Group mentoring and leadership growth in behavioral medicine

Standing in Unity Amidst Change: A Group Mentorship Model that Addresses the Logistical and Emotional Needs of Applicants for Surgical Residency

OBJECTIVE

For medical students, applying to general surgery residency is a complex and multifactorial process that can be fraught with significant challenges. The COVID-19 pandemic generated additional uncertainty and distress for applicants given the temporary suspension of in-person clinical rotations and transition to virtual residency interviews. However, despite the significant changes introduced by the COVID-19 pandemic, our group mentorship model - originally developed to address the emotional and logistical needs of applicants - withstood national shifts in medical education. In this manuscript, we detail the rationale and design of our group mentorship model for fourth-year medical students with the hopes that other programs may implement our current resources and acquire insight from the lessons we learned amidst responding to the changing climate in surgical education.

DESIGN

Implementation of a longitudinal program utilizing a group mentorship model to provide students with emotional and logistical support during the residency application process.

SETTING

This program was implemented at the Boston University Chobanian & Avedisian School of Medicine.

PARTICIPANTS

Fourth-year medical students that are applying to general surgery residency.

RESULTS

The program consisted of 11 sessions, ranging from 1-2 hours in duration, and approximately 14-17 students participated in the program per year. The program was led by a mentor panel that consisted of a faculty advisor, resident physicians, and appointed student liaisons.

CONCLUSIONS

Group mentorship is a unique model that allows for multidirectional dissemination of advice and experiences amidst student participants and mentors. In times of shifts in medical education, the diverse mentor panel allows for the development of strategies to address unanticipated challenges encountered during the application process.

Mentorship Landscape and Common Practices in an Academic Pharmacy Association

OBJECTIVES

To explore the landscape of mentorship within professional associations in pharmacy academia, including reviewing available literature and describing currently available programs within the American Association of Colleges of Pharmacy, and recommend key considerations for the development of mentorship programs within professional associations.

FINDINGS

A literature review of mentorship programs within professional associations for pharmacy academics was conducted, with a total of 5 articles identified and summarized. Additionally, a survey was conducted to determine the landscape of available mentorship programs within American Association of Colleges of Pharmacy affinity groups to capture unpublished experiences. Information regarding common characteristics and assessment methods was collected for groups that have mentorship programs, while needs and barriers were collected for those who did not.

SUMMARY

Literature, while limited, supports positive perceptions of mentorship programs within professional associations. Based on the responses and working group experience, several recommendations are proposed for mentorship program development, including the need for clearly defined goals, relevant program outcomes, association support to reduce redundancies and promote participation, and, in some cases, implementation of an association-wide program to ensure access to mentorship.