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Novak RT, Patil S, Bailey E, Soffe B, Jensen J. Curriculum reform and stereotype threat in medical education: Implications for student well-being. J Dent Educ 2024. [PMID: 39138879 DOI: 10.1002/jdd.13686] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 05/14/2024] [Revised: 06/30/2024] [Accepted: 07/20/2024] [Indexed: 08/15/2024]
Abstract
PURPOSE Altering the curriculum of a program can have negative repercussions for the student experience, including peer mentorships and interclass relationships. This study investigated the effect of curriculum reform on students' emotional and social well-being in a predoctoral dental program. We explored if any of these consequences could be related to stereotype threat. METHODS We utilized a quasi-experimental design with two different treatments, New Curriculum Treatment (New-CT, n = 44) and Past Curriculum Treatment (Past-CT, n = 43). Quantitative data were collected through surveys to assess students' perceptions of curriculum changes and their impacts on anxiety, confidence, and clinical performance. Qualitative data were gathered via semi-structured interviews to explore personal experiences of stereotype threat and its implications on peer relationships and mentorship dynamics. RESULTS The findings suggest significant effects of curriculum changes on interpersonal relationships. Past-CT viewed New-CT as overconfident, while New-CT felt heightened performance pressure. Thematic and interview analyses revealed deep-rooted tensions, with New-CT feeling mistrusted and Past-CT resenting New-CT's perceived accelerated competence. Stereotype threat was identified as a key factor worsening these inter-group tensions and affecting clinical performance and relationships. CONCLUSIONS Curriculum changes in dental education can significantly affect students' well-being, with stereotype threat playing a critical role in these dynamics. When making changes to the structure, sequencing, or content of a program, administrators need to be aware of the potential ramifications these changes could have on students' relationships with their peers.
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Affiliation(s)
- Rachel Tomco Novak
- College of Dental Medicine, Roseman University of Health Sciences, South Jordan Campus, South Jordan, Utah, USA
- Biology Department, Brigham Young University, Provo, Utah, USA
| | - Shankargouda Patil
- College of Dental Medicine, Roseman University of Health Sciences, South Jordan Campus, South Jordan, Utah, USA
- College of Graduate Studies, Roseman University of Health Sciences, South Jordan Campus, South Jordan, Utah, USA
| | | | - Burke Soffe
- School of Dental Medicine, Lyon College, Batesville, Arkansas, USA
| | - Jamie Jensen
- Biology Department, Brigham Young University, Provo, Utah, USA
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Mullen LA, Weinfurtner RJ, Borovicka KM, Hoyt TL, Letter HP, O’Brien SR, Swamy N, Vicenti KL, Woodard SA, Xavier BA, Gundry KR, Merkulov A, Margolies LR, Slanetz PJ. Maximizing Mentorship Throughout Your Breast Imaging Career. JOURNAL OF BREAST IMAGING 2024; 6:422-429. [PMID: 38554120 PMCID: PMC11288399 DOI: 10.1093/jbi/wbae009] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 11/15/2023] [Indexed: 04/01/2024]
Abstract
Unlike many other subspecialties in radiology, breast radiologists practice in a patient-facing and interdisciplinary environment where team building, communication, and leadership skills are critical. Although breast radiologists can improve these skills over time, strong mentorship can accelerate this process, leading to a more successful and satisfying career. In addition to providing advice, insight, feedback, and encouragement to mentees, mentors help advance the field of breast radiology by contributing to the development of the next generation of leaders. During the mentorship process, mentors continue to hone their listening, problem-solving, and networking skills, which in turn creates a more supportive and nurturing work environment for the entire breast care team. This article reviews important mentorship skills that are essential for all breast radiologists. Although some of the principles apply to all mentoring relationships, ensuring that every breast radiologist has the skills to be both an effective mentor and mentee is key to the future of the profession.
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Affiliation(s)
- Lisa A Mullen
- Department of Radiology and Radiological Sciences, Johns Hopkins University School of Medicine, Baltimore, MD, USA
| | - R Jared Weinfurtner
- Diagnostic Imaging and Interventional Radiology, Moffitt Cancer Center, Tampa, FL, USA
| | | | - Tamarya L Hoyt
- Clinical Radiology and Radiological Sciences, Vanderbilt University Medical Center, Nashville, TN, USA
| | - Haley P Letter
- Department of Radiology, Mayo Clinic, Jacksonville, FL, USA
| | - Sophia R O’Brien
- Department of Radiology, University of Pennsylvania, Philadelphia, PA, USA
| | | | - Kerri L Vicenti
- Department of Radiology, Memorial Sloan Kettering Cancer Center, New York, NY, USA
| | - Stefanie A Woodard
- Department of Radiology, The University of Alabama at Birmingham, Birmingham, AL, USA
| | - Brian A Xavier
- Imaging Institute, Cleveland Clinic Foundation, Cleveland, OH, USA
| | - Kathleen R Gundry
- Department of Radiology, Emory University School of Medicine, Atlanta, GA, USA
| | - Alex Merkulov
- Department of Radiology, University of Connecticut Health, Farmington, CT, USA
| | - Laurie R Margolies
- Department of Diagnostic, Molecular and Interventional Radiology, Icahn School of Medicine at Mount Sinai, New York, NY, USA
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Ajayi VO. Group Mentorship: Connecting and Supporting the Students in the Back Row. ACADEMIC MEDICINE : JOURNAL OF THE ASSOCIATION OF AMERICAN MEDICAL COLLEGES 2024; 99:e2. [PMID: 37824838 DOI: 10.1097/acm.0000000000005493] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 10/14/2023]
Affiliation(s)
- Victoria O Ajayi
- Medical student, Tufts University School of Medicine, Boston, Massachusetts;
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Skjevik EP, Schei E, Boudreau JD, Tjølsen A, Ringberg U, Fuks A, Kvernenes M, Ofstad EH. What makes mentors thrive? An exploratory study of their satisfaction in undergraduate medical education. BMC MEDICAL EDUCATION 2024; 24:372. [PMID: 38575953 PMCID: PMC10996132 DOI: 10.1186/s12909-024-05344-y] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Subscribe] [Scholar Register] [Received: 08/14/2023] [Accepted: 03/23/2024] [Indexed: 04/06/2024]
Abstract
BACKGROUND Mentoring medical students with varied backgrounds and individual needs can be challenging. Mentors' satisfaction is likely to be important for the quality and sustainability of mentorships, especially in programs where the mentor has responsibility for facilitating a group of mentees. However, little is known about what influences mentors' satisfaction. The aim of this study was to measure mentors' self-reported satisfaction with the mentoring experience and to explore associations between satisfaction and its putative factors. METHODS An online survey was sent out to all physician mentors in each of the three mentorship programs (UiT The Arctic University of Norway, the University of Bergen, and McGill University, graduation years 2013-2020, n = 461). Data were analyzed by descriptive statistics, dimension reduction, and linear regression. RESULTS On a scale from 1 to 5, mean mentor satisfaction score at two Norwegian and one Canadian medical school was 4.55 (95% CI 4.47, 4.64). In a multilevel multivariate regression analysis, two predictors were significantly associated with mentors' satisfaction: (1) the perception that students found the group meetings valuable (β = 0.186, 95% CI 0.021, 0.351, p = 0.027) and (2) mentors' perceived rewards (β = 0.330, 95% CI 0.224, 0.437, p < 0.001). Perceived rewards included experiencing gratifying relationships with students, and mentors' perception of self-development. CONCLUSIONS In this study, mentors appeared to be highly satisfied with their mentoring functions. Our findings suggest that mentors' overall satisfaction is closely linked to their experiences of fulfilling mentor-student relationships and personal and professional development. Interestingly, and perhaps contrary to commonly held assumptions, we found no association between mentor satisfaction and financial compensation. Furthermore, satisfaction was not associated with the provision of pre-assigned topics for discussions for mentor group meetings. We propose that the mentors' experienced psycho-social rewards, and their competence in establishing well-functioning group dynamics, should be areas of focus for faculty development.
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Affiliation(s)
- Elise Pauline Skjevik
- Department of Community Medicine, Faculty of Health Sciences, UiT The Arctic University of Norway, Tromsø, 9037, Norway.
| | - Edvin Schei
- Department of Global Public Health and Primary Care, Faculty of Medicine, The University of Bergen, Bergen, Norway
| | - J Donald Boudreau
- Institute of Health Sciences Education, Faculty of Medicine and Health Sciences, McGill University, Montreal, Canada
- University of Notre Dame, Sydney, Australia
| | - Arne Tjølsen
- Department of Biomedicine and Center for Medical Education, Faculty of Medicine, The University of Bergen, Bergen, Norway
| | - Unni Ringberg
- Department of Community Medicine, Faculty of Health Sciences, UiT The Arctic University of Norway, Tromsø, 9037, Norway
| | - Abraham Fuks
- Department of Medicine, Faculty of Medicine and Health Sciences, McGill University, Montreal, Canada
| | - Monika Kvernenes
- Department of Clinical Medicine, Center for Medical Education, Faculty of Medicine, The University of Bergen, Bergen, Norway
| | - Eirik H Ofstad
- Department of Clinical Medicine, UiT The Arctic University of Norway, Tromsø, Norway
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Ortiz-Paredes D, Adam Henet P, Desseilles M, Rodríguez C. Empathy in family medicine postgraduate education: A mixed studies systematic review. MEDICAL TEACHER 2024:1-17. [PMID: 38555732 DOI: 10.1080/0142159x.2024.2328324] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Subscribe] [Scholar Register] [Received: 05/28/2023] [Accepted: 03/05/2024] [Indexed: 04/02/2024]
Abstract
PURPOSE Empathy is an important construct in patient-physician relationships, particularly critical in family physicians' daily practice. We aimed to understand how empathy has been conceived and integrated into family medicine postgraduate training. MATERIALS AND METHODS Medline, PsyINFO, and Embase were searched in this systematic mixed studies systematic review. Two independent reviewers screened abstracts and full texts. Disagreements were solved through research team consensus-based discussion. Included studies were synthesized thematically. RESULTS A total of 18 studies were included. Four themes were identified. (1) Empathy definition. Included studies stressed the cognitive component of empathy, paired either with a behavioural or an affective response. (2) Empathy modifiers. Starting residency right after medical school, having a role model, having high empathy levels before residency, having children, being married, and being exposed to patient involvement in education were found to have a positive impact on empathy. (3) Empathy-burnout relationship. Whereas greater burnout was related to lower empathy levels, excess empathy seems to favour burnout through 'compassion fatigue.' (4) Educational programs for empathy development. Five programs were identified: a communication workshop, a patient-led program, a mindfulness program, a family-oriented intervention, and an arts-based program. CONCLUSIONS Studies mostly measured the cognitive component of empathy. The moral component of empathy was underrepresented in the conceptualization of empathy and the development of educational interventions. Conflicting evidence exists regarding the decline of empathy levels during the family medicine residency. Longitudinal designs should be privileged when exploring the evolution of empathy levels across the continuum of medical education.
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Affiliation(s)
- David Ortiz-Paredes
- Department of Family Medicine, School of Medicine, Faculty of Medicine and Health Sciences, McGill University, Montreal, Canada
| | - Peterson Adam Henet
- Institute of Neuroscience (IoNS), Faculty of Medicine, Université Catholique de Louvain, Brussels, Belgium
- Pôle Enseignement et recherche, Le Beau Vallon-Soins spécialisés en santé mentale, Namur, Belgium
| | - Martin Desseilles
- Department of Psychology, Faculty of Medicine and Transition Institute, Université de Namur, Namur, Belgium
| | - Charo Rodríguez
- Department of Family Medicine, School of Medicine, Faculty of Medicine and Health Sciences, McGill University, Montreal, Canada
- Institute of Health Sciences Education, Faculty of Medicine and Health Sciences, McGill University, Montreal, Canada
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Anurat K, Thamyongkit S, Pakakasama S, Sumrithe S. Assessing the role of mentors in mitigating burnout and enhancing professional development in medical education. INTERNATIONAL JOURNAL OF MEDICAL EDUCATION 2024; 15:1-7. [PMID: 38284420 PMCID: PMC11288619 DOI: 10.5116/ijme.659b.d08c] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 05/21/2023] [Accepted: 01/08/2024] [Indexed: 01/30/2024]
Abstract
Objectives To assess the correlation between mentor behaviours and medical student burnout and their professional development within medical education. Methods A cross-sectional study using convenience sampling was conducted among third-, fifth-, and sixth-year medical students (N=307). Participants voluntarily completed anonymous online questionnaires measuring the Mentor Behavior Scale, the Maslach Burnout Inventory-Student Survey, and the Professional Self-Identity Questionnaire. Multivariate regression analysis was performed to analyse relationships between student burnout, mentor behaviours and their impact on professional development. Results Among participants, 26% (N=80) experienced burnout, which was significantly associated with lower competency support (OR = 2.0, 95% CI: 1.1-3.5, p = 0.016), medication use (OR = 2.1, 95% CI: 1.1-4.0, p = 0.029), and a lower Grade Point Average (OR = 3.3, 95% CI: 1.6-6.9, p = 0.001) compared to non-burnout students. In the development of professional identity, a high level of mentor relationship structure had statistically significant associations with higher scores in key domains of the Professional Self-Identity Questionnaire, including teamwork (OR = 3.9, 95% CI: 1.5-9.9, p < 0.01), communication (OR = 3.4, 95% CI: 1.5-7.7, p < 0.01), ethical awareness (OR = 3.3, 95% CI: 1.4-8.0, p < 0.01), and record use (OR = 2.8, 95% CI: 1.2-6.5, p < 0.05). Conclusions The impact of mentor behaviours on medical students is evident. Enhancing mentorship by addressing specific mentor behaviours can improve programme quality. Future research should explore the long-term effects and strategies for effectively implementing targeted enhancements in mentor behaviours.
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Affiliation(s)
- Kingthong Anurat
- Chakri Naruebodindra Medical Institute, Faculty of Medicine Ramathibodi Hospital, Mahidol University, Thailand
| | - Sorawut Thamyongkit
- Chakri Naruebodindra Medical Institute, Faculty of Medicine Ramathibodi Hospital, Mahidol University, Thailand
| | - Samart Pakakasama
- Department of Pediatrics, Faculty of Medicine Ramathibodi Hospital, Mahidol University, Thailand
| | - Sutida Sumrithe
- Chakri Naruebodindra Medical Institute, Faculty of Medicine Ramathibodi Hospital, Mahidol University, Thailand
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Haque WZ, Coias J, Pollio EW, Yazdani R, Wagner JM, North CS, Pollio DE. Key Attributes of a Medical Learning Community Mentor at One Medical School: The Mentee Perspective. EVALUATION REVIEW 2023; 47:504-531. [PMID: 36480918 DOI: 10.1177/0193841x221144338] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 05/16/2023]
Abstract
To assess the elements necessary to be a successful learning community (ClinCalc) mentor to medical students from the mentee's perspective. Few such studies have utilized the in-depth and richness of detail obtained in qualitative studies. This qualitative study analyzed four focus group discussions lasting 45-90 min conducted at the University of Texas Southwestern Medical School, which has an established LC, in the year 2018. The groups included 14 pre-clerkship and 8 clerkship students. Investigators evaluated transcriptions of the focus group discussions using ATLAS.ti software. Three overarching categories of discussion emerged from the group discussions: (1) Relationship Competence, (2) Teaching Competence, and (3) Ethical and Compassionate Medical Practice Competence. Relationship Competence themes included "walk with me," relationship is most important, and one-on-one. Teaching Competence themes included above and beyond, recognize and address mentor limitations, and safe and enriching environment. Ethical and Compassionate Medical Practice Competence themes included ethical decision making and compassionate care for diverse patient populations. Mentees focused on various aspects of the mentor-mentee relationship as the single most essential competence. Themes mentees discussed as important qualities of a successful mentor may denote qualities to be prioritized in faculty development and mentor recruitment. Future studies could investigate how the LC environment informs former medical students and promotes patient outcomes.
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Affiliation(s)
| | - Jennifer Coias
- Baylor University Medical Center at Dallas, Dallas, TX, USA
| | - E Whitney Pollio
- The University of Alabama at Birmingham School of Nursing, Birmingham, AL, USA
| | - Rana Yazdani
- The University of Texas Southwestern Medical Center, Dallas, TX, USA
| | - James M Wagner
- The University of Texas Southwestern Medical Center, Dallas, TX, USA
| | - Carol S North
- The University of Texas Southwestern Medical Center, Dallas, TX, USA
| | - David E Pollio
- The University of Alabama at Birmingham School of Nursing, Birmingham, AL, USA
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van Ede AE, Claessen R, van Gils M, van Hoogstraten C, van den Berg I, van Gurp PJM. The teacher as coach: An innovative, longitudinal training for (bio)medical educators. CLINICAL TEACHER 2023; 20:e13564. [PMID: 36786435 DOI: 10.1111/tct.13564] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 06/13/2022] [Accepted: 01/20/2023] [Indexed: 02/15/2023]
Abstract
BACKGROUND In order to be impactful, to support students to become resilient, adaptive, and collaborative lifelong learning professionals in an ever-changing environment requires the teachers to have a specific set of skills and abilities. Teachers who are not taught these competencies struggle empirically and cannot coach students effectively in the modern professional world. APPROACH We developed a longitudinal programme for teachers, combining theory and skills training, and performed nine half-day hands-on training modules on campus. Special attention was paid to a common frame of mind, coaching techniques, and dealing with students' emotions and resistance. EVALUATION All 16 participating teachers indicated their learning goals beforehand and their learning outcomes afterwards. Before and after finishing the course, participants completed a questionnaire in which they evaluated their own evolving coaching competencies. In the next academic year, students of both participants and non-participants evaluated their teachers' coaching competencies. Participants experienced the added value of coaching and understood how to coach. They reported being able to focus on fostering the student's development instead of being knowledge-transferring and advising mentors. Students recognised that coaching teachers (participants) provided less advice and focused more on students' responsibility. IMPLICATIONS To prepare teachers for coaching students in their professional development, early investment is recommended. A dedicated coach training programme, as outlined by us, can facilitate and stimulate the desired transition from a role-modelling, knowledge-transferring academic teacher, mentor, or adviser to a professional development coaching teacher. When translating to other curricula, we recommend to take into account the adaptation of generic content in the local learning environment.
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Affiliation(s)
| | - Roy Claessen
- Department of Internal Medicine, Radboudumc, Nijmegen, The Netherlands
| | - Merel van Gils
- Radboud Health Academy, Radboudumc, Nijmegen, The Netherlands
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Hertling SF, Back DA, Wildemann B, Schleußner E, Kaiser M, Graul I. Is student mentoring career-defining in surgical disciplines? A comparative survey among medical schools and medical students for mentoring programs. Front Med (Lausanne) 2022; 9:1008509. [PMID: 36507512 PMCID: PMC9726918 DOI: 10.3389/fmed.2022.1008509] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 07/31/2022] [Accepted: 11/01/2022] [Indexed: 11/24/2022] Open
Abstract
Objective Facing a shortage of young surgeons, this study aimed to examine the availability of mentoring programs and if this can counteract this lack. Summary background data Medical mentoring programs have proven to be decisive to influence students' later career decisions. Since their structure may depend on the medical school and the effort of single disciplines, the offers are often very heterogeneous. Methods Anonymous online-questionnaires were developed and distributed among medical students in Germany and the dean for teaching of the medical schools from July 2019 to January 2020 in Germany. Data of the availability of mentoring programs, their structure and the impact of surgery were collected. Results Forty three medical schools participated, with 65% offering mentoring programs. 18 of medical schools had no additional funding available for this. Surgical subjects participated in these programs in only 30%. Additionally, 1,516 medical students participated in the second survey. A total of 70% had already participated in a mentoring program with a significantly higher proportion of men. Of these, 94% stated that this was helpful and had an impact on their career planning, without any gender differences. 95% would participate in structured surgical mentoring programs and 95% agreed that this could have an impact on their career planning. Conclusion Mentoring programs may be able to influence career planning, nevertheless participation by surgical specialties has been low. Becoming more active in providing mentoring programs with a special focus on women and offering more surgical content can be a way to counteract the lack of surgical trainees.
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Affiliation(s)
- Stefan Ferdinand Hertling
- Department of Obstetrics, Jena University Hospital, Jena, Germany,Department of Orthopaedics, Jena University Hospital, Eisenberg, Germany,*Correspondence: Stefan Ferdinand Hertling, ; orcid.org/0000-0001-5815-7498
| | - David Alexander Back
- Dieter Scheffner Center for Medical Education and Educational Research, Charité—Universitätsmedizin Berlin, Berlin, Germany
| | - Britt Wildemann
- Department of Trauma, Hand and Reconstructive Surgery, Jena University Hospital, Friedrich Schiller University Jena, Jena, Germany
| | | | - Mario Kaiser
- Module Integration Optics, Jenoptik Light and Optics Division, Jena, Germany
| | - Isabel Graul
- Department of Orthopaedics, Jena University Hospital, Eisenberg, Germany,Department of Trauma, Hand and Reconstructive Surgery, Jena University Hospital, Friedrich Schiller University Jena, Jena, Germany
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Loosveld LM, Driessen EW, Vanassche E, Artino AR, Van Gerven PWM. Mentoring is in the 'I' of the beholder: supporting mentors in reflecting on their actual and preferred way of mentoring. BMC MEDICAL EDUCATION 2022; 22:638. [PMID: 35999559 PMCID: PMC9396759 DOI: 10.1186/s12909-022-03690-3] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Figures] [Subscribe] [Scholar Register] [Received: 01/24/2022] [Accepted: 08/08/2022] [Indexed: 06/15/2023]
Abstract
BACKGROUND An important strategy to support the professional development of mentors in health professions education is to encourage critical reflection on what they do, why they do it, and how they do it. Not only the 'how' of mentoring should be covered, but also the implicit knowledge and beliefs fundamental to the mentoring practice (a mentor's personal interpretative framework). This study analyzed the extent to which mentors perceive a difference between how they actually mentor and how they prefer to mentor. METHODS The MERIT (MEntor Reflection InstrumenT) survey (distributed in 2020, N = 228), was used to ask mentors about the how, what, and why of their mentoring in two response modes: (1) regarding their actual mentoring practice and (2) regarding their preferred mentoring practice. With an analysis of covariance, it was explored whether potential discrepancies between these responses were influenced by experience, profession of the mentor, and curriculum-bound assessment requirements. RESULTS The averaged total MERIT score and averaged scores for the subscales 'Supporting Personal Development' and 'Monitoring Performance' were significantly higher for preferred than for actual mentoring. In addition, mentors' experience interacted significantly with these scores, such that the difference between actual and preferred scores became smaller with more years of experience. CONCLUSIONS Mentors can reflect on their actual and preferred approach to mentoring. This analysis and the potential discrepancy between actual and preferred mentoring can serve as input for individual professional development trajectories.
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Affiliation(s)
- Lianne M Loosveld
- School of Health Professions Education, Department of Educational Development & Research, Faculty of Health, Medicine and Life Sciences, Maastricht University, Universiteitssingel 60, 6229 ER, Maastricht, The Netherlands.
| | - Erik W Driessen
- School of Health Professions Education, Department of Educational Development & Research, Faculty of Health, Medicine and Life Sciences, Maastricht University, Universiteitssingel 60, 6229 ER, Maastricht, The Netherlands
| | - Eline Vanassche
- Faculty of Psychology and Educational Sciences, University of Leuven, Campus Kulak, Etienne Sabbelaan 51, P.O. Box 7654, 8500, Kortrijk, Belgium
| | - Anthony R Artino
- Department of Health, Human Function, and Rehabilitation Sciences, School of Medicine and Health Sciences, The George Washington University, 2600 Virginia Avenue NW, Suite 104, Washington, DC, USA
| | - Pascal W M Van Gerven
- School of Health Professions Education, Department of Educational Development & Research, Faculty of Health, Medicine and Life Sciences, Maastricht University, Universiteitssingel 60, 6229 ER, Maastricht, The Netherlands
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Santiesteban L, Young E, Tiarks GC, Boemi MG, Patel RK, Bauckman KA, Fine L, Padilla ME, Rajput V. Defining Advising, Coaching, and Mentoring for Student Development in Medical Education. Cureus 2022; 14:e27356. [PMID: 36043012 PMCID: PMC9411822 DOI: 10.7759/cureus.27356] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Track Full Text] [Download PDF] [Journal Information] [Subscribe] [Scholar Register] [Received: 06/01/2022] [Accepted: 07/27/2022] [Indexed: 11/23/2022] Open
Abstract
Medical school curricula integrate classroom academic teaching, hands-on clinical training, longitudinal professional development, and identity formation to prepare students to enter the healthcare workforce as residents. Mentorship, coaching, and advising are well-recognized approaches used by educators to help young learners accomplish their personal and professional goals and objectives. However, undergraduate medical education literature has not clearly articulated the distinctions between the roles and core responsibilities of each guidance approach. Attempts to describe each role and responsibility have generated ambiguity and steered institutions towards implementing their own role-specific functions. The purpose of this paper is to establish a functional framework that may be used to differentiate the principal duties of a mentor, coach, and advisor in the context of undergraduate medical education (UME). Four key components are necessary to achieve this goal: (1) adopting a singular definition for each form of guidance; (2) characterizing each role based on unique skills; (3) describing the interplay between learner needs and educator capabilities; (4) training educators on how to effectively distinguish each form of guidance. Creating clear distinctions between mentors, coaches, and advisors in medical education will bolster students’ academic experience and improve the educator-learner relationship. These definitions may also benefit faculty members by providing a clear framework for their responsibilities, which can be used for evaluations or determining future promotions.
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Chen A, Harnett J, Kothari P, Ernst M. A Review of Mentorship in Urology: Are We Satisfied? Curr Urol Rep 2022; 23:383-392. [PMID: 36459377 PMCID: PMC9716155 DOI: 10.1007/s11934-022-01122-9] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Accepted: 10/08/2022] [Indexed: 12/05/2022]
Abstract
PURPOSE OF REVIEW To evaluate the state of mentorship in the field of urology. RECENT FINDINGS Mentorship has been shown to decrease burnout, increase recruitment of underrepresented minority groups, and have a positive influence on the career trajectory of mentees. Approximately half of surgical residency programs have mentorship programs. The current literature supports the idea that formal mentorship programs are successful based on level 1 satisfaction scores. However, studies are sparse and of low quality. Mentorship program success is rarely objectively measured. Structured mentorship programs appear to be beneficial, but require serious planning, evaluation, and ongoing support without which the programs can fail. Future research should be focused on objective and measurable metrics of success.
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Affiliation(s)
- Annie Chen
- Department of Urology, Stony Brook University, 101 Nicholls Rd, Stony Brook, New York, NY, 11795, USA
| | - Joseph Harnett
- Department of Urology, Stony Brook University, 101 Nicholls Rd, Stony Brook, New York, NY, 11795, USA
| | - Pankti Kothari
- Department of Urology, Stony Brook University, 101 Nicholls Rd, Stony Brook, New York, NY, 11795, USA
| | - Michael Ernst
- Department of Urology, Stony Brook University, 101 Nicholls Rd, Stony Brook, New York, NY, 11795, USA.
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Training the Trainers in Language Assessment via Mentoring: Building Expertise to Promote Language Assessment Literacy of Ukrainian University Teachers. LANGUAGES 2021. [DOI: 10.3390/languages6040194] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.3] [Reference Citation Analysis] [Abstract] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 11/16/2022]
Abstract
This mixed-methods study described a case of group-based informal mentoring, a conceptual model of which was aligned with an effective mentoring program found in the literature. The research questions that were addressed in the study included: (1) Will mentoring training, conducted within a short (1-month) period, enable inexperienced presenters to develop and conduct an effective workshop in LTA? (2) In what way(s) has mentoring training impacted the mentees as prospective trainers in LTA? The training was implemented by one mentor and two mentees, with the immediate purpose to organize a platform to disseminate the results of an Erasmus+ staff mobility program. The data were collected via a questionnaire, a self-efficacy scale and reflection logs about the mentoring procedure, as well as the workshop in LTA conducted by the mentees with the purpose to enhance Ukrainian university teachers’ LAL. The outcome of the training reported a high success level of the workshop among 37 attendees. In addition, the participants of the mentoring training (n = 2) demonstrated improvement in their organizational skills and professional growth. The mentoring framework proved to be an effective strategy for implementing study objectives and can be recognized as a successful model for the promotion of language assessment literacy.
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Siow YC, Cheong MWL, Lim KS, Mahalinggam S, Teoh CCO. Training physicians to provide basic-level palliative care: an evaluation of a novel training programme. PROGRESS IN PALLIATIVE CARE 2021. [DOI: 10.1080/09699260.2021.1963175] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 10/20/2022]
Affiliation(s)
- Yen Ching Siow
- Department of Palliative Medicine, Hospital Selayang, Batu Caves, Malaysia
| | | | - Kai Siang Lim
- Department of Palliative Medicine, Hospital Selayang, Batu Caves, Malaysia
| | | | - Cindy Cy Oun Teoh
- Department of Palliative Medicine, Hospital Selayang, Batu Caves, Malaysia
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Loosveld LM, Van Gerven PWM, Driessen EW, Vanassche E, Artino AR. MERIT: a mentor reflection instrument for identifying the personal interpretative framework. BMC MEDICAL EDUCATION 2021; 21:144. [PMID: 33663496 PMCID: PMC7934546 DOI: 10.1186/s12909-021-02579-x] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.3] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Figures] [Subscribe] [Scholar Register] [Received: 12/10/2020] [Accepted: 02/16/2021] [Indexed: 06/12/2023]
Abstract
BACKGROUND Essential to the professional development of mentors is making explicit and critically challenging the knowledge and beliefs underpinning their mentoring practice. This paper reports on the development of a survey instrument called MERIT, MEntor Reflection InstrumenT, which was designed to support mentors' systematic reflection on the how, what and why of their practice. METHODS In 2019, a twenty-item survey instrument was developed and piloted. Initial validation data (N = 228) were collected by distributing the survey through the authors' network. An exploratory factor analysis (EFA) was conducted and internal consistency reliability coefficients were calculated. RESULTS The Principal Axis EFA with Direct Oblimin rotation (Delta = 0) resulted in four factors: 1) supporting personal development, 2) modelling professional development, 3) fostering autonomy, and 4) monitoring performance. The four factors explained 43% of the total variance of item scores. The Cronbach's alphas for the subscale scores were between .42 and .75. CONCLUSIONS The MERIT can help mentors reflect on their beliefs and professional knowhow. These reflections can serve as input for the faculty development initiatives mentors undertake, which may ultimately improve their knowledge and skills as a mentor.
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Affiliation(s)
- Lianne M Loosveld
- Department of Educational Development & Research, School of Health Professions Education, Faculty of Health, Medicine and Life Sciences, Maastricht University, Universiteitssingel 60, 6229 ER, Maastricht, the Netherlands.
| | - Pascal W M Van Gerven
- Department of Educational Development & Research, School of Health Professions Education, Faculty of Health, Medicine and Life Sciences, Maastricht University, Universiteitssingel 60, 6229 ER, Maastricht, the Netherlands
| | - Erik W Driessen
- Department of Educational Development & Research, School of Health Professions Education, Faculty of Health, Medicine and Life Sciences, Maastricht University, Universiteitssingel 60, 6229 ER, Maastricht, the Netherlands
| | - Eline Vanassche
- Faculty of Psychology and Educational Sciences, campus Kulak, University of Leuven, Etienne Sabbelaan 51, P.O. Box 7654, 8500, Kortrijk, Belgium
| | - Anthony R Artino
- Department of Health, Human Function, and Rehabilitation Sciences, The George Washington University School of Medicine and Health Sciences, 2600 Virginia Avenue NW, Suite 104, Washington, DC, 20037, USA
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