clear expectations. Nearly all students who completed the impact surveys agreed that Weave allowed them to connect with a faculty mentor whom they would not have found through other sources and to learn about the dimensions of diverse faculty. NEXT STEPS Weave is a customizable online mentorship platform that fosters empowered vulnerability and increases dialogue between medical students and faculty based on professional and personal interests and identities. Weave may be expanded to other mentoring contexts and adapted for implementation at other institutions to help cultivate an institutional culture that values mentoring and to strengthen broader diversity and inclusion efforts.
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Affiliation(s)
- Jie Jane Chen
- J.J. Chen is a first-year resident physician, Department of Medicine, Brigham and Women's Hospital, Boston, Massachusetts; ORCID: https://orcid.org/0000-0002-5380-4825
| | - Jonathan J Kusner
- J.J. Kusner is a fourth-year medical student, Harvard Medical School, Boston, Massachusetts; ORCID: https://orcid.org/0000-0003-1466-4345
| | - Fidencio Saldaña
- F. Saldaña is dean for students, Harvard Medical School, and a clinical cardiologist, Brigham and Women's Hospital, Boston, Massachusetts; ORCID: https://orcid.org/0000-0003-1857-0848
| | - Jennifer Potter
- J. Potter is advisory dean, director, William Bosworth Castle Society, Harvard Medical School, and director, Women's Health Center, Beth Israel Lahey Health, Boston, Massachusetts; ORCID: https://orcid.org/0000-0002-6221-8895
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Boeder J, Fruiht V, Erikson K, Hwang S, Blanco G, Chan T. Reflecting on an Academic Career: Associations Between Past Mentoring Investments and Career Benefits. MENTORING & TUTORING 2021; 29:607-625. [PMID: 34887700 PMCID: PMC8651238 DOI: 10.1080/13611267.2021.1986797] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.3] [Reference Citation Analysis] [Abstract] [Key Words] [Grants] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 05/28/2023]
Abstract
Receiving mentoring is positive associated with lasting career benefits for academic protégés; however, less is known about the connection to long-term career gains for mentors. In this study national sample of retired academics were surveyed to examine the associations between past mentoring behaviors and current evaluations of their careers. Participants (N=277) were on average 73.6 (SD=6.2) years old with 34.9 (SD=8.0) years of occupational tenure and 7.7 (SD=5.8) years post-retirement. Structural equation modeling results demonstrated that having more protégés (β=.19, p=.024) and engaging in more mentoring behaviors (β=.18, p=.027) were associated with objective career achievements. However, mentoring behaviors, and not the number of protégés, were linked to subjective career achievements (β=.33, p<.001). Interestingly, previous mentoring experiences were not related to career satisfaction. While prior research demonstrates that mentors experience short-term benefits from mentoring, the present study's findings suggest that mentors may also experience long-term objective and subjective career benefits.
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Affiliation(s)
- Jordan Boeder
- California State University Northridge, Health Equity Research Education Center, 18111 Nordhoff St., Northridge, CA 91330
- University of Zurich, Rämistrasse 71, 8006 Zürich, Switzerland
| | - Veronica Fruiht
- Dominican University of California, 50 Acacia Avenue, San Rafael, CA 94901
| | - Kevin Erikson
- California State University Northridge, Health Equity Research Education Center, 18111 Nordhoff St., Northridge, CA 91330
| | - Sarah Hwang
- California State University Northridge, Health Equity Research Education Center, 18111 Nordhoff St., Northridge, CA 91330
| | - Giovanna Blanco
- California State University Northridge, Health Equity Research Education Center, 18111 Nordhoff St., Northridge, CA 91330
| | - Thomas Chan
- California State University Northridge, Health Equity Research Education Center, 18111 Nordhoff St., Northridge, CA 91330
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Kotta PA, Ho JSY. Residents' Perspectives on the Mentor-Mentee Relationship. JACC Case Rep 2021; 3:1244-1246. [PMID: 34401769 PMCID: PMC8353566 DOI: 10.1016/j.jaccas.2021.04.038] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Key Words] [Track Full Text] [Download PDF] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/02/2022]
Affiliation(s)
| | - Jamie Sin Ying Ho
- Department of Medicine, North Middlesex University Hospital, London, United Kingdom
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Castillo-Angeles M, Smink DS, Rangel EL. Perspectives of US General Surgery Program Directors on Cultural and Fiscal Barriers to Maternity Leave and Postpartum Support During Surgical Training. JAMA Surg 2021; 156:647-653. [PMID: 34009280 DOI: 10.1001/jamasurg.2021.1807] [Citation(s) in RCA: 22] [Impact Index Per Article: 7.3] [Reference Citation Analysis] [Abstract] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/14/2022]
Abstract
Importance Although pregnancy during surgical residency is increasingly common, studies of surgical residents have identified challenges associated with pregnancy and motherhood. These include perceptions of different maternity leave policies among institutions, lack of mentorship, stigma, and desire for greater lactation support. Objective To describe the perspective and experience of US surgical program directors regarding maternity leave and postpartum support for surgical residents. Design, Setting, and Participants This qualitative study included surgical program directors of US general surgery residency programs who were selected using purposive-stratified, criterion-based sampling. Transcripts were collected from semi-structured interviews, which were audio-recorded and transcribed verbatim, from October 21, 2018, to June 1, 2019. Exposures Maternity leave and postpartum support. Main Outcomes and Measures Perspectives of program directors regarding maternity leave and postpartum support were categorized into common themes identified using content analysis. Results A total of 40 US general surgical programs directors (28 [70.0%] male; mean [SD] age, 49.7 [6.8] years) were interviewed, of whom 36 (90.0%) were from university-based programs. All reported having maternity leave policies allowing a duration of leave of 6 weeks or longer. Analysis of program director interviews identified 5 themes: (1) residents are reluctant to extend training despite being offered multiple leave options; (2) childbearing negatively impacts the quality of work of certain residents; (3) lack of formal lactation policies creates practical challenges in supporting residents who are nursing; (4) resentment from coresidents who are asked to provide maternity leave coverage varies based on the prepregnancy reputation of the resident on leave; and (5) lack of salary support limits the practicality of extended leave options. Complex interpersonal issues affected residents differently, including stigma, reluctance to change established surgical training patterns, and challenges with work-life balance. Conclusions and Relevance This qualitative study found that sociopolitical issues within surgical training culture and fiscal constraints created obstacles against program directors supporting pregnant residents. These findings suggest that a multidimensional approach to supporting residents through written maternity and lactation policies, structured mentorship and coaching programs, and efforts by leadership to enforce family priorities is needed to promote a surgical culture that normalizes pregnancy and motherhood during training.
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Affiliation(s)
- Manuel Castillo-Angeles
- Division of Trauma, Burn, and Surgical Critical Care, Department of Surgery, Brigham and Women's Hospital, Boston, Massachusetts.,Center for Surgery and Public Health, Department of Surgery, Brigham and Women's Hospital, Boston, Massachusetts
| | - Douglas S Smink
- Center for Surgery and Public Health, Department of Surgery, Brigham and Women's Hospital, Boston, Massachusetts.,Division of General and Gastrointestinal Surgery, Department of Surgery, Brigham and Women's Hospital, Boston, Massachusetts
| | - Erika L Rangel
- Center for Surgery and Public Health, Department of Surgery, Brigham and Women's Hospital, Boston, Massachusetts.,Division of General and Gastrointestinal Surgery, Department of Surgery, Brigham and Women's Hospital, Boston, Massachusetts
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Gettel CJ, Venkatesh AK. Career Development Considerations for Academic Physician Mentees and Mentors in the Time of COVID-19: Jump in or Just Dip a Toe? ACADEMIC MEDICINE : JOURNAL OF THE ASSOCIATION OF AMERICAN MEDICAL COLLEGES 2021; 96:974-978. [PMID: 33769338 PMCID: PMC8243790 DOI: 10.1097/acm.0000000000004076] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.3] [Reference Citation Analysis] [Abstract] [MESH Headings] [Grants] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 06/12/2023]
Abstract
The COVID-19 pandemic has disrupted medical research, pushing mentors and mentees to decide if COVID-19 research would be germane to the early career investigator's developing research portfolio. With COVID-19 halting hundreds of federal trials involving non-COVID-19 research, mentors and mentees must also consider the broader moral calling of contributing to COVID-19 research. At the time of writing, the National Institutes of Health had responded to the pandemic with significant funding for COVID-19 research. However, because this pandemic is a new phenomenon, few mentors have expertise in the disease and relevant established resources. As a result, many mentors are unable to provide insight on COVID-19 research to early career investigators considering a pivot toward research related to this disease. The authors suggest 4 ways for mentees and mentors to respond to the changes the pandemic has brought to research funding and opportunities: (1) include COVID-19 research in existing portfolios to diversify intellectual opportunities and reduce funding risks; (2) negotiate the mentor-mentee relationship and roles and expectations early in project discussions-considering, as relevant, the disproportionate burden of home responsibilities often borne by early career faculty members who are women and/or from a minority group; (3) address any mentor limitations in content expertise; and (4) if the decision is to pivot to COVID-19 research, select projects with implications generalizable beyond this pandemic to other infectious outbreaks or to the redesign of health care delivery. Mentors and mentees must weigh the relevance of COVID-19 research projects to the postpandemic world and the amount of available funding against the developing interests of early career investigators. Academic medical centers nationwide must enable seasoned and early career researchers to contribute meaningfully to COVID-19 and non-COVID-19 research.
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Affiliation(s)
- Cameron J Gettel
- C.J. Gettel is a postdoctoral fellow, National Clinician Scholars Program, and instructor, Department of Emergency Medicine, Yale School of Medicine, New Haven, Connecticut; ORCID: http://orcid.org/0000-0002-6249-1023
| | - Arjun K Venkatesh
- A.K. Venkatesh is associate professor, Department of Emergency Medicine, and scientist, Center for Outcomes Research and Evaluation, Yale School of Medicine, New Haven, Connecticut
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Azoulay D, Eshkenazy R, Pery R, Cordoba M, Haviv Y, Inbar Y, Zisman E, Lahat E, Salloum C, Lim C. The Impact of Establishing a Dedicated Liver Surgery Program at a University-affiliated Hospital on Workforce, Workload, Surgical Outcomes, and Trainee Surgical Autonomy and Academic Output. ANNALS OF SURGERY OPEN 2021; 2:e066. [PMID: 37636559 PMCID: PMC10455269 DOI: 10.1097/as9.0000000000000066] [Citation(s) in RCA: 2] [Impact Index Per Article: 0.7] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 01/15/2021] [Accepted: 03/31/2021] [Indexed: 02/07/2023] Open
Abstract
Objective To detail the implementation of a dedicated liver surgery program at a university-affiliated hospital and to analyze its impact on the community, workforce, workload, complexity of cases, the short-term outcomes, and residents and young faculties progression toward technical autonomy and academic production. Background Due to the increased burden of liver tumors worldwide, there is an increased need for liver centers to better serve the community and facilitate the education of trainees in this field. Methods The implementation of the program is described. The 3 domains of workload, research, and teaching were compared between 2-year periods before and after the implementation of the new program. The severity of disease, complexity of procedures, and subsequent morbidity and mortality were compared. Results Compared with the 2-year period before the implementation of the new program, the number of liver resections increased by 36% within 2 years. The number of highly complex resections, the number of liver resections performed by residents and young faculties, and the number of publications increased 5.5-, 40-, and 6-fold, respectively. This was achieved by operating on more severe patients and performing more complex procedures, at the cost of a significant increase in morbidity but not mortality. Nevertheless, operations during the second period did not emerge as an independent predictor of severe morbidity. Conclusions A new liver surgery program can fill the gap between the demand for and supply of liver surgeries, benefiting the community and the development of the next generation of liver surgeons.
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Affiliation(s)
- Daniel Azoulay
- From the Centre Hépato-Biliaire, Hôpital Universitaire Paul Brousse, AP-HP, Université Paris-Saclay, Villejuif, France
- Department of General Surgery B, Chaim Sheba Medical Center, Sackler Faculty of Medicine, Tel Aviv University, Israel
| | - Rony Eshkenazy
- Department of General Surgery B, Chaim Sheba Medical Center, Sackler Faculty of Medicine, Tel Aviv University, Israel
- Intensive Care Unit, Sheba Medical Center, Sackler Faculty of Medicine, Tel Aviv University, Israel
| | - Ron Pery
- Department of General Surgery B, Chaim Sheba Medical Center, Sackler Faculty of Medicine, Tel Aviv University, Israel
- Department of Surgery, Division of Hepatobiliary and Pancreas Surgery, Mayo Clinic, Rochester, MN
| | - Mordechai Cordoba
- Department of General Surgery B, Chaim Sheba Medical Center, Sackler Faculty of Medicine, Tel Aviv University, Israel
| | - Yael Haviv
- Intensive Care Unit, Sheba Medical Center, Sackler Faculty of Medicine, Tel Aviv University, Israel
| | - Yael Inbar
- Department of Radiology, Sheba Medical Center, Sackler Faculty of Medicine, Tel Aviv University, Israel
| | - Eliyahu Zisman
- Department of Anesthesiology, Sheba Medical Center, Sackler Faculty of Medicine, Tel Aviv University, Israel
| | - Eylon Lahat
- Department of General Surgery B, Chaim Sheba Medical Center, Sackler Faculty of Medicine, Tel Aviv University, Israel
| | - Chady Salloum
- From the Centre Hépato-Biliaire, Hôpital Universitaire Paul Brousse, AP-HP, Université Paris-Saclay, Villejuif, France
| | - Chetana Lim
- Department of HPB and Liver Transplantation, Pitié-Salpêtrière Hospital, AP-HP, Paris, France
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Chang H, Desselle S, Canedo J, Mantzourani E. Reflections of mentors and mentees on a national mentoring programme for pharmacists in the United Kingdom: An examination into organisational culture and systems. Res Social Adm Pharm 2021; 18:2659-2669. [PMID: 34210642 DOI: 10.1016/j.sapharm.2021.05.014] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.3] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 04/26/2021] [Revised: 05/20/2021] [Accepted: 05/20/2021] [Indexed: 11/18/2022]
Abstract
BACKGROUND There is no accepted or consistent model for delivering mentoring programmes, manifesting in some debate surrounding the ideal conducive system. Mentorship structures and culture within pharmacy can be advanced by researching experiences of mentors and mentees. OBJECTIVE To explore lived experiences of participants in a nationwide mentoring programme in relation to motivations and barriers associated with engaging with mentoring, and what system changes and organisational culture shift could further support mentoring for pharmacy professionals. METHODS This study adopted a constructivist research paradigm, with a qualitative design to focus on how participants interpreted the world and their experiences. Verbatim transcripts of recordings were examined using deductive and inductive thematic analysis. RESULTS Participants in twenty one-to-one interviews appreciated the programme's allowance for organic relationships to occur, its contribution towards advancing the profession forward, its flexibility, and available resources. They discussed training needs and a more formal onboarding process into the programme that facilitated greater awareness of resources, as well as the need to evaluate and tweak it. System changes were highlighted so that mentoring can be part of the organisational culture, such as incorporating mentoring in job descriptions to increase capacity, senior members of the profession acting as role models, and linking mentoring to existing education and development structures. CONCLUSION Data demonstrated the need for formal structure but that which allowed for informal and organic relationships to develop. It is paramount for sponsoring organisations to provide resources and continuously monitor the program. The rich information gathered on administrative support and structure of a mentoring programme, along with its organisational facets, should help organisations when implementing similar initiatives. An organisation sponsoring or administering a mentoring programme must take actions that help codify its mentoring culture and its advocacy of mentoring as key to advancement for its profession's members.
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Affiliation(s)
- Helen Chang
- The Royal Pharmaceutical Society of Great Britain, London, UK.
| | | | | | - Efi Mantzourani
- Cardiff School of Pharmacy and Pharmaceutical Sciences, Cardiff University, Wales, UK.
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Nemeth A, Chisty A, Spagnoletti CL, Stankiewicz CA, Burant C, Ramani S. Exploring Mentoring Experiences, Perceptions, and Needs of General Internal Medicine Clinician Educators Navigating Academia: a Mixed-Methods Study. J Gen Intern Med 2021; 36:1229-1236. [PMID: 33140271 PMCID: PMC8131409 DOI: 10.1007/s11606-020-06310-2] [Citation(s) in RCA: 3] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Received: 05/05/2020] [Accepted: 10/09/2020] [Indexed: 10/23/2022]
Abstract
BACKGROUND Few studies examined specific mentoring needs and preferences of clinician educators (CEs). Further research on CEs' perceptions of mentoring adequacy, as related to educational development and career advancement, is needed. OBJECTIVE The study aims were to (1) explore general internal medicine CEs' experiences as mentees within various mentoring models; (2) examine the perceived quality, nature, and impact of mentoring on career development; and (3) determine whether specific models of mentoring impact their attitudes towards mentoring. DESIGN Sequential mixed methods study design answered the study questions. PARTICIPANTS Society of General Internal Medicine members identifying themselves as CEs. MAIN MEASURES/APPROACH Participants completed an anonymous online survey and a subsample participated in two semi-structured focus group discussions. Outcomes of interest were perceptions of mentoring experiences, and perspectives on quality of mentoring as well as mentoring needs specific to clinician educators. KEY RESULTS One hundred thirty-nine participants completed the survey (37% response rate) with 20 participants in focus group discussions. Among CEs with perceived high-quality mentor relationships (e.g., reporting strongly agree), peer mentorship was viewed as adequate mentorship (45% (n = 17) vs 24% (n = 24), p < 0.05), as beneficial for career development (77% (n = 40) vs 48% (n = 41), p < 0.01) and as being challenged to become a better CE (58% (n = 30) vs 35% (n = 29), p < 0.05), compared to reporting agree or lower. Qualitative analysis generated four themes: (1) A mentoring team promotes career advancement, (2) peer mentors are important at every stage of a CE's career, (3) there is inadequate mentoring specific to CE needs, and (4) mentoring needs protected time and skill development. CONCLUSIONS The traditional dyadic mentoring relationship may not adequately address all professional needs of CEs. A mentoring team can provide valuable perspectives on career goals. Peer mentoring can be powerful for professional growth. Mentoring needs change at different career stages and training in mentoring skills is essential.
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Affiliation(s)
- Attila Nemeth
- Case Western Reserve University School of Medicine and Northeast Ohio VA Medical Center, Cleveland, OH, USA.
| | - Alia Chisty
- Penn State Hershey Medical Center, Hershey, PA, USA
| | | | - Corrie A Stankiewicz
- Perelman School of Medicine at the University of Pennsylvania, Philadelphia, PA, USA.,Corporal Michael J. Crescenz VA Medical Center, Philadelphia, PA, USA
| | | | - Subha Ramani
- Brigham and Women's Hospital and Harvard Medical School, Boston, MA, USA
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Triemstra JD, Iyer MS, Hurtubise L, Poeppelman RS, Turner TL, Dewey C, Karani R, Fromme HB. Influences on and Characteristics of the Professional Identity Formation of Clinician Educators: A Qualitative Analysis. ACADEMIC MEDICINE : JOURNAL OF THE ASSOCIATION OF AMERICAN MEDICAL COLLEGES 2021; 96:585-591. [PMID: 33177319 DOI: 10.1097/acm.0000000000003843] [Citation(s) in RCA: 18] [Impact Index Per Article: 6.0] [Reference Citation Analysis] [Abstract] [MESH Headings] [Grants] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 06/11/2023]
Abstract
PURPOSE Professional identity formation is the process of internalizing the ideals, values, and beliefs of a profession. In recent years, research on clinician-educator (CE) identity formation has expanded, yet gaps exist in understanding initial influences on an educator identity, sustainment throughout a career, and development of successful pathways for early CEs. This study explored the initial influences on and characteristics of the professional identity formation of CEs in an age-diverse, multispecialty population in the United States. METHOD This was a cross-sectional qualitative study of a purposive sample of medical educators at 6 institutions across the United States between 2018 and 2019. Focus groups were conducted to obtain participants' perspectives on their career choice and subsequent formation of their professional identity as CEs. The authors used a thematic analysis of focus group data to identify themes and domains through an iterative process. RESULTS Twelve focus groups were conducted with a total of 93 participants. Responses were categorized into 5 domains: community supportive of medical education, culture of institution and training, personal characteristics, facilitators, and professionalization of medical education. Themes highlighted the importance of role models and mentors, an affinity and aptitude for teaching and education, specific facilitators for entry into a career in medical education, the evolution from a layperson, importance of formalized training programs, and a supportive academic community. CONCLUSIONS Clinicians experienced a variety of factors that influenced their initial career choice in medical education and subsequent professional identity formation as a CE. This study confirms and expands the current understanding of this process in an age-diverse, multispecialty population of CEs. Educators and administrators designing career development programs across the continuum of medical education should consider these aspects as they mentor and support their learners and faculty.
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Affiliation(s)
- Justin D Triemstra
- J.D. Triemstra is assistant professor of pediatrics and human development, and associate program director, Pediatric Residency Program, Department of Pediatrics and Human Development, Helen DeVos Children's Hospital, Michigan State University College of Human Medicine, Grand Rapids, Michigan
| | - Maya S Iyer
- M.S. Iyer is assistant professor of clinical pediatrics and director, pediatric emergency medicine faculty development, Nationwide Children's Hospital and The Ohio State University College of Medicine, Columbus, Ohio
| | - Larry Hurtubise
- L. Hurtubise is director, Office of Educational Innovation and Scholarship, College of Pharmacy, The Ohio State University, Columbus, Ohio
| | - Rachel Stork Poeppelman
- R.S. Poeppelman is a pediatric critical care fellow, Nationwide Children's Hospital, The Ohio State University College of Medicine, Columbus, Ohio
| | - Teri Lee Turner
- T.L. Turner is professor of pediatrics, and vice chair of education, Section of Academic General Pediatrics, Baylor College of Medicine, Houston, Texas
| | - Charlene Dewey
- C. Dewey is professor of medicine and medical education and administration; assistant dean of educator development; and director, Center for Professional Health, Vanderbilt University Medical School/Vanderbilt University Medical Center, Nashville, Tennessee
| | - Reena Karani
- R. Karani is professor of medicine and medical education; senior associate dean of medical education and curricular affairs; and director, Institute for Medical Education, Icahn School of Medicine at Mt. Sinai, New York, New York
| | - H Barrett Fromme
- H.B. Fromme is professor of pediatrics and associate dean for faculty development in medical education, The University of Chicago Pritzker School of Medicine, Chicago, Illinois
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Wong RKS, Vanderpuye V, Yarne J, Ndlovu N, Lasebikan N, Szumacher E, Kassam Z. Clinical research mentorship programme (CRMP) for radiation oncology residents in Africa-building capacity through mentoring. Ecancermedicalscience 2021; 15:1210. [PMID: 33912235 PMCID: PMC8057773 DOI: 10.3332/ecancer.2021.1210] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.3] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 06/17/2020] [Indexed: 11/19/2022] Open
Abstract
Research skills are mandatory for all oncology residency training programmes. Creating the environment to foster skills and passion can be a challenge in all settings, and a unique challenge in low and middle income countries (LMICs). Tremendous clinical workload places exceptional demand on clinician teachers, research infrastructure and access to research collaborators with diverse methodological skill sets can be limited. International collaborations, and in particular relationship partnerships (Whitehead et al ((2018) Acad Med 93 1760-1763)) can be a useful approach to bridge resource gaps and enrich the support available to trainees (Research EoH ((2014) TDR/ESSENCE/2.14)). The Clinical Research Mentorship Programme (CRMP) is a collaborative initiative created by the University of Toronto Department of Radiation Oncology, Princess Margaret Cancer Centre, delivered in collaboration with LMIC radiation oncology residency programmes with the primary goal of enriching the research experience of LMIC oncology trainees. It was inspired by observing a need, an enthusiasm to collaborate and some seed funding that supported the idea. At the heart of the programme is a formalised relationship, a triad, between a LMIC oncology trainee, their local supervisor and a mentor from Toronto. Within the collaborative environment created between the LMIC and high income country (HIC) institutions, enabled by remote learning technologies, a 12-week research methods seminar kick starts a year-long mentorship for the trainee on their research question. The goal is to enrich the quality of the research experience for the trainee, resulting in dissemination of research findings in international conferences and publications. A standard evaluation package is used (Vuple et al ((2021) 6 919-928)). In this paper, through a description of our collaboration, we will highlight how a distant mentorship programme was used to enhance clinical research mentorship skills for radiation oncology trainees in Africa. We hope the format we have chosen will continue to demonstrate effectiveness for our trainees, sustainability for our faculty and institutions and will serve as one mechanism to build radiation capacity for LMIC through collaboration, mentorship and research.
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Affiliation(s)
- Rebecca KS Wong
- Princess Margaret Cancer Center, University Health Network; Department of Radiation Oncology, University of Toronto, Toronto M5G 2M9, Ontario, Canada
| | - Verna Vanderpuye
- National Center for Radiotherapy Oncology and Nuclear Medicine, Korle Bu Teaching Hospital, PO Box KB369, Accra, Ghana
| | - Joel Yarne
- National Center for Radiotherapy Oncology and Nuclear Medicine, Korle Bu Teaching Hospital, PO Box KB369, Accra, Ghana
| | - Ntokozo Ndlovu
- Parirenyatwa Radiotherapy Centre, Department of of Oncology, University of Zimbabwe Faculty of Medicine and Health Sciences, Harare, Zimbabwe
| | | | - Ewa Szumacher
- Odette Cancer Center, Sunnybrook Health Sciences Center; Department of Radiation Oncology, University of Toronto, Toronto M4N 3M5, Ontario, Canada
| | - Zahra Kassam
- Stronach Regional Cancer Center; Department of Radiation Oncology, University of Toronto, Toronto L3Y 2P9, Ontario, Canada
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Assessment of information literacy skills and information-seeking behavior of medical students in the age of technology: a study of Pakistan. INFORMATION DISCOVERY AND DELIVERY 2021. [DOI: 10.1108/idd-07-2020-0083] [Citation(s) in RCA: 2] [Impact Index Per Article: 0.7] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/17/2022]
Abstract
Purpose
Information literacy skills (ILSs) and information-seeking behavior (ISB) is a widespread topic that needs modern technologies to improve the technical skills of the students. The purpose of this study is to assess the usage of library resources for medical college students. To explore and understand the student’s level of satisfaction, learning and seeking behavior by efficient information retrieval systems.
Design/methodology/approach
The study is based on a quantitative research method and data was collected from the undergraduate students of medical colleges Islamabad Pakistan. The data were analyzed by Statistical Package for Social Science (SPSS) version 25 using Pearson correlation statistical test to identify the level of proficiency of correlation of variables and testing of the proposed hypothesis.
Findings
The finding of the study shows that the medical students can enhance their IT skills to seek the information in this technology era. The medical institutional administration can develop the education development policy, traditional health education policy, funds allocating policy, health information literacy and collaborate with library staff for enhancing the services and to meet the information need of medical students.
Practical implications
The conclusion of this study is very helpful to reduce the barriers between the students and the library staff. The findings of the study are also beneficial for the administration to improve and develop the strategies for enhancing the ILSs of medical students to achieve medical educational information in the age of technology. Therefore, all significant structures want to improve and to develop the environment of information seeking by medical students to achieve medical educational information.
Social implications
Medical college library administrative management must be design useful a durable policy to come up with the technology development for digital literacy. The study reduces the barriers between the students and the library staff.
Originality/value
The study is based on quantitative research method to find out ISB of medical students.
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Desselle SP, Chang H, Fleming G, Habib A, Canedo J, Mantzourani E. Design fundamentals of mentoring programs for pharmacy professionals (Part 1): Considerations for organizations. Res Social Adm Pharm 2021; 17:441-448. [DOI: 10.1016/j.sapharm.2020.04.015] [Citation(s) in RCA: 3] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 04/14/2020] [Accepted: 04/14/2020] [Indexed: 10/24/2022]
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Boitano TKL, Chi DS, Copeland LJ, Straughn JM. Standing on the shoulders of giants: Mentorship advice from leaders in the field. Gynecol Oncol 2021; 161:339-341. [PMID: 33516530 DOI: 10.1016/j.ygyno.2021.01.017] [Citation(s) in RCA: 6] [Impact Index Per Article: 2.0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 12/02/2020] [Accepted: 01/18/2021] [Indexed: 10/22/2022]
Abstract
This commentary is presenting opinions and advice on mentorship in the field of gynecologic oncology. Eleven academic gynecologic oncologists from across the country were interviewed and their thoughts about mentorship were recorded with recurring themes and ideas described in this commentary. Trust, respect, and mutual agreement on expectations were all described as vital to a functioning mentor/mentee relationship. Mentorship is critical for fellows and junior faculty to expand and uphold the standards of the field.
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Affiliation(s)
- Teresa K L Boitano
- Division of Gynecologic Oncology, University of Alabama at Birmingham, Birmingham, AL, United States of America.
| | - Dennis S Chi
- Department of Surgery, Memorial Sloan Kettering Cancer Center, New York, NY, United States of America
| | - Larry J Copeland
- Divison of Gynecologic Oncology, The Ohio State University Wexner Medical Center, Columbus, OH, United States of America
| | - J Michael Straughn
- Division of Gynecologic Oncology, University of Alabama at Birmingham, Birmingham, AL, United States of America
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Abudayyeh I, Tandon A, Wittekind SG, Rzeszut AK, Sivaram CA, Freeman AM, Madhur MS. Landscape of Mentorship and its Effects on Success in Cardiology. JACC Basic Transl Sci 2020; 5:1181-1186. [PMID: 33426375 PMCID: PMC7775959 DOI: 10.1016/j.jacbts.2020.09.014] [Citation(s) in RCA: 11] [Impact Index Per Article: 2.8] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Received: 09/11/2020] [Revised: 09/22/2020] [Accepted: 09/22/2020] [Indexed: 01/27/2023]
Abstract
Mentees are more satisfied with their mentorship experience when they have had more than 3 mentors or a mentor from outside of their practice/institution. Satisfaction with the mentoring relationship is significantly associated with perceived satisfaction in achieving professional goals. Sex and race/ethnicity concordance in mentoring relationships is associated with positive outcomes. Characteristics that mentees desire in a mentor tend to change with time/career stage.
The effects of mentorship on measurable outcomes of success and the aspects of mentorship that are most valuable in promoting the careers of cardiologists are unclear. To address this, we conducted a large-scale survey of cardiologists in a real-world setting. We identified factors that enhance the mentorship experience, and found that mentee needs change with career stage. Importantly, satisfaction with the mentoring relationship is significantly associated with perceived satisfaction in achieving professional goals. Furthermore, we found that gender and race concordance in mentoring relationships is an important variable with the potential to increase diversity in the field of cardiology.
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Affiliation(s)
- Islam Abudayyeh
- Division of Cardiology, Loma Linda University, Loma Linda, California, USA
| | - Animesh Tandon
- Department of Pediatrics, University of Texas Southwestern Medical Center, Dallas, Texas, USA.,Division of Cardiology, Children's Medical Center, Dallas, Texas, USA
| | - Samuel G Wittekind
- Department of Pediatrics, University of Cincinnati College of Medicine, Cincinnati, Ohio, USA.,The Heart Institute, Cincinnati Children's, Cincinnati, Ohio, USA
| | | | - Chittur A Sivaram
- Cardiovascular Section, Department of Medicine, University of Oklahoma, Oklahoma City, Oklahoma, USA
| | - Andrew M Freeman
- Division of Cardiology, Department of Medicine, National Jewish Health, Denver, Colorado, USA
| | - Meena S Madhur
- Department of Medicine, Division of Cardiovascular Medicine, Vanderbilt University Medical Center (VUMC), Nashville, Tennessee, USA.,Department of Medicine, Division of Clinical Pharmacology, Vanderbilt University Medical Center, Nashville, Tennessee, USA.,Vanderbilt Institute for Infection, Immunology, and Inflammation, Nashville, Tennessee, USA
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Rasmussen CM, Carr AB. Implementation of a Scholarly Activity Program in a Small Academic Medical Center Department. MEDICAL SCIENCE EDUCATOR 2020; 30:1621-1625. [PMID: 34457829 PMCID: PMC8368841 DOI: 10.1007/s40670-020-01085-x] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Subscribe] [Scholar Register] [Accepted: 09/21/2020] [Indexed: 06/13/2023]
Abstract
Small departments within academic medical centers have fewer numbers of clinicians, less time devoted to research, and fewer staff with senior faculty academic ranks available as mentors. This report describes the rationale behind Mayo Clinic's Department of Dental Specialties' scholarly activity program, implemented to combine mentorship with scholarship provided in a variety of formats. Program objectives focused on providing mentorship, disseminating existing scholarship, and bringing a diversity of scholarly activities into departmental mainstream.
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Affiliation(s)
- Chad M. Rasmussen
- Department of Dental Specialties, Mayo Clinic, 200 First St SW, Rochester, MN 55905 USA
| | - Alan B. Carr
- Department of Dental Specialties, Mayo Clinic, 200 First St SW, Rochester, MN 55905 USA
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Ramani S, Thampy H, McKimm J, Rogers GD, Hays R, Kusurkar RA, Schumacher DJ, Kachur EK, Fornari A, Chisolm MS, P Filipe H, Turner TL, Wilson KW. Twelve tips for organising speed mentoring events for healthcare professionals at small or large-scale venues. MEDICAL TEACHER 2020; 42:1322-1329. [PMID: 32208943 DOI: 10.1080/0142159x.2020.1737323] [Citation(s) in RCA: 3] [Impact Index Per Article: 0.8] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 06/10/2023]
Abstract
Mentors play a critical role in the development of professionals, influencing their job satisfaction, career aspirations and evolving professional identity. A variety of mentoring models exist, each with distinct benefits and challenges. Speed mentoring, based on the concept of speed dating, provides mentees with opportunities to meet multiple mentors over a short time and pose focussed career development questions. At large-scale events such as the annual AMEE (Association for Medical Education in Europe) meeting, speed mentoring sessions can successfully connect aspiring, novice and mid-career educators with international educational leaders to facilitate transfer of valuable insights for professional growth. For some mentors and mentees, this might spur ongoing communications or even longitudinal relationships. In this paper, we aim to provide strategies for planning and implementing speed mentoring events, combining insights gained from the literature and our experience of organising speed mentoring at the 2019 AMEE meeting in Vienna. These tips will be useful to a variety of professionals planning to organise speed mentoring initiatives.
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Affiliation(s)
| | | | - Judy McKimm
- Swansea University Medical School, Swansea, UK
| | - Gary D Rogers
- Griffith University School of Medicine, Gold Coast Campus, Queensland, Australia
| | - Richard Hays
- James Cook University, Townsville, Queensland, Australia
| | - Rashmi A Kusurkar
- Faculty of Medicine, Vrije Universiteit Amsterdam, Amsterdam, the Netherlands
| | | | | | - Alice Fornari
- Donald and Barbara Zucker School of Medicine at Hofstra/Northwell, Hempstead, NY, USA
| | | | | | - Teri L Turner
- Baylor College of Medicine, Texas Medical Center, Houston, TX, USA
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Granger CJ, Rothy A, Nigh E, Hernandez VH, Baraga M, Conway SA. Restructuring of an Orthopaedic Surgery Residency Research Rotation Correlates with Increased Academic Productivity in Teaching Faculty. JB JS Open Access 2020; 5:e20.00012. [PMID: 33283129 PMCID: PMC7593000 DOI: 10.2106/jbjs.oa.20.00012] [Citation(s) in RCA: 3] [Impact Index Per Article: 0.8] [Reference Citation Analysis] [Abstract] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Indexed: 11/14/2022] Open
Abstract
INTRODUCTION Contribution toward clinical research is paramount to the education of physician trainees and is required by the Accreditation Council for Graduate Medical Education. From 1987 through 2015, our single institution orthopaedic surgery residency research experience included 2 dedicated research rotations. Because few resident projects were pursued to completion, feedback was used to restructure the curriculum, including the appointment of 2 clinical orthopaedic faculty to serve as codirectors, development of a revised curriculum, use of research teams, and a centralized research database. Our group previously displayed increased resident productivity within 2 years after the 2015 implementation. The aim of this study was to investigate the impact of orthopaedic residency curricular changes on scholarly activity of orthopaedic teaching faculty. METHODS The curriculum vitae (CVs) of a single institution's orthopaedic teaching faculty were collected and retrospectively reviewed from 2014 through 2018 to determine academic productivity of clinical faculty. Indicators of academic productivity included peer-reviewed publications (including journal impact factors) and podium or poster presentations. RESULTS Twenty-three of 27 faculty members responded to our request for CVs. One hundred three CVs were reviewed on 23 faculty. All academic indicators increased over 5 years. Multivariate analysis of variance (MANOVA) using a multivariate repeated measures analysis was completed. A sphericity χ2 test was violated for all measures, precluding us from using unadjusted univariate analysis. Univariate MANOVA with repeated measures displays significance regarding impact factor (f < 0.02, p < 0.05) and journal publications (f < 0.004, p < 0.05). Subsequent multivariate analysis shows similar results regarding impact factor (f < 0.0008), journal publications (0.0005), and poster presentations (f < 0.016). CONCLUSIONS Improved structure of an established resident research rotation combined with enhanced faculty mentorship resulted in a significant increase in academic productivity for clinical teaching faculty of the department of orthopaedic surgery. This increase parallels that seen in orthopaedic resident research productivity; indicating a positive impact on teaching faculty scholarly activity. LEVEL OF EVIDENCE III.
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Affiliation(s)
- Caroline J Granger
- Leonard M. Miller School of Medicine, University of Miami, Miami, Florida
| | - Alexander Rothy
- Department of Orthopaedic Surgery, University of Miami, Miami, Florida
| | - Evan Nigh
- Department of Orthopaedic Surgery, Cedars-Sinai, Los Angeles, California
| | | | - Michael Baraga
- Department of Orthopaedic Surgery, University of Miami, Miami, Florida
| | - Sheila Ann Conway
- Department of Orthopaedic Surgery, University of Miami, Miami, Florida
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Giancola JK, Whitman B, Wilmott RW. Establishing a Mentoring Culture within the Department: The Role of the Chair. J Pediatr 2020; 225:4-7.e3. [PMID: 32977869 DOI: 10.1016/j.jpeds.2020.02.014] [Citation(s) in RCA: 2] [Impact Index Per Article: 0.5] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Received: 02/10/2020] [Indexed: 11/16/2022]
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Women in focus: advice from the front lines on how to enable well-being and build resilience. Insights Imaging 2020; 11:55. [PMID: 32232670 PMCID: PMC7105531 DOI: 10.1186/s13244-020-00858-7] [Citation(s) in RCA: 2] [Impact Index Per Article: 0.5] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 02/07/2020] [Accepted: 03/05/2020] [Indexed: 11/12/2022] Open
Abstract
The 2019 European Congress of Radiology program, “Women in Focus: Be Inspired,” offered insights from successful women and men for overcoming a number of everyday work and personal life challenges. With regard to balancing career and personal life and achieving well-being, the advice of female and male radiology leaders on the front lines, throughout the world, shares common themes. This paper highlights and expands on points of advice and encouragement from the “Women in Focus” program. The first step is to know yourself, so you can set priorities. Then, take charge, be brave, and follow your dreams, which may not be the same as other people’s. Finding balance requires examining your goals and acknowledging that you may not be able to get everything you want all at once. Receiving effective mentorship from numerous sources is key, as is finding an environment that supports your growth. It is important to surround yourself both at work and at home with people who support your ideas and give you a sense of peace, well-being, and resilience. If the culture does not fit, have the courage to move on. Current leaders should reach out to ensure the diversity of future teams. Society benefits, radiology benefits, and our patients benefit from a specialty that values equity, diversity, and inclusiveness.
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Building a comprehensive mentoring academy for schools of health. J Clin Transl Sci 2019; 3:211-217. [PMID: 31660245 PMCID: PMC6813514 DOI: 10.1017/cts.2019.406] [Citation(s) in RCA: 5] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 05/30/2019] [Revised: 08/17/2019] [Accepted: 08/21/2019] [Indexed: 11/17/2022] Open
Abstract
Formal mentoring programs are increasingly recognized as critical for faculty career development. We describe a mentoring academy (MA) developed for faculty across tracks (i.e., researchers, clinicians, educators) within a “school of health” encompassing schools of medicine and nursing. The program is anchored dually in a clinical and translational science center and a school of health. The structure includes the involvement of departmental and center mentoring directors to achieve widespread uptake and oversight. A fundamental resource provided by the MA includes providing workshops to enhance mentoring skills. Initiatives for junior faculty emphasize establishing and maintaining strong mentoring relationships and implementing individual development plans (IDPs) for career planning. We present self-report data on competency improvement from mentor workshops and data on resources and barriers identified by junior faculty (n = 222) in their IDPs. Mentors reported statistically significantly improved mentoring competency after workshop participation. Junior faculty most frequently identified mentors (61%) and collaborators (23%) as resources for goal attainment. Top barriers included insufficient time and time-management issues (57%), funding limitations (18%), work–life balance issues (18%), including inadequate time for self-care and career development activities. Our MA can serve as a model and roadmap for providing resources to faculty across traditional tracks within medical schools.
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