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Díaz-Vallejo JA, Liscano Y, Hernández MDM, Cuji-Galarza WD, Contreras-Pizarro CH, Melo IA. Scientific Output by Latin American Women in Pediatric Surgical Sciences Over the Past 11 Years: A Bibliometric and Visual Analysis. J Pediatr Surg 2024; 59:1680-1686. [PMID: 38692943 DOI: 10.1016/j.jpedsurg.2024.03.052] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Received: 11/11/2023] [Revised: 03/17/2024] [Accepted: 03/22/2024] [Indexed: 05/03/2024]
Abstract
INTRODUCTION This academic article discusses the historical underrepresentation of female in science, with a focus on Latin America. It highlights the importance of both technical and non-technical skills in the medical-surgical field, particularly the role of research skills. The study aims to quantify and characterize the scientific output of Latin American female researchers over the past decade, providing insights into the challenges and opportunities in low and middle-income countries. MATERIAL AND METHODS A retrospective cross-sectional bibliometric study was conducted in 2023, focusing on pediatric surgical science journals in Scopus and PubMed. It assessed Latin American female participation, journal details, and interaction networks, using SPSS and Gephi software. The period analyzed was from January 2012 to December 2022. RESULTS Between 2012 and 2022, 727 articles with Latin authorship in pediatric surgery were analyzed across 304 journals. Of these, 63.69% had female co-authors. The majority were original articles (53.13%), with contributions from Brazil, Mexico, and Chile. Notable journals included the Journal of Pediatric Surgery and Child's Nervous System. Keywords like Laparoscopy and Cardiac surgery were common. A growth trend in female Latin American publications was observed, despite temporary declines. CONCLUSIONS This study highlights a growing trend in Latin American females' scientific contributions to pediatric surgery from 2012 to 2022, although a gender gap persists. The research mainly consists of primary data studies, with a focus on Brazil and Mexico from public institutions. The Journal of Pediatric Surgery featured prominently, and common topics included Laparoscopy, Cardiac surgery, Liver transplant, Congenital heart defects, and COVID-19. LEVEL OF EVIDENCE IV.
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Affiliation(s)
- Jhony Alejandro Díaz-Vallejo
- Faculty of Health Sciences, University of Caldas, Manizales, Colombia; Research Group in Nutrition, Metabolism, and Food Safety, University of Caldas, Manizales, Colombia
| | - Yamil Liscano
- Research Group in Comprehensive Health (GISI), Health Department, Santiago de Cali University, Cali, Colombia.
| | - María Del Mar Hernández
- Research Group in Comprehensive Health (GISI), Health Department, Santiago de Cali University, Cali, Colombia
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Barr KP, Deluca K, Dicianno BE, Helkowski WM, Liu B. Group peer mentoring to improve faculty connections and enhance mentoring networks. CLINICAL TEACHER 2024; 21:e13747. [PMID: 38400689 DOI: 10.1111/tct.13747] [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: 07/28/2023] [Accepted: 01/19/2024] [Indexed: 02/25/2024]
Abstract
BACKGROUND Difficulty finding mentors and forging connections in academic departments can be challenging and became even more so when the COVID-19 pandemic reduced opportunities for informal networking. Even as restrictions on in-person meetings eased, many faculty preferred meetings to remain virtual. Because some of the most powerful predictors of faculty vitality are positive professional relationships and feelings of inclusion and belonging to an institution, attending to faculty needs in this area is important to mitigate undesired lingering consequences. APPROACH We created structured peer mentoring groups for our department's physicians and psychologists that meet virtually. Groups span career stages, academic appointments and clinical interests. The purpose was to establish a deeper culture of mentoring, increase feelings of connection to a supportive community within the department, facilitate career planning and enhance the development of skills necessary in academic medicine such as teaching skills, scholarly productivity and personal wellness. EVALUATION A survey conducted after the first year of the programme was completed by 70% of eligible faculty (31/45). Ninety-six percent felt the programme had created an inclusive and appreciative culture, 86% met faculty members they had never met before and 79% sought mentoring advice from a colleague they would not usually have interacted with in that manner. All participants appreciated hearing their colleagues' perspectives on topics they do not typically discuss. IMPLICATIONS Departmentally based group peer mentoring that spans career stages and interests can facilitate faculty connections and enhance a supportive culture of mentorship.
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Affiliation(s)
- Karen P Barr
- Department of Physical Medicine and Rehabilitation, University of Pittsburgh School of Medicine, Pittsburgh, Pennsylvania, USA
| | - Kerry Deluca
- Department of Physical Medicine and Rehabilitation, University of Pittsburgh School of Medicine, Pittsburgh, Pennsylvania, USA
| | - Brad E Dicianno
- Department of Physical Medicine and Rehabilitation, University of Pittsburgh School of Medicine, Pittsburgh, Pennsylvania, USA
- Human Engineering Research Laboratories, VA Pittsburgh Healthcare System, Pittsburgh, Pennsylvania, USA
| | - Wendy M Helkowski
- Department of Physical Medicine and Rehabilitation, University of Pittsburgh School of Medicine, Pittsburgh, Pennsylvania, USA
| | - Betty Liu
- Department of Physical Medicine and Rehabilitation, University of Pittsburgh School of Medicine, Pittsburgh, Pennsylvania, USA
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Harper L, Hergott CA, Coderre S, Kelly-Turner K, Davis M, McLaughlin K. Mentorship in medicine is a Complex opportunity. MEDICAL TEACHER 2024:1-3. [PMID: 38994853 DOI: 10.1080/0142159x.2024.2377392] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Track Full Text] [Subscribe] [Scholar Register] [Received: 05/16/2024] [Accepted: 07/03/2024] [Indexed: 07/13/2024]
Abstract
Mentorship is now recognized as essential to the personal and professional development of physicians. Over the past decade, it has become a common theme in medical education literature, and through this our understanding of mentorship has evolved. Despite this progress, we believe that the prevailing reductionist view of mentorship is oversimplified and may hinder further advances in this space. Instead, we propose that mentorship be viewed through the lens of complexity theory, positioning it as a prototypical complex adaptive system. This shift in perspective will inform our mentorship interventions and evaluations, and can avoid the disappointment that invariably follows when we apply a simple approach to a complex situation.
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Affiliation(s)
- Lea Harper
- Office of Postgraduate Medical Education, Cumming School of Medicine, University of Calgary, Canada
| | - Christopher A Hergott
- Office of Postgraduate Medical Education, Cumming School of Medicine, University of Calgary, Canada
| | - Sylvain Coderre
- Office of Undergraduate Medical Education, Cumming School of Medicine, University of Calgary, Canada
| | | | - Melinda Davis
- Office of Postgraduate Medical Education, Cumming School of Medicine, University of Calgary, Canada
| | - Kevin McLaughlin
- Office of Undergraduate Medical Education, Cumming School of Medicine, University of Calgary, Canada
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Ratan BM, Antoniewicz L, Kilpatrick CC, Greely JT. Utilizing Complexity Leadership Theory to Promote Faculty Mentorship and Resident Leadership. JOURNAL OF SURGICAL EDUCATION 2024; 81:938-946. [PMID: 38749818 DOI: 10.1016/j.jsurg.2024.04.001] [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: 11/28/2023] [Revised: 03/14/2024] [Accepted: 04/03/2024] [Indexed: 06/11/2024]
Abstract
OBJECTIVE To create and evaluate a structured combined faculty mentorship/resident leadership program based on complexity leadership theory. DESIGN In 2021, a logic model was used to create a 5 part bi-monthly resident leadership series utilizing administrative, adaptive, and enabling components of complexity leadership theory. Each of the 5 sessions had a nationally prominent senior faculty member mentor 3 junior faculty in creation of an interactive workshop that was delivered to resident physicians during scheduled didactics. Validated surveys were used to assess faculty post-mentorship experience and resident self-perception of leadership skills pre-and post-series. Descriptive statistics and 2-way ANOVA were performed; text comments underwent content analysis. SETTING A large academic OB/GYN department at Baylor College of Medicine in Houston, Texas. PARTICIPANTS Five faculty mentors, 15 junior faculty, and 48 residents participated in this program. All faculty mentors (5/5) and 87% (13/15) of mentees completed the post-mentorship survey. Resident response rate was 60% (29/48) pre-series and 63% (30/48) post-series. RESULTS Both mentors and mentees rated the experience favorably (4.62 versus 5.29, p = 0.51). In open-ended comments, enabling components of mentorship process, such as approachability and expertise of the mentors, were most often noted as positive. Both mentees and mentors suggested administrative changes to the experience, such as longitudinal relationships between mentors and mentees. The mean score on the resident leadership questionnaire improved from 3.82 to 3.96 (5-point Likert scale, p = 0.30) with self-reported leadership skills improving in 8/9 domains, although none reaching statistical significance. Open-ended comments revealed that residents also most desired administrative changes in the leadership series, such as increased leadership opportunities and more interactive workshops. CONCLUSIONS A structured combined faculty mentorship/resident leadership program formed utilizing complexity leadership theory was positively received. Participants most liked the enabling components of the series, with requested administrative changes in the future.
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Affiliation(s)
- Bani M Ratan
- Department of OB/GYN, Baylor College of Medicine, 6651 Main Street, Houston, Texas, 77030.
| | - Leah Antoniewicz
- Department of OB/GYN, Baylor College of Medicine, 6651 Main Street, Houston, Texas, 77030
| | - Charles C Kilpatrick
- Department of OB/GYN, Baylor College of Medicine, 6651 Main Street, Houston, Texas, 77030
| | - Jocelyn T Greely
- Department of OB/GYN, Baylor College of Medicine, 6651 Main Street, Houston, Texas, 77030
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L Neil K, Umucyo D, Binagwaho A, Waka TY. Gender-based support systems influencing female students to pursue a bachelor of medicine, bachelor of surgery (MBBS) in Rwanda. BMC MEDICAL EDUCATION 2024; 24:641. [PMID: 38849791 PMCID: PMC11157937 DOI: 10.1186/s12909-024-05613-w] [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: 06/23/2023] [Accepted: 05/28/2024] [Indexed: 06/09/2024]
Abstract
BACKGROUND While Sub-Saharan Africa contains nearly one third of the global burden of disease, it only contains 3.5% of the healthcare workforce. Furthermore, female medical doctors are underrepresented across the continent. Studies show that increasing gender representation in medicine not only bridges this gap but may have a positive impact on patient care. This study explores the support systems influencing female students to pursue medical school in Rwanda, aiming to recommend ways to increase female participation through support systems. METHODS This is an exploratory, interpretive study employing qualitative methods. The study was conducted at thirteen secondary schools within two provinces and three universities in Rwanda that offer a medical degree program. Participants were divided into focus groups, including female and male secondary students in science and non-science combinations; teachers of secondary students; female and male students enrolled in medical school; and parents of secondary students in science and non-science combinations. Private and public, mixed and girls-only secondary schools that met the criteria were selected in each province, and all universities offering a medical degree. Participants were selected via random stratified sampling. Thirty-four semi-structured focus group discussions were conducted (28 secondary-level and 6 university-level) and 16 interviews. Data was coded inductively, with common themes identified. RESULTS Four main themes were identified as support systems that can either serve as facilitators or barriers to pursuing an MBBS, including teacher support, parental or familial support, financial or institutional policy support, and having access to female mentors or role models. CONCLUSION Social support systems are enablers encouraging female students to join medical school. Integrating social support systems in schools and the community has the potential to increase female applicants to medical school in Rwanda.
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Affiliation(s)
- Kara L Neil
- King Faisal Hospital Rwanda, Kigali, Rwanda.
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Gheihman G. Mentorship for all in academic medicine. MEDICAL EDUCATION 2024; 58:665-668. [PMID: 38385568 DOI: 10.1111/medu.15321] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 01/06/2024] [Accepted: 01/24/2024] [Indexed: 02/23/2024]
Abstract
To enable success, Gheihman reflects on the importance of Winderbaum and Coventry's exploration of how to support new doctors in an evidence‐based manner.
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Affiliation(s)
- Galina Gheihman
- Chief Resident, Mass General Brigham Neurology Residency Program, Brigham and Women's Hospital and Massachusetts General Hospital and Clinical Fellow, Harvard Medical School, Boston, Massachusetts
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Adams MCB, Wandner LD, Kolber BJ. Challenges and opportunities for growing and retaining a pain research workforce. PAIN MEDICINE (MALDEN, MASS.) 2024; 25:315-318. [PMID: 38459612 PMCID: PMC11063744 DOI: 10.1093/pm/pnae008] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Subscribe] [Scholar Register] [Received: 11/12/2023] [Revised: 01/24/2024] [Accepted: 02/01/2024] [Indexed: 03/10/2024]
Affiliation(s)
- Meredith C B Adams
- Departments of Anesthesiology, Biomedical Informatics, Translational Neuroscience, and Public Health Sciences, Wake Forest University School of Medicine, Winston Salem, NC 27157, United States
| | - Laura D Wandner
- National Institutes of Health, National Institutes of Neurological Disorders and Stroke, Bethesda, MD 20814, United States
| | - Benedict J Kolber
- Department of Neuroscience, Center for Advanced Pain Studies, University of Texas at Dallas, Richardson, TX 75080, United States
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Sancheznieto F, Asquith P, Baez Bermejo A, Meagher EA, Pfund CE. Mentoring up for early career investigators: Empowering mentees to proactively engage in their mentoring relationships. J Clin Transl Sci 2024; 8:e86. [PMID: 38784110 PMCID: PMC11112430 DOI: 10.1017/cts.2024.524] [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: 09/19/2023] [Revised: 02/16/2024] [Accepted: 04/15/2024] [Indexed: 05/25/2024] Open
Abstract
Introduction Effective mentorship is recognized as critical for the professional development of clinical and translational investigators. Evidence-based mentorship training prompted the development of training for mentees at early career stages who are navigating both mentor and mentee roles. The curriculum titled, Mentoring Up for Early Career Investigators, recognizes the importance of building mentee self-efficacy across proactive mentorship skills and competencies. Methods Mentoring Up for Early Career Investigators curriculum is based on the research mentor training approach in Entering Mentoring. Pilot implementations of Mentoring Up at the University of Wisconsin-Madison and University of Pennsylvania had positive training outcomes for KL2 Scholars. Subsequently, Mentoring Up was implemented and evaluated at several other institutions. For 26 implementations longer than 4 hours, data were collected on trainee demographics, satisfaction with training, skill gains across mentorship competencies, and the intent to change mentoring behaviors following training. Results 88% of participants rated the mentee training as valuable. Significant skill gains were reported across all mentorship competencies following training. 77% reported specific plans to change or augment their mentoring behaviors because of the training. The majority aligned with mentorship skill competencies (aligning expectations, effective communications) or mentoring up strategies (voicing needs, setting boundaries, communicating proactively). Conclusion Mentoring Up training is effective in advancing mentee skills and promoting strategies to be more proactive in getting their mentoring needs met. Mentoring Up offers an expansion to the suite of mentorship education and resources to support the career advancement of all in the translational science workforce.
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Affiliation(s)
- Fátima Sancheznieto
- Institute for Clinical and Translational Research, University of Wisconsin-Madison, Madison, WI, USA
| | - Pamela Asquith
- Institute for Clinical and Translational Research, University of Wisconsin-Madison, Madison, WI, USA
| | - Adriana Baez Bermejo
- Departments of Pharmacology and Otolaryngology, University of Puerto Rico School of Medicine, San Juan, Puerto Rico
| | - Emma A. Meagher
- Institute for Translational Medicine and Therapeutics, Perelman School of Medicine, Philadelphia, PA, USA
| | - Christine E. Pfund
- Institute for Clinical and Translational Research, University of Wisconsin-Madison, Madison, WI, USA
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Brizuela V, Chebet JJ, Thorson A. Supporting early-career women researchers: lessons from a global mentorship programme. Glob Health Action 2023; 16:2162228. [PMID: 36705071 PMCID: PMC9888473 DOI: 10.1080/16549716.2022.2162228] [Citation(s) in RCA: 5] [Impact Index Per Article: 5.0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 01/28/2023] Open
Abstract
Mentorship is an important contributor to strengthening research capacity among health researchers. Formal mentorship programmes, targeting women mentees can help mitigate some of the gendered power dynamics and can also help early career researchers learn from others' experiences of navigating these challenges. In 2020, the UNDP/UNFPA/UNICEF/WHO/World Bank Special Programme of Research, Development and Research Training in Human Reproduction at the World Health Organization launched a mentorship programme geared towards early career women researchers. This paper describes the process of designing and implementing a mentorship programme for early career women sexual and reproductive health and rights researchers from low- and middle-income countries including valuable lessons learned vis-à-vis existing evidence. Some of these findings have been incorporated into iterations of the programme launched in 2022. Critical points include: ensuring considerations for language and geographical distribution; allowing mentees to participate in the matching process; providing training and opportunities to network and learn from other participants; offering the support and structure for developing these relationships. Providing women researchers with the tools - through mentorship - to navigate the unique challenges they face in their career journeys, can have a lasting impact on research capacity. Countries and institutions committed to strengthening research capacity need to focus on the holistic growth and motivation of individuals in a way that ensures gender equality.
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Affiliation(s)
- Vanessa Brizuela
- UNDP/UNFPA/UNICEF/WHO/World Bank Special Programme of Research, Development and Research Training in Human Reproduction (HRP), Department of Sexual and Reproductive Health and Research, World Health Organization, Geneva, Switzerland,CONTACT Vanessa Brizuela UNDP/UNFPA/UNICEF/WHO/World Bank Special Programme of Research, Development and Research Training in Human Reproduction (HRP), Department of Sexual and Reproductive Health and Research, World Health Organization, Avenue Appia 20, Geneva1211, Switzerland
| | - Joy J. Chebet
- UNDP/UNFPA/UNICEF/WHO/World Bank Special Programme of Research, Development and Research Training in Human Reproduction (HRP), Department of Sexual and Reproductive Health and Research, World Health Organization, Geneva, Switzerland
| | - Anna Thorson
- UNDP/UNFPA/UNICEF/WHO/World Bank Special Programme of Research, Development and Research Training in Human Reproduction (HRP), Department of Sexual and Reproductive Health and Research, World Health Organization, Geneva, Switzerland
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Sim LA, Vickers KS, Croarkin PE, Williams MD, Clark MM, Derscheid DJ, Lapid MI. The Relationship of Mentorship to Career Outcomes in Academic Psychiatry and Psychology: a Needs Assessment. ACADEMIC PSYCHIATRY : THE JOURNAL OF THE AMERICAN ASSOCIATION OF DIRECTORS OF PSYCHIATRIC RESIDENCY TRAINING AND THE ASSOCIATION FOR ACADEMIC PSYCHIATRY 2023; 47:521-525. [PMID: 36580271 PMCID: PMC9798944 DOI: 10.1007/s40596-022-01739-5] [Citation(s) in RCA: 3] [Impact Index Per Article: 3.0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 05/11/2022] [Accepted: 12/05/2022] [Indexed: 06/17/2023]
Abstract
OBJECTIVE Faculty development is designed to facilitate career advancement of junior faculty but there is limited empirical evidence on how to design an effective program. METHODS As a first step in the design of an effective program, a needs assessment was conducted. Participants were faculty members of an academic psychiatry department. Participants completed a quantitative and qualitative survey assessing their experience with mentors, academic self-efficacy, career burnout and satisfaction, academic productivity, and perceived barriers to scholarship. RESULTS Eighty percent (N = 104) of eligible faculty members completed the study survey (54% female; 81% White, 10% underrepresented in medicine). Less than half of the respondents (44%) reported having a current mentor. Number of mentors (r = .33; p < .01), mentorship meetings (r = .35; p < .01), and mentorship quality (r = .33; p < .01) were significantly correlated to a standardized measure of academic self-efficacy. Self-efficacy was significantly associated with academic productivity (r = .44; p < .001) and career satisfaction (r = .29; p < .05). The top barriers to scholarship productivity were time and lack of access to resources. Faculty members without a mentor endorsed more barriers to scholarship (p < .001) than those with a mentor. Themes that emerged from the qualitative data suggest that mentorship supports career advancement through coaching and professional development, invitations to collaborate and resource share, networking, and active teaching. CONCLUSION Based on the relationship of mentoring to career outcomes, a robust faculty development program needs a formal academic mentorship program to improve career satisfaction and academic productivity.
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King E, Cordrey T, Gustafson O. Exploring individual character traits and behaviours of clinical academic allied health professionals: a qualitative study. BMC Health Serv Res 2023; 23:1025. [PMID: 37741969 PMCID: PMC10517465 DOI: 10.1186/s12913-023-10044-2] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 03/28/2023] [Accepted: 09/17/2023] [Indexed: 09/25/2023] Open
Abstract
BACKGROUND Clinical academic allied health professionals can positively impact patient care, organisational performance, and local research culture. Despite a previous national drive to increase these roles, they remain low in number with no clear strategy for growth. Reported barriers to this growth cite organisational and economic factors with little recognition of the challenges posed to individuals. There is a lack of research to help allied health professionals understand the personal challenges of clinical academic training and practice. The aim of this study is to explore the character traits and behaviours of clinical academic allied health professionals to understand the individual attributes and strategies taken to pursue a career in this field. METHODS A semi-structured interview study design was used to collect data from aspiring and established clinical academic allied health professionals. Participants were recruited voluntarily through social media advertisement (aspiring) and purposively through direct email invitation (established). Participants were asked about their experience of pursuing a clinical academic career. The interviews were conducted virtually using Zoom and were audio recorded. The data were transcribed verbatim prior to reflexive thematic analysis. Informed consent was gained prior to data collection and the study was approved by the university's research ethics committee. RESULTS Twenty participants from six allied health professions were interviewed. We developed five themes: risk and reward, don't wait to be invited, shifting motivations, research is a team sport, and staying the course. Clinical academic allied health professionals demonstrated traits including inquisitiveness, intuition, motivation, and resilience. The source of their motivation was rooted in improving clinical services, conducting research, and personal achievement. CONCLUSION Clinical academic allied health professionals describe personal traits of high inquisitiveness, opportunism, motivation, and determination in pursuing their career ambitions. The tolerance of rejection, failure, and risk was considered important and viewed as an essential source for learning and professional development. Future research should concentrate on ways to reduce the over-reliance on individual strength of character to succeed in this field and explore programmes to increase the preparedness and support for clinical academics from these professions.
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Affiliation(s)
- Elizabeth King
- Oxford Allied Health Professions Research and Innovation Unit, Oxford University Hospitals NHS Foundation Trust, Oxford, OX3 9DU, UK.
- Centre for Movement, Occupational, and Rehabilitation Sciences, Oxford Brookes University, Oxford, OX3 0BP, UK.
| | - Terry Cordrey
- Oxford Allied Health Professions Research and Innovation Unit, Oxford University Hospitals NHS Foundation Trust, Oxford, OX3 9DU, UK
- Centre for Movement, Occupational, and Rehabilitation Sciences, Oxford Brookes University, Oxford, OX3 0BP, UK
| | - Owen Gustafson
- Oxford Allied Health Professions Research and Innovation Unit, Oxford University Hospitals NHS Foundation Trust, Oxford, OX3 9DU, UK
- Centre for Movement, Occupational, and Rehabilitation Sciences, Oxford Brookes University, Oxford, OX3 0BP, UK
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McGee RE, Blumberg HM, Ziegler TR, Ofotokun I, Bhatti PT, Paulsen DF, Quarshie A, Somanath PR, Comeau DL. Mentor training for junior faculty: a brief evaluation report from the Georgia Clinical and Translational Science Alliance. J Investig Med 2023; 71:577-585. [PMID: 37085987 PMCID: PMC10989736 DOI: 10.1177/10815589231168601] [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] [Indexed: 04/23/2023]
Abstract
To provide a foundation for mentoring, junior faculty participated in a mentor training workshop informed by the Mentoring Clinical and Translational Researchers curriculum. The goal was to develop skills and behaviors that engender more rewarding and inclusive mentoring practices. Attendees responded to baseline and follow-up surveys assessing perceived mentoring skills. Follow-up surveys included closed- and open-ended questions about the value and satisfaction of the training, and intended behavior changes. Junior faculty respondents (n = 39) reported significantly higher overall mentoring skills after the training (t = -2.6, p = 0.012) with a medium effect size (Cohen's D = 0.59). Domains with statistically significant improvement from baseline to follow-up included aligning mentor-mentee expectations and assessing understanding. Thirty-eighty (97%) found the training valuable, and 32 (82%) indicated they would change mentoring-related behaviors because of the training. Intended behavior changes described in open-ended responses aligned with mentoring skills assessed (e.g., aligning expectations). An additional competency domain of evaluating mentoring relationships was also described. A mentor training workshop for junior faculty appeared to contribute to changes in mentoring skills and intended behaviors. Mentor training has the potential to enhance mentorship, which is critical to strengthening a diverse pipeline of clinical and translational science researchers.
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Affiliation(s)
- Robin E McGee
- Department of Behavioral, Social, and Health Education Sciences, Rollins School of Public Health, Emory University, Atlanta, GA, USA
| | - Henry M Blumberg
- Department of Medicine, Division of Infectious Diseases, Emory University School of Medicine, Emory University, Atlanta, GA, USA
- Department of Epidemiology and Department of Global Health, Rollins School of Public Health, Emory University, Atlanta, GA, USA
| | - Thomas R Ziegler
- Department of Medicine, Division of Endocrinology, Metabolism and Lipids, Emory University School of Medicine, Atlanta, GA, USA
| | - Ighovwerha Ofotokun
- Department of Medicine, Division of Infectious Diseases, Emory University School of Medicine, Emory University, Atlanta, GA, USA
| | - Pamela T Bhatti
- School of Electrical and Computer Engineering, College of Engineering, Georgia Institute of Technology, Atlanta, GA, USA
| | - Douglas F Paulsen
- Department of Pathology and Anatomy, Morehouse School of Medicine, Atlanta, GA, USA
| | - Alexander Quarshie
- Department of Community Health and Preventive Medicine, Morehouse School of Medicine, Atlanta, GA, USA
| | - Payaningal R Somanath
- Department of Clinical and Administrative Pharmacy, College of Pharmacy, University of Georgia, Augusta, GA, USA
| | - Dawn L Comeau
- Department of Behavioral, Social, and Health Education Sciences, Rollins School of Public Health, Emory University, Atlanta, GA, USA
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Bhad R, Achab S, Rafei P, Kathiresan P, Ardabili HM, Butner J, Orsolini L, Melby K, Farokhnia M, Narasimha VL, Ridley K, Tolomeo S, Kanabar M, Matanje B, Grandinetti P, Potenza M, Ekhtiari H, Baldacchino A. An online global survey and follow-up expert groups on the scope and needs related to training, research, and mentorship among early-career addiction medicine professionals. Glob Ment Health (Camb) 2023; 10:e44. [PMID: 37854423 PMCID: PMC10579666 DOI: 10.1017/gmh.2023.35] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Figures] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Received: 01/28/2023] [Revised: 06/10/2023] [Accepted: 07/03/2023] [Indexed: 10/20/2023] Open
Abstract
Addiction medicine is a rapidly growing field with many young professionals seeking careers in this field. However, early-career professionals (ECPs) face challenges such as a lack of competency-based training due to a shortage of trainers, limited resources, limited mentorship opportunities, and establishment of suitable research areas. The International Society of Addiction Medicine (ISAM) New Professionals Exploration, Training & Education (NExT) committee, a global platform for early-career addiction medicine professionals (ECAMPs), conducted a two-phase online survey using a modified Delphi-based approach among ECAMPs across 56 countries to assess the need for standardized training, research opportunities, and mentorship. A total of 110 respondents participated in Phase I (online key informant survey), and 28 respondents participated in Phase II (online expert group discussions on three themes identified in Phase I). The survey found that there is a lack of standardized training, structured mentorship programs, research funding, and research opportunities in addiction medicine for ECAMPs. There is a need for standardized training programs, improving research opportunities, and effective mentorship programs to promote the next generation of addiction medicine professionals and further development in the entire field. The efforts of ISAM NExT are well-received and give a template of how this gap can be addressed.
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Affiliation(s)
- Roshan Bhad
- Department of Psychiatry & National Drug Dependence Treatment Centre (NDDTC), All India Institute of Medical Sciences (AIIMS), New Delhi, India
- Member of ISAM NExT (New Professionals Exploration, Training & Education Committee), International Society of Addiction Medicine (ISAM), Calgary, AB, Canada
| | - Sophia Achab
- Member of ISAM NExT (New Professionals Exploration, Training & Education Committee), International Society of Addiction Medicine (ISAM), Calgary, AB, Canada
- Psychological and Sociological Research Unit, Faculty of Medicine, University of Geneva, Geneva, Switzerland
| | - Parnian Rafei
- Member of ISAM NExT (New Professionals Exploration, Training & Education Committee), International Society of Addiction Medicine (ISAM), Calgary, AB, Canada
- Department of Psychology, Faculty of Psychology and Education, University of Tehran, Tehran, Iran
| | - Preethy Kathiresan
- Department of Psychiatry, All India Institute of Medical Sciences (AIIMS), Jodhpur, India
| | - Hossein Mohaddes Ardabili
- Member of ISAM NExT (New Professionals Exploration, Training & Education Committee), International Society of Addiction Medicine (ISAM), Calgary, AB, Canada
- Psychiatry and Behavioural Sciences Research Center, Mashhad University of Medical Sciences, Mashhad, Iran
| | - Jenna Butner
- Member of ISAM NExT (New Professionals Exploration, Training & Education Committee), International Society of Addiction Medicine (ISAM), Calgary, AB, Canada
- Yale School of Medicine, New Haven, CT, USA
| | - Laura Orsolini
- Member of ISAM NExT (New Professionals Exploration, Training & Education Committee), International Society of Addiction Medicine (ISAM), Calgary, AB, Canada
- Unit of Clinical Psychiatry, Department of Neurosciences/DIMSC, School of Medicine and Surgery, Polytechnic University of Marche, Ancona, Italy
| | - Katrine Melby
- Member of ISAM NExT (New Professionals Exploration, Training & Education Committee), International Society of Addiction Medicine (ISAM), Calgary, AB, Canada
- Department of Clinical Pharmacology, St. Olav University Hospital, Trondheim, Norway
| | - Mehdi Farokhnia
- Member of ISAM NExT (New Professionals Exploration, Training & Education Committee), International Society of Addiction Medicine (ISAM), Calgary, AB, Canada
- National Institute on Drug Abuse, National Institutes of Health (NIH), Baltimore, MD, USA
- National Institute on Alcohol Abuse and Alcoholism, National Institutes of Health (NIH), Baltimore, MD, USA
| | - Venkata Lakshmi Narasimha
- Member of ISAM NExT (New Professionals Exploration, Training & Education Committee), International Society of Addiction Medicine (ISAM), Calgary, AB, Canada
- Department of Psychiatry, All India Institute of Medical Sciences (AIIMS), Deoghar, India
| | - Kelly Ridley
- Member of ISAM NExT (New Professionals Exploration, Training & Education Committee), International Society of Addiction Medicine (ISAM), Calgary, AB, Canada
- The Rural Clinical School of Western Australia, University of Western Australia, Albany, WA, Australia
| | - Serenella Tolomeo
- Member of ISAM NExT (New Professionals Exploration, Training & Education Committee), International Society of Addiction Medicine (ISAM), Calgary, AB, Canada
- Institute of High Performance Computing, Agency for Science, Technology and Research (A-STAR), Singapore, Singapore
- Department of Pharmacology, Yong Loo Lin School of Medicine, National University of Singapore, Singapore
| | - Mitika Kanabar
- Member of ISAM NExT (New Professionals Exploration, Training & Education Committee), International Society of Addiction Medicine (ISAM), Calgary, AB, Canada
- Southern California Permanente Medical Group, Pasadena, CA, USA
| | - Beatrice Matanje
- Member of ISAM NExT (New Professionals Exploration, Training & Education Committee), International Society of Addiction Medicine (ISAM), Calgary, AB, Canada
- Lighthouse Trust, Lilongwe, Malawi
| | - Paolo Grandinetti
- Network of Early Career Professionals working in the area of Addiction Medicine (NECPAM) Seligenstadt, Germany
| | | | | | - Hamed Ekhtiari
- Laureate Institute for Brain Research, Tulsa, OK, USA
- Department of Psychiatry, University of Minnesota, Minneapolis, MN, USA
| | - Alexander Baldacchino
- Division of Population and Behavioural Science, Medical School, University of St Andrews, St Andrews, UK
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Taube-Schiff M, Larkin P, Fibiger E, Lin E, Wiljer D, Sockalingam S. Understanding Quality Improvement and Continuing Professional Mentorship: A Needs Assessment Study to Inform the Development of a Community of Practice. THE JOURNAL OF CONTINUING EDUCATION IN THE HEALTH PROFESSIONS 2023; 44:11-17. [PMID: 37341577 DOI: 10.1097/ceh.0000000000000499] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 06/22/2023]
Abstract
INTRODUCTION Quality improvement (QI) programming attempts to bridge the gap between patient care and standards of care. Mentorship could be a means through which QI is fostered, developed, and incorporated into continuing professional development (CPD) programs. The current study examined (1) models of implementation for mentorship within the Department of Psychiatry of a large Canadian academic center; (2) mentorship as a potential vehicle for alignment of QI practices and CPD; and (3) needs for the implementation of QI and CPD mentorship programs. METHODS Qualitative interviews were conducted with 14 individuals associated with the university's Department of Psychiatry. The data were analyzed through thematic analyses with two independent coders using COREQ guidelines. RESULTS Our results identified uncertainty among the participants regarding the conceptualization of QI and CPD, illustrating difficulties in determining whether mentorship could be used to align these practices. Three major themes were identified in our analyses: sharing of QI work through communities of practices; the need for organizational support; and relational experiences of QI mentoring. DISCUSSION A greater understanding of QI is necessary before psychiatry departments can implement mentorship to enhance QI practices. However, models of mentorship and needs for mentorship have been made clear and include a good mentorship fit, organizational support, and opportunities for both formal and informal mentorship. Changing organizational culture and providing appropriate training is necessary for enhancing QI.
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Affiliation(s)
- Marlene Taube-Schiff
- Dr. Taube-Schiff: Frederick W. Thompson Anxiety Disorders Center, Sunnybrook Health Care Sciences, Toronto, Canada, and Department of Psychiatry, University of Toronto, Canada. Ms. Larkin: Center for Collaborative Research on Hoarding, University of British Columbia, Department of Psychology, Canada. Ms. Fibiger: Frederick W. Thompson Anxiety Disorders Center, Sunnybrook Health Care Sciences, Toronto, Canada, and University of Toronto Scarborough, Canada. Dr. Lin: Department of Psychiatry, University of Toronto, Canada, Center for Addiction and Mental Health, Canada, and ICES, University of Toronto, Canada. Dr. Wiljer: Department of Psychiatry, University of Toronto, Canada, and University Health Network, Canada. Dr. Sockalingam: Department of Psychiatry, University of Toronto, Canada, and Center for Addiction and Mental Health, Canada
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Strekalova YAL, Kornetti DL, Wang R, Báez A, Caplan LS, Idris MY, Lawson K, Holmes J, Mubasher M, Pemu P, Stiles JK, Campo MS, Quarshie A, Pearson T, Ofili EO. Individual and Institutional Factors Contribute to Research Capacity Building for Early-Stage Investigators from Groups Underrepresented in Biomedical Research: A Qualitative Comparative Analysis. INTERNATIONAL JOURNAL OF ENVIRONMENTAL RESEARCH AND PUBLIC HEALTH 2023; 20:ijerph20095662. [PMID: 37174180 PMCID: PMC10178000 DOI: 10.3390/ijerph20095662] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Grants] [Track Full Text] [Subscribe] [Scholar Register] [Received: 12/31/2022] [Revised: 04/18/2023] [Accepted: 04/23/2023] [Indexed: 05/15/2023]
Abstract
BACKGROUND Enhancement of diversity within the U.S. research workforce is a recognized need and priority at a national level. Existing comprehensive programs, such as the National Research Mentoring Network (NRMN) and Research Centers in Minority Institutions (RCMI), have the dual focus of building institutional research capacity and promoting investigator self-efficacy through mentoring and training. METHODS A qualitative comparative analysis was used to identify the combination of factors that explain the success and failure to submit a grant proposal by investigators underrepresented in biomedical research from the RCMI and non-RCMI institutions. The records of 211 participants enrolled in the NRMN Strategic Empowerment Tailored for Health Equity Investigators (NRMN-SETH) program were reviewed, and data for 79 early-stage, underrepresented faculty investigators from RCMI (n = 23) and non-RCMI (n = 56) institutions were included. RESULTS Institutional membership (RCMI vs. non-RCMI) was used as a possible predictive factor and emerged as a contributing factor for all of the analyses. Access to local mentors was predictive of a successful grant submission for RCMI investigators, while underrepresented investigators at non-RCMI institutions who succeeded with submitting grants still lacked access to local mentors. CONCLUSION Institutional contexts contribute to the grant writing experiences of investigators underrepresented in biomedical research.
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Affiliation(s)
- Yulia A Levites Strekalova
- Clinical Translational Science Institute, University of Florida College of Public Health and Health Professions, Gainesville, FL 32610, USA
| | - Diana L Kornetti
- Clinical Translational Science Institute, University of Florida College of Public Health and Health Professions, Gainesville, FL 32610, USA
| | - Ruixuan Wang
- Clinical Translational Science Institute, University of Florida College of Public Health and Health Professions, Gainesville, FL 32610, USA
| | - Adriana Báez
- Departments of Pharmacology and Otolaryngology, School of Medicine, University of Puerto Rico, San Juan 00936, Puerto Rico
| | - Lee S Caplan
- Department of Medicine, Microbiology, Biochemistry and Immunology, Clinical Research Center, Morehouse School of Medicine, Atlanta, GA 30310, USA
| | - Muhammed Y Idris
- Department of Medicine, Microbiology, Biochemistry and Immunology, Clinical Research Center, Morehouse School of Medicine, Atlanta, GA 30310, USA
| | - Kimberly Lawson
- Department of Medicine, Microbiology, Biochemistry and Immunology, Clinical Research Center, Morehouse School of Medicine, Atlanta, GA 30310, USA
| | - Jada Holmes
- Department of Medicine, Microbiology, Biochemistry and Immunology, Clinical Research Center, Morehouse School of Medicine, Atlanta, GA 30310, USA
| | - Mohamed Mubasher
- Department of Medicine, Microbiology, Biochemistry and Immunology, Clinical Research Center, Morehouse School of Medicine, Atlanta, GA 30310, USA
| | - Priscilla Pemu
- Department of Medicine, Microbiology, Biochemistry and Immunology, Clinical Research Center, Morehouse School of Medicine, Atlanta, GA 30310, USA
| | - Jonathan K Stiles
- Department of Medicine, Microbiology, Biochemistry and Immunology, Clinical Research Center, Morehouse School of Medicine, Atlanta, GA 30310, USA
| | - Maritza Salazar Campo
- Department of Organization and Management, University of California, Irvine, CA 92093, USA
| | - Alexander Quarshie
- Department of Medicine, Microbiology, Biochemistry and Immunology, Clinical Research Center, Morehouse School of Medicine, Atlanta, GA 30310, USA
| | - Thomas Pearson
- Clinical Translational Science Institute, University of Florida College of Public Health and Health Professions, Gainesville, FL 32610, USA
| | - Elizabeth O Ofili
- Department of Medicine, Microbiology, Biochemistry and Immunology, Clinical Research Center, Morehouse School of Medicine, Atlanta, GA 30310, USA
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16
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Pololi LH, Evans AT, Civian JT, Cooper LA, Gibbs BK, Ninteau K, Dagher RK, Bloom-Feshbach K, Brennan RT. Are researchers in academic medicine flourishing? A survey of midcareer Ph.D. and physician investigators. J Clin Transl Sci 2023; 7:e105. [PMID: 37251000 PMCID: PMC10225255 DOI: 10.1017/cts.2023.525] [Citation(s) in RCA: 3] [Impact Index Per Article: 3.0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 12/20/2022] [Revised: 03/17/2023] [Accepted: 04/03/2023] [Indexed: 05/31/2023] Open
Abstract
Introduction Midcareer research faculty are a vital part of the advancement of science in U.S. medical schools, but there are troubling trends in recruitment, retention, and burnout rates. Methods The primary sampling frame for this online survey was recipients of a single R01 or equivalent and/or K-award from 2013 to 2019. Inclusion criteria were 3-14 years at a U.S. medical school and rank of associate professor or two or more years as assistant professor. Forty physician investigators and Ph.D. scientists volunteered for a faculty development program, and 106 were propensity-matched controls. Survey items covered self-efficacy in career, research, work-life; vitality/burnout; relationships, inclusion, trust; diversity; and intention to leave academic medicine. Results The majority (52%) reported receiving poor mentoring; 40% experienced high burnout and 41% low vitality, which, in turn, predicted leaving intention (P < 0.0005). Women were more likely to report high burnout (P = 0.01) and low self-efficacy managing work and personal life (P = 0.01) and to be seriously considering leaving academic medicine than men (P = 0.003). Mentoring quality (P < 0.0005) and poor relationships, inclusion, and trust (P < 0.0005) predicted leaving intention. Non-underrepresented men were very likely to report low identity self-awareness (65%) and valuing differences (24%) versus underrepresented men (25% and 0%; P < 0.0005). Ph.D.s had lower career advancement self-efficacy than M.D.s (P < .0005). Conclusions Midcareer Ph.D. and physician investigators faced significant career challenges. Experiences diverged by underrepresentation, gender, and degree. Poor quality mentoring was an issue for most. Effective mentoring could address the concerns of this vital component of the biomedical workforce.
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Affiliation(s)
| | | | | | - Lisa A. Cooper
- John Hopkins University School of Medicine and Bloomberg School of Public Health, Baltimore, Maryland, USA
| | - Brian K. Gibbs
- UMass Memorial Health Care, Worcester, Massachusetts, USA
| | - Kacy Ninteau
- Brandeis University, Waltham, Massachusetts, USA
| | - Rada K. Dagher
- National Institute on Minority Health Disparities (Division of Clinical and Health Services Research), National Institutes of health, USA
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17
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Developing a Physician-Led Model for Research Mentorship in Academic Urology. Curr Urol Rep 2023; 24:205-212. [PMID: 36763282 DOI: 10.1007/s11934-023-01148-7] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Accepted: 01/27/2023] [Indexed: 02/11/2023]
Abstract
PURPOSE OF REVIEW Quality mentorship is difficult to attain amidst the conflicting demands of academic medicine. In this review, we sought to characterize mentor-mentee relationships and discuss their optimization towards productivity in the research team setting. RECENT FINDINGS A high-value mentor, defined by exceptional commitment to both research productivity and mentoring, naturally attracts prospective mentees, who can demonstrate their interest by shadowing and completing delegated tasks. Once fully initiated, the mentee establishes expectations with the mentor, identifies their roles within the research team, and, over time, takes ownership of the mentor-mentee relationship and collaborates with near-peers. Mentorship is a dynamic, reciprocal relationship that enhances career development of both participants. In the research team setting, episodic virtual research meetings and prudent delegation orient the entire team, while the mentor-mentee relationship is upheld by embracing a culture of responsiveness, feedback, and collaboration.
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18
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Suliman S, Könings KD, Allen M, Al-Moslih A, Carr A, Koopmans RP. Sailing the boat together: Co-creation of a model for learning during transition. MEDICAL TEACHER 2023; 45:193-202. [PMID: 36044884 DOI: 10.1080/0142159x.2022.2118037] [Citation(s) in RCA: 2] [Impact Index Per Article: 2.0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 06/15/2023]
Abstract
PURPOSE Medical students' transition to postgraduate training, given the complexity of new roles and responsibilities, requires the engagement of all involved stakeholders. This study aims to co-create a transition curriculum and determine the value of involving the key stakeholders throughout such transition in its design process. METHODS We conducted a mixed-methods study involving faculty/leaders (undergraduate/postgraduate), final-year medical students, and chief residents. It commenced with eight co-creation sessions (CCS), qualitative results of which were used to draft a quantitative survey sent to non-participants, followed by two consensus-building CCS with the original participants. We applied thematic analysis for transcripts of all CCS, and mean scores with standard deviations for survey analysis. RESULTS We identified five themes: adaptation, authenticity, autonomy, connectedness, and continuity, embedded in the foundation of a supportive environment, to constitute a Model of Learning during Transition (MOLT). Inclusion of various stakeholders and optimizing their representation brought rich perspectives to the design process. This was reinforced through active students' participation enabling a final consensus. CONCLUSIONS Bringing perspectives of key stakeholders in the transition spectrum enriches transition curricula. The proposed MOLT can provide a guide for curriculum designers to optimize the final year of undergraduate medical training in preparing students for postgraduate training with essential competencies to be trained.
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Affiliation(s)
- Shireen Suliman
- Medicine Department, Hamad Medical Corporation, Doha, Qatar
- College of Medicine, QU Health, Qatar University, Doha, Qatar
- School of Health Professions Education, Maastricht University, Maastricht, The Netherlands
| | - Karen D Könings
- School of Health Professions Education, Maastricht University, Maastricht, The Netherlands
| | - Margaret Allen
- Medical Education Department, Hamad Medical Corporation, Doha, Qatar
| | - Ayad Al-Moslih
- College of Medicine, QU Health, Qatar University, Doha, Qatar
| | - Alison Carr
- College of Medicine, QU Health, Qatar University, Doha, Qatar
| | - Richard P Koopmans
- Internal Medicine, Maastricht University Medical Center, Maastricht, The Netherlands
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Crites GE, Ward WL, Archuleta P, Fornari A, Hill SEM, Westervelt LM, Raymond N. A Scoping Review of Health Care Faculty Mentorship Programs in Academia: Implications for Program Design, Implementation, and Outcome Evaluation. THE JOURNAL OF CONTINUING EDUCATION IN THE HEALTH PROFESSIONS 2023; 43:42-51. [PMID: 36215162 DOI: 10.1097/ceh.0000000000000459] [Citation(s) in RCA: 2] [Impact Index Per Article: 2.0] [Reference Citation Analysis] [Abstract] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 06/16/2023]
Abstract
INTRODUCTION Formal mentoring programs have direct benefits for academic health care institutions, but it is unclear whether program designs use recommended components and whether outcomes are being captured and evaluated appropriately. The goal of this scoping review is to address these questions. METHODS We completed a literature review using a comprehensive search in SCOPUS and PubMed (1998-2019), a direct solicitation for unpublished programs, and hand-searched key references, while targeting mentor programs in the United States, Puerto Rico, and Canada. After three rounds of screening, team members independently reviewed and extracted assigned articles for 40 design data items into a comprehensive database. RESULTS Fifty-eight distinct mentoring programs were represented in the data set. The team members clarified specific mentor roles to assist the analysis. The analysis identified mentoring program characteristics that were properly implemented, including identifying program goals, specifying the target learners, and performing a needs assessment. The analysis also identified areas for improvement, including consistent use of models/frameworks for program design, implementation of mentor preparation, consistent reporting of objective outcomes and career satisfaction outcomes, engagement of program evaluation methods, increasing frequency of reports as programs as they mature, addressing the needs of specific faculty groups (eg, women and minority faculty), and providing analyses of program cost-effectiveness in relation to resource allocation (return on investment). CONCLUSION The review found that several mentor program design, implementation, outcome, and evaluation components are poorly aligned with recommendations, and content for URM and women faculty members is underrepresented. The review should provide academic leadership information to improve these discrepancies.
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Affiliation(s)
- Gerald E Crites
- Dr. Crites: Campus Associate Dean for Faculty Affairs and Development, Professor of Medicine, AU/UGA Medical Partnership: Augusta University and University of Georgia Medical Partnership, UGA Health Science Campus, Athens, GA. Dr. Ward: Associate Provost for Faculty, Professor of Medicine, University of Arkansas for Medical Sciences, Little Rock, AR. Ms. Archuleta: Clinical Instructor, Department of Medicine, University of Colorado Anschutz Medical Campus, Aurora, CO. Ms. Fornari: Associate Dean for Educational Skills Development, Professor of Science Education, Family Medicine and Occupational Health, Donald and Barbara Zucker School of Medicine at Hofstra/Northwell, 500 Hofstra University, Hempstead, NY. Ms. Hill : College of Medicine, University of Arkansas for Medical Sciences, Little Rock, AR. Ms. Westervelt: Director, Office of Faculty Affairs and Leadership Development, University of North Carolina at Chapel Hill, Chapel Hill, NC. Dr. Raymond: Associate Dean of Faculty Affairs and Development, Professor of Psychiatry, School of Medicine and Public Health, University of Wisconsin-Madison, 4125A Health Sciences Learning Center, Madison, WI
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20
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Muacevic A, Adler JR, Henry T, Burger A, Mhaskar R, Block L. A Case for Case Reports: How to Write One and Promote Mentorship, Scholarship and Faculty Development. Cureus 2023; 15:e33299. [PMID: 36741651 PMCID: PMC9894640 DOI: 10.7759/cureus.33299] [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: 10/19/2022] [Accepted: 01/03/2023] [Indexed: 01/04/2023] Open
Abstract
Introduction Case reports form the base layer of the evidence pyramid, describing new or emerging diseases, side effects to treatments, common presentations of rare diseases, or rare presentations of common diseases. An important scholarly pursuit, writing case reports can be hindered by lack of time, training, and mentorship. Here, we describe a workshop incorporating case writing skills with mentorship opportunities to engage faculty and learners. Methods We designed and implemented a virtual, synchronous workshop addressing knowledge and attitudes on case reports for trainees and academic faculty at distributed sites. Participants discussed the contributions of case reports to the medical literature, key features of successful cases, approaches to writing learning objectives, and how to develop interesting cases into dynamic case reports. Case reports were discussed as a way to mentor learners to disseminate interesting cases as a source of clinical experience and academic productivity. A retrospective pre-post survey was collected two months after the workshop to evaluate its utility. Results Fifteen out of 42 participants responded to the survey. As a result of the workshop, respondents noted improvement in confidence in identifying and writing case reports and identifying and working with mentors or mentees, regardless of level of training or specialty. At the follow-up, seven (47%) respondents had identified a case and 10 (67%) had identified a mentor/mentee to write a case report with. Discussion This workshop, successfully delivered virtually, demonstrates the utility of a brief educational intervention in improving participant confidence in identifying and writing case reports with mentorship.
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21
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Allan-Blitz LT, Valtis Y, Sundberg M, Sharma N, Petersen E, Cuneo CN. Implementation and first experiences with a multimodal mentorship curriculum for medicine-paediatrics residents. Ann Med 2022; 54:1313-1319. [PMID: 35543194 PMCID: PMC9103397 DOI: 10.1080/07853890.2022.2070661] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Indexed: 11/06/2022] Open
Abstract
INTRODUCTION Mentorship increases trainee productivity, promotes career satisfaction and reduces burnout. Beginning in 2016, our Medicine-Paediatrics residency program developed and implemented a longitudinal mentorship curriculum among trainees. We report initial experiences with that program and discuss potential future directions. CURRICULUM STRUCTURE AND METHOD OF IMPLEMENTATION We implemented and adapted a peer mentorship model and expanded it to include guest lectures and workshops centred around 13 core topics. Our expanded model included five longitudinal components: (1) peer mentorship; (2) virtual check-ins with residency leadership; (3) focussed didactics and workshops; (4) small-group dinners highlighting different career paths; and (5) dedicated faculty who pair residents with mentors based on common interests. We compared annual survey results on resident satisfaction with program mentorship, using chi-square and fisher's exact tests to assess statistically significant differences pre- (2012-2016) and post-intervention (2016-2020). RESULTS We analysed 112 responses with annual response rate varying between 41.2% and 100%. Overall satisfaction with mentorship improved from 57.6% to 73.4% (p = .53), satisfaction with emotional support improved from 63.1% to 71.6% (p = .21), and satisfaction with career-specific mentorship improved from 48.5% to 59.5% (p = .70). Residents reported consistently high satisfaction with peer mentorship (77.8%-100%). The percent of residents reporting they had identified a career mentor increased from 60.0% in 2017 to 88.9% in 2019, which was sustained at 90.0% in 2020. CONCLUSION We report our experience in implementing and adapting a mentorship curriculum for resident physicians in a single training program, including transitioning to a primarily online-based platform at the outset of the SARS-CoV-2 pandemic. Our results showed a trend towards improvement in resident satisfaction with overall and career-specific mentorship, as well as improved emotional support. Future work is needed using more objective outcome markers among a larger and more diverse group of residents. KEY MESSAGESAmong resident physicians in a single training program, a mix of mentor-mentee dyads, group-based peer mentoring and a structured curriculum has shown promise in improving resident-reported satisfaction with programmatic mentorshipWhile we attempted to adapt the mentorship curriculum to an online platform with the development of the SARS-CoV-2 pandemic, reported satisfaction in overall mentorship and emotional support decreased in comparison to the prior year, an important focus for future work.
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Affiliation(s)
- Lao-Tzu Allan-Blitz
- Department of Medicine, Brigham and Women's Hospital, Boston, MA, USA.,Department of Pediatrics, Boston Children's Hospital, Boston, MA, USA.,Harvard Medical School, Boston, MA, USA
| | - Yannis Valtis
- Department of Medicine, Brigham and Women's Hospital, Boston, MA, USA.,Department of Pediatrics, Boston Children's Hospital, Boston, MA, USA.,Harvard Medical School, Boston, MA, USA
| | - Michael Sundberg
- Departments of Medicine and Pediatrics, University of Minnesota Medical School, Minneapolis, MN, USA
| | - Niraj Sharma
- Department of Medicine, Brigham and Women's Hospital, Boston, MA, USA.,Department of Pediatrics, Boston Children's Hospital, Boston, MA, USA.,Harvard Medical School, Boston, MA, USA
| | - Elizabeth Petersen
- Department of Medicine, Brigham and Women's Hospital, Boston, MA, USA.,Department of Pediatrics, Boston Children's Hospital, Boston, MA, USA.,Harvard Medical School, Boston, MA, USA
| | - C Nicholas Cuneo
- Departments of Pediatrics and Medicine, Johns Hopkins University School of Medicine, Baltimore, MD, USA
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22
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Bradley EA, Winchester D, Alfonso CE, Carpenter AJ, Cohen MS, Coleman DM, Jacob M, Jneid H, Leal MA, Mahmoud Z, Mehta LS, Sivaram CA. Physician Wellness in Academic Cardiovascular Medicine: A Scientific Statement From the American Heart Association. Circulation 2022; 146:e229-e241. [PMID: 36120864 DOI: 10.1161/cir.0000000000001093] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Indexed: 01/24/2023]
Abstract
Academic medicine as a practice model provides unique benefits to society. Clinical care remains an important part of the academic mission; however, equally important are the educational and research missions. More specifically, the sustainability of health care in the United States relies on an educated and expertly trained physician workforce directly provided by academic medicine models. Similarly, the research charge to deliver innovation and discovery to improve health care and to cure disease is key to academic missions. Therefore, to support and promote the growth and sustainability of academic medicine, attracting and engaging top talent from fellows in training and early career faculty is of vital importance. However, as the health care needs of the nation have risen, clinicians have experienced unprecedented demand, and individual wellness and burnout have been examined more closely. Here, we provide a close look at the unique drivers of burnout in academic cardiovascular medicine and propose system-level and personal interventions to support individual wellness in this model.
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23
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Staats K, Counts CR, Dyer KS, Stemerman R, Braithwaite S, Luke A, Mercer MP. Characteristics and Experiences of Women Physicians and Professionals in NAEMSP. PREHOSP EMERG CARE 2022; 26:689-699. [PMID: 34644240 DOI: 10.1080/10903127.2021.1992051] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 05/11/2021] [Revised: 09/29/2021] [Accepted: 10/07/2021] [Indexed: 10/20/2022]
Abstract
Introduction: One of the six guiding principles of the EMS Agenda 2050 is to foster a socially equitable care delivery system. A specific recommendation within this principle is that "local EMS leadership, educators and clinicians [should] reflect the diversity of their communities." Research has shown that women comprise a minority of emergency medicine services (EMS) field clinicians. In academic settings, women are represented at lower rates among experienced EMS faculty than within Emergency Medicine clinicians or faculty at large. The reasons for these differences are also unknown. Little data exist describing the number or experience of female physicians and professionals in EMS.Purpose: Our objective was to describe the composition and experiences of EMS physicians, researchers and professionals who participate in the Women in EMS group of the National Association of EMS Physicians (NAEMSP).Methods: We performed a cross-sectional, mixed-methods descriptive study of women belonging to the Women in EMS Committee of NAEMSP. A survey was sent to the 143 members of this group using a list-serve, and the data was collected in Redcap.Results: Seventy-four people completed the survey. Respondents were 96% female, 82% Caucasian, 11% underrepresented minorities (URM), and 7% LGBTQI. Of the 88% that are physicians, 78% are board certified in Emergency Medicine, compared to 55% in EMS. Forty-eight percent reported they received some form of mentorship. Among these respondents, a minority reported female mentorship, which was usually from a remote rather than local mentor (41% vs. 15%). Eighty-three percent of respondents had experienced some form of discrimination or harassment in their career, but only 68% reported their workplace culture discourages such behavior. Thirty-three percent of respondents report receiving unequal recognition because of gender. Thematic evaluation of the qualitative responses showed that respondents felt there were fewer barriers to mentorship and professional advancement opportunities in local work versus national engagement.Conclusions: In a survey evaluating representation of female professionals in EMS, participants reported on their career representations, and experiences of gender-based inequity within their EMS career settings. Several opportunities exist to improve diversity, equity, and inclusion for women in EMS based on our findings.
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Affiliation(s)
- Katherine Staats
- Emergency Medicine, Stanford Health Care, Stanford, California (KS); Emergency Medicine, University of Washington, Seattle, Washington (CRC); Graduate School, The University of North Carolina at Chapel Hill, Chapel Hill, North Carolina (RS); Emergency Medicine, Boston Medical Center Department of Emergency Medicine, Boston, Massachusettss (KSD); Emergency Medicine, Washington University in St Louis School of Medicine, St Louis, Missouri (SB); Emergency Medicine, Mayo Clinic Minnesota, Rochester, Minnesota (AL); Emergency Medicine, UCSF Medical Center, San Francisco, California (MPM). Revision received September 29, 2021; accepted for publication October 7, 2021
| | - Catherine R Counts
- Emergency Medicine, Stanford Health Care, Stanford, California (KS); Emergency Medicine, University of Washington, Seattle, Washington (CRC); Graduate School, The University of North Carolina at Chapel Hill, Chapel Hill, North Carolina (RS); Emergency Medicine, Boston Medical Center Department of Emergency Medicine, Boston, Massachusettss (KSD); Emergency Medicine, Washington University in St Louis School of Medicine, St Louis, Missouri (SB); Emergency Medicine, Mayo Clinic Minnesota, Rochester, Minnesota (AL); Emergency Medicine, UCSF Medical Center, San Francisco, California (MPM). Revision received September 29, 2021; accepted for publication October 7, 2021
| | - K Sophia Dyer
- Emergency Medicine, Stanford Health Care, Stanford, California (KS); Emergency Medicine, University of Washington, Seattle, Washington (CRC); Graduate School, The University of North Carolina at Chapel Hill, Chapel Hill, North Carolina (RS); Emergency Medicine, Boston Medical Center Department of Emergency Medicine, Boston, Massachusettss (KSD); Emergency Medicine, Washington University in St Louis School of Medicine, St Louis, Missouri (SB); Emergency Medicine, Mayo Clinic Minnesota, Rochester, Minnesota (AL); Emergency Medicine, UCSF Medical Center, San Francisco, California (MPM). Revision received September 29, 2021; accepted for publication October 7, 2021
| | - Rachel Stemerman
- Emergency Medicine, Stanford Health Care, Stanford, California (KS); Emergency Medicine, University of Washington, Seattle, Washington (CRC); Graduate School, The University of North Carolina at Chapel Hill, Chapel Hill, North Carolina (RS); Emergency Medicine, Boston Medical Center Department of Emergency Medicine, Boston, Massachusettss (KSD); Emergency Medicine, Washington University in St Louis School of Medicine, St Louis, Missouri (SB); Emergency Medicine, Mayo Clinic Minnesota, Rochester, Minnesota (AL); Emergency Medicine, UCSF Medical Center, San Francisco, California (MPM). Revision received September 29, 2021; accepted for publication October 7, 2021
| | - Sabina Braithwaite
- Emergency Medicine, Stanford Health Care, Stanford, California (KS); Emergency Medicine, University of Washington, Seattle, Washington (CRC); Graduate School, The University of North Carolina at Chapel Hill, Chapel Hill, North Carolina (RS); Emergency Medicine, Boston Medical Center Department of Emergency Medicine, Boston, Massachusettss (KSD); Emergency Medicine, Washington University in St Louis School of Medicine, St Louis, Missouri (SB); Emergency Medicine, Mayo Clinic Minnesota, Rochester, Minnesota (AL); Emergency Medicine, UCSF Medical Center, San Francisco, California (MPM). Revision received September 29, 2021; accepted for publication October 7, 2021
| | - Anuradha Luke
- Emergency Medicine, Stanford Health Care, Stanford, California (KS); Emergency Medicine, University of Washington, Seattle, Washington (CRC); Graduate School, The University of North Carolina at Chapel Hill, Chapel Hill, North Carolina (RS); Emergency Medicine, Boston Medical Center Department of Emergency Medicine, Boston, Massachusettss (KSD); Emergency Medicine, Washington University in St Louis School of Medicine, St Louis, Missouri (SB); Emergency Medicine, Mayo Clinic Minnesota, Rochester, Minnesota (AL); Emergency Medicine, UCSF Medical Center, San Francisco, California (MPM). Revision received September 29, 2021; accepted for publication October 7, 2021
| | - Mary P Mercer
- Emergency Medicine, Stanford Health Care, Stanford, California (KS); Emergency Medicine, University of Washington, Seattle, Washington (CRC); Graduate School, The University of North Carolina at Chapel Hill, Chapel Hill, North Carolina (RS); Emergency Medicine, Boston Medical Center Department of Emergency Medicine, Boston, Massachusettss (KSD); Emergency Medicine, Washington University in St Louis School of Medicine, St Louis, Missouri (SB); Emergency Medicine, Mayo Clinic Minnesota, Rochester, Minnesota (AL); Emergency Medicine, UCSF Medical Center, San Francisco, California (MPM). Revision received September 29, 2021; accepted for publication October 7, 2021
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Hill SEM, Ward WL, Seay A, Buzenski J. The Nature and Evolution of the Mentoring Relationship in Academic Health Centers. J Clin Psychol Med Settings 2022; 29:557-569. [PMID: 35761033 PMCID: PMC9243938 DOI: 10.1007/s10880-022-09893-6] [Citation(s) in RCA: 11] [Impact Index Per Article: 5.5] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Download PDF] [Journal Information] [Subscribe] [Scholar Register] [Accepted: 06/01/2022] [Indexed: 01/09/2023]
Abstract
Mentoring has a long tradition in academic health centers, and from an institutional perspective can positively impact retention, wellness, promotion success, work satisfaction, and more. On the individual level, mentorship can provide professional growth and personal satisfaction for both participants. However, mentors may struggle with how to build their mentorship skills, navigating challenges with mentees over time, or if/how/when to conclude a mentor-mentee relationship. Mentees may not understand how to find a mentor, what the nature of that relationship is, or what their role is (what characterizes a "good" mentee). As important as mentorship is, it can be challenging for both to find and maintain a high-quality mentor-mentee relationship. This article reviews the qualities that are most critical in developing a successful mentoring relationship, the longitudinal nature of this relationship, common problems that arise, and the potential rewards that exist for each person involved in the relationship.
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Affiliation(s)
- Sarah E M Hill
- University of Arkansas for Medical Sciences, College of Medicine, Little Rock, AR, USA
| | - Wendy L Ward
- Department of Pediatrics, University of Arkansas for Medical Sciences, College of Medicine, Little Rock, AR, USA.
- Academic Affairs, University of Arkansas for Medical Sciences, College of Medicine, 4301 W. Markham #849, Little Rock, AR, USA.
| | - A Seay
- Department of Pediatrics, University of Arkansas for Medical Sciences, College of Medicine, Little Rock, AR, USA
| | - J Buzenski
- Department of Pediatrics, Emory University School of Medicine and Children's Healthcare of Atlanta, Atlanta, GA, USA
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Gender Discrimination, Career Aspirations, and Access to Mentorship Among Medical Students in Brazil. J Surg Res 2022; 279:702-711. [PMID: 35940048 DOI: 10.1016/j.jss.2022.06.064] [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: 03/01/2022] [Revised: 05/23/2022] [Accepted: 06/30/2022] [Indexed: 11/21/2022]
Abstract
INTRODUCTION Gender-based discrimination (GBD) creates a hostile environment that can affect medical students. Mentorship has been recognized as a mitigating factor for GBD. We aimed to investigate the impacts of GBD on career selection and well-being of medical students in Brazil and to explore access to mentorship among these students. METHODS A cross-sectional study was performed using an anonymous survey in Portuguese. The survey was distributed in June 2021 to students enrolled in Brazilian medical schools. It contained 24 questions, including demographics, episodes of GBD experienced by responders and their impact on professional and personal life, and mentorship access. RESULTS Of 953 respondents, 748 (78%) were cisgender women, 194 (20%) cisgender men, and 11 nonbinary (1%). Sixty-six percent (625/953) of students reported experiencing GBD, with cisgender women and nonbinary being more likely to experience it than cisgender men (P < 0.001). Responders who experiences GBD report moderate to severe impact on career satisfaction (40%, 250/624), safety (68%, 427/624), self-confidence (68%, 426/624), well-being (57%, 357/625), and burnout (62%, 389/625). Cisgender women were more likely to report these effects than men counterparts (P < 0.01). Only 21% of respondents (201/953) had mentors in their medical schools. CONCLUSIONS Our findings demonstrate that GBD is widespread among Brazilian medical students affecting their personal and professional lives, and most of them do not have access to a mentor. There is an urgent need to increase access to mentors who could mitigate the adverse effects of GBD and help develop a diverse and inclusive medical workforce.
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Paul M, Dweck M, Chadha N. Ophthalmology Education Leadership Attitudes Towards Mentorship of Female Medical Students. Am J Ophthalmol 2022; 243:149-157. [PMID: 35932822 DOI: 10.1016/j.ajo.2022.07.026] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.5] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 04/17/2022] [Revised: 07/20/2022] [Accepted: 07/21/2022] [Indexed: 11/25/2022]
Abstract
PURPOSE Numerous studies have emphasized the influence of gender-specific mentors in medical students' career decisions, but this has not been explored fully in ophthalmology. Therefore, this study evaluated ophthalmology educators' attitudes towards female mentorship, to better understand how this may relate to medical students' career development and training. DESIGN Cross-sectional study. METHODS A 22-question survey was sent to AUPO Chairs, Program Directors, and Medical Student Educators. The number of female students applying to ophthalmology residency was compared with the number of female ophthalmology faculty using AUPO and AAMC workforce data. Student's t-tests and chi square were used for analyses, all at a threshold significance level of p<0.05. RESULTS 75 members responded, including 30 of 72 MSEs (41.7%), 34 of 114 PDs (29.8%), and 17 of 135 Chairs (12.6%). Of respondents, 55.4% identified as female and 44.6% as male. Male and female members had 47.9% and 47.6% female mentees, respectively, (p=0.45). However, 21.2% of male and 56.1% of female members agreed that a mentee of the same gender was important, (p<0.01). Furthermore, 13 of 40 female members (32.5%) reported having a significant female mentor themselves vs. 1 of 29 male members (3%), (p<0.01). CONCLUSIONS Male and female AUPO members reported no difference in female mentees but females were more likely to feel gender-specific mentorship was important, suggesting room for further development of this resource. Expansion of female mentorship in ophthalmology can promote equity in training and help address the lack of female representation in leadership.
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Affiliation(s)
- Megan Paul
- Department of Medical Education, Icahn School of Medicine at Mount Sinai, One Gustave L. Levy Place, Box 1255, New York, NY 10029, USA.
| | - Monica Dweck
- Department of Medical Education, Icahn School of Medicine at Mount Sinai, One Gustave L. Levy Place, Box 1255, New York, NY 10029, USA; Department of Ophthalmology, Icahn School of Medicine at Mount Sinai/New York Eye & Ear, Eye and Vision Research Institute, 17 E 102(nd) Street, 8(th) Floor West, New York, NY 10029, USA
| | - Nisha Chadha
- Department of Medical Education, Icahn School of Medicine at Mount Sinai, One Gustave L. Levy Place, Box 1255, New York, NY 10029, USA; Department of Ophthalmology, Icahn School of Medicine at Mount Sinai/New York Eye & Ear, Eye and Vision Research Institute, 17 E 102(nd) Street, 8(th) Floor West, New York, NY 10029, USA
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Pandit K, Coates WC, Diercks D, Gupta S, Siegelman J. Faculty Development for Academic Emergency Physicians: A Focus Group Analysis. Cureus 2022; 14:e27596. [PMID: 36059367 PMCID: PMC9436480 DOI: 10.7759/cureus.27596] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Track Full Text] [Download PDF] [Journal Information] [Subscribe] [Scholar Register] [Accepted: 08/02/2022] [Indexed: 11/26/2022] Open
Abstract
Objectives: The objective is to explore academic emergency medicine physicians’ exposure to and needs regarding faculty development. Methods: We conducted a prospective qualitative study of Society for Academic Emergency Medicine members in 2018 using focus groups selected by convenience and snowball sampling. One facilitator ensured representative engagement and responses were transcribed in real-time by an assistant after obtaining verbal consent. Results were analyzed using a grounded theory approach with a constructivist perspective. Thematic analysis was refined using the constant comparative method. Results: Sixteen physicians participated in the focus groups, representing a diverse group of perspectives. Six themes emerged about unmet needs in faculty development: knowledge and skills, relationships, specific programs or resources, and professional benefits. Conclusions: Members of a national academic society identified three areas of focus important to developing academicians in emergency medicine: content for faculty developers, relationship-building among members, and support from the organization as a “professional home.” Academic societies can use this to guide future programming.
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Ending Disparities in Liver Transplantation: The Time to Act Is Now. Am J Gastroenterol 2022; 117:1181-1183. [PMID: 35926487 DOI: 10.14309/ajg.0000000000001827] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.5] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Received: 01/12/2022] [Accepted: 04/29/2022] [Indexed: 12/11/2022]
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Ramani S, Kusurkar RA, Papageorgiou E, van Schalkwyk S. What sparks a guide on the side? A qualitative study to explore motivations and approaches of mentors in health professions education. MEDICAL TEACHER 2022; 44:737-743. [PMID: 34985380 DOI: 10.1080/0142159x.2021.2020739] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 06/14/2023]
Abstract
INTRODUCTION Despite abundant research emphasising the value of mentoring for healthcare professionals, little is known about what motivates mentors. This study aimed to explore what motivated a group of internationally renowned health professions educators to accept informal, international and mostly online mentoring roles, and their approaches to that mentoring. METHODS Using a qualitative approach, we interviewed ten global educational leaders, who volunteered to serve as mentors in an initiative implemented by the Association for Medical Education in Europe in 2019, via Zoom. The hour-long interviews, conducted between May and October 2019, were audiotaped and transcribed on Zoom. De-identified transcripts were analysed for key themes. RESULTS The key themes identified could be mapped to three categories, Motivations - Why; Approaches - How, and Global and virtual mentoring - What. Themes under motivations included: (1) Nurturing relationships focussed on mentees' growth; (2) Pass on the benefit of one's experience; (3) For one's own continued growth. Themes under approaches included: (1) Provide a safe space; (2) Encourage mentees to take ownership of their professional development. Themes under global and virtual mentoring included: (1) Mentoring across geographical borders is still about relationships; (2) Virtual mentoring is not a barrier to relationship building. DISCUSSION Though mentors also saw own growth and ongoing professional development as an important benefit of mentoring, altruism or the desire to benefit others, appeared to be a key motivating factor for them. Finding ways in which to identify mentors who are passionate about strengthening the field in this way - for example through reflective narratives and critical conversations - could be key when implementing mentoring initiatives.
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Affiliation(s)
- Subha Ramani
- Brigham and Women's Hospital and Harvard Medical School, Boston, MA, USA
| | - Rashmi A Kusurkar
- Amsterdam UMC, Research in Education, Faculty of Medicine, Vrije Universiteit, Amsterdam, The Netherlands
| | | | - Susan van Schalkwyk
- Centre for Health Professions Education, Faculty of Medicine and Health Sciences, Stellenbosch University, South Africa
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Mentorship in cardiology: building the mentoring relationship. Nat Rev Cardiol 2022; 19:711-712. [PMID: 35761027 DOI: 10.1038/s41569-022-00740-7] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Indexed: 11/08/2022]
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Farid H, Bain P, Huang G. A scoping review of peer mentoring in medicine. CLINICAL TEACHER 2022; 19:e13512. [PMID: 35751456 DOI: 10.1111/tct.13512] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.5] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 08/18/2021] [Accepted: 06/14/2022] [Indexed: 11/30/2022]
Abstract
BACKGROUND While studies have demonstrated the benefits of mentoring between junior and senior faculty, the dearth of senior mentors remains a challenge. Peer mentoring arose out of scarcity by creating communities among faculty at similar stages. Although demonstrative studies abound, no synthesis of the literature exists to characterise programme structure, content and impact on faculty. METHODS We conducted a scoping review of peer mentoring programmes for faculty in academic medicine. We searched MEDLINE, Embase, Web of Science and ERIC for studies of peer mentoring programmes. Two authors independently reviewed the articles and extracted data. FINDINGS We reviewed the titles and abstracts of 1513 studies, 75 full-text articles, and selected 19 studies for our review. About half of peer mentoring programmes were department-sponsored. The overall size varied from 3 to 104 participants; most were organised into small groups and met monthly. Fifty-eight percent included a didactic curriculum. Several studies showed an increase in publications, grant funding, retention rates and promotion, in addition to increased personal satisfaction. Qualitative data demonstrated themes of collaboration and mutual support. DISCUSSION Programme outcomes were invariably positive with respect to participant satisfaction, and additionally, some studies showed an increase in publications, grant funding, retention rates and promotion. Camaraderie emerged as a strong theme in the programmes. CONCLUSIONS This scoping review of peer mentoring programmes can guide institutions in their efforts to create similar initiatives.
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Affiliation(s)
- Huma Farid
- Department of Obstetrics and Gynecology, Beth Israel Deaconess Medical Center, Harvard Medical School, Boston, Massachusetts, USA
| | - Paul Bain
- Countway Library, Harvard Medical School, Boston, Massachusetts, USA
| | - Grace Huang
- Harvard Medical School, Boston, Massachusetts, USA
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Bustamante-Helfrich B, Santa Maria E, Bradley J, Warden D, Sengupta A, Phillips-Madson R, Ungaretti T. Collaborative faculty development transforms evaluation at a school of osteopathic medicine: an exploratory grounded theory study. MEDEDPUBLISH 2022. [DOI: 10.12688/mep.18986.1] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/20/2022] Open
Abstract
Background: Faculty development (FD) initiatives for medical educators must keep pace with educators’ expanding roles and responsibilities in the 21st century to effectively support and guide professional growth. Successful initiatives will be comprehensive and systematic, rather than episodic. Our research explores the impact of a collaborative, individualized, and focused FD program. The purpose of this pilot study is: (1) to describe the innovative design and implementation of the incipient FD program at University of the Incarnate Word School of Osteopathic Medicine (UIWSOM), San Antonio, Texas; and (2) to present insights from a preliminary process evaluation of the program’s initial launch to inform and facilitate broadscale implementation. Methods: We used a longitudinal, holistic approach to redesign the UIWSOM FD program to provide evidence-informed and experiential learning for faculty. We performed a process evaluation of the initial iteration of the FD program using an inductive qualitative research approach. We applied principles of constructivist grounded theory to analyze faculty’s responses collected during semi-structured interviews. Results: Three themes emerged from our analysis: communication, advocacy, and reciprocal learning. We found that effective communication, advocacy for faculty success, and reciprocal value between faculty and program developers undergirded the core concept of authentic engagement. Faculty’s perceptions of the quality of engagement of those implementing the program overshadowed the quality of the logistics. Conclusions: Our pilot study identified authentic engagement as critical to faculty’s positive experience of this new FD initiative. Practical implications for other health professions schools with similar FD initiatives include consideration of the relational aspects. Future studies should expand the process evaluation to determine key factors driving perceived program success for other skill domains and amongst clinical faculty, and include a long-range outcome evaluation of the fully implemented program.
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Minhas AS, Goldstein SA, Vaught AJ, Lewey J, Ward C, Schulman SP, Michos ED. Instituting a Curriculum for Cardio-Obstetrics Subspecialty Fellowship Training. Methodist Debakey Cardiovasc J 2022; 18:14-23. [PMID: 35734150 PMCID: PMC9165665 DOI: 10.14797/mdcvj.1101] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 02/16/2022] [Accepted: 03/24/2022] [Indexed: 01/26/2023] Open
Abstract
Maternal mortality is rising in the United States, and cardiovascular disease is the leading cause. Adverse pregnancy outcomes such as preeclampsia and gestational diabetes heighten the risk of cardiovascular complications during pregnancy and the peripartum period and are associated with long-term cardiovascular risks. The field of cardio-obstetrics is a subspecialty within adult cardiology that focuses on the management of women with or at high risk for heart disease who are considering pregnancy or have become pregnant. There is growing recognition of the need for more specialists with dedicated expertise in cardio-obstetrics to improve the cardiovascular care of this high-risk patient population. Current recommendations for cardiovascular fellowship training programs accredited by the Accreditation Council for Graduate Medical Education involve establishing core competency in the knowledge of managing heart disease in pregnancy. However, little granular detail is available of what such training should entail, which can lead to knowledge gaps. Additionally, dedicated advanced subspecialty training in this area is not commonly offered. Multidisciplinary collaborative teams have been shown to improve outcomes in cardiac patients during pregnancy, and cardiovascular fellows-in-training interested in cardio-obstetrics should have the opportunity to participate in and contribute to a pregnancy heart team. In this document, we describe a proposed specialized cardio-obstetrics training pathway that could serve to adequately prepare trainees to competently and comprehensively care for women with cardiovascular disease before, during, and after pregnancy.
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Affiliation(s)
- Anum S. Minhas
- Johns Hopkins University School of Medicine, Baltimore, Maryland, US
| | | | | | - Jennifer Lewey
- University of Pennsylvania, Philadelphia, Pennsylvania, US
| | - Cary Ward
- Duke University School of Medicine, Durham, North Carolina, US
| | | | - Erin D. Michos
- Johns Hopkins University School of Medicine, Baltimore, Maryland, US
- Johns Hopkins Bloomberg School of Public Health, Baltimore, Maryland, US
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Isakadze N, Marvel FA, Commodore-Mensah Y, Martin SS, Michos ED. Starting a Research Career in Cardiology: Advice for Fellows in Training and Early-Career Cardiologists. Methodist Debakey Cardiovasc J 2022; 18:49-58. [PMID: 35734153 PMCID: PMC9165677 DOI: 10.14797/mdcvj.1108] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [MESH Headings] [Grants] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 03/13/2022] [Accepted: 04/29/2022] [Indexed: 11/30/2022] Open
Abstract
Launching an academic career in cardiology can be challenging. Mentorship has long been considered a core component in the academic career advancement of trainees across different disciplines and career stages, including cardiovascular disease. But simply having a mentor may not be sufficient to embark on a successful academic journey in cardiology. In this paper, we share advice on starting a research career in cardiology from both the mentee and mentor viewpoints. These perspectives reflect academic career guidance models developed at the Johns Hopkins Center for Mobile Technologies to Achieve Equity in Cardiovascular Health, which is funded by an American Heart Association Strategic Focused Network grant, to emphasize training. Core principles include encouraging mentees to develop a unique professional identity cultivated by a diverse, collaborative, and effective mentorship and sponsorship team.
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Affiliation(s)
- Nino Isakadze
- Ciccarone Center for the Prevention of Cardiovascular Disease and Johns Hopkins University School of Medicine, Baltimore, Maryland, US
| | - Francoise A. Marvel
- Ciccarone Center for the Prevention of Cardiovascular Disease and Johns Hopkins University School of Medicine, Baltimore, Maryland, US
| | - Yvonne Commodore-Mensah
- Johns Hopkins Center for Health Equity and School of Nursing, Johns Hopkins University School of Medicine, Baltimore, MD, US
| | - Seth S. Martin
- Ciccarone Center for the Prevention of Cardiovascular Disease, and Johns Hopkins Center for Health Equity at Johns Hopkins University School of Medicine, Baltimore, Maryland, US
| | - Erin D. Michos
- Ciccarone Center for the Prevention of Cardiovascular Disease and Johns Hopkins University School of Medicine, Baltimore, Maryland, US
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Wu AW. Mentorship in patient safety: Do we need a new approach? JOURNAL OF PATIENT SAFETY AND RISK MANAGEMENT 2022. [DOI: 10.1177/25160435221094690] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/17/2022]
Affiliation(s)
- Albert W. Wu
- Johns Hopkins Bloomberg School of Public Health, Baltimore, MD, USA
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Highet A, Kendrick DE, Bandeh-Ahmadi H, Vitous A, Yang K, Ernst C, George BC. Pragmatic Mentoring Strategies for the Busy Surgeon Scientist. JOURNAL OF SURGICAL EDUCATION 2022; 79:695-707. [PMID: 35144902 DOI: 10.1016/j.jsurg.2022.01.003] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.5] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Subscribe] [Scholar Register] [Received: 09/24/2021] [Revised: 12/13/2021] [Accepted: 01/08/2022] [Indexed: 06/14/2023]
Abstract
OBJECTIVE The value of research mentorship in academic medicine is well-recognized, yet there is little practical advice for how to develop and sustain effective mentoring partnerships. Gaining research skill and mentorship is particularly critical to success in academic surgery, yet surgeon scientists are challenged in their mentorship efforts by time constraints and lack of education on how to mentor. To address this gap, this study explored the strategies that award-winning faculty mentors utilize in collaborating with their medical student mentees in research. DESIGN, SETTING, AND PARTICIPANTS For this qualitative study, the authors invited physician recipients of an institution-wide mentorship award to participate in individual, semi-structured interviews during July and August 2018. Following interview transcription, the authors independently coded the text and collaboratively identified common mentoring strategies and practices via a process of thematic analysis. RESULTS Nine physician mentors, representing a mix of genders, medical specialties and types of research (basic science, clinical, translational, and health services), participated in interviews. The authors identified 12 strategies and practices from the interview transcripts that fell into 5 categories: Initiating the partnership; Determining the research focus; Providing project oversight; Developing mentee research competence; and Supporting mentee self-efficacy. CONCLUSION Award-winning mentors employ a number of shared strategies when mentoring medical trainees in research. These strategies can serve as a guide for academic surgeons who wish to improve their research mentoring skills.
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Affiliation(s)
- Alexandra Highet
- Department of Surgery, University of California, San Francisco, San Francisco, California
| | - Daniel E Kendrick
- Department of Surgery, University of Minnesota, Minneapolis, Minnesota
| | - Hoda Bandeh-Ahmadi
- Center for Surgical Training and Research, Michigan Medicine, Ann Arbor, Michigan
| | - Ann Vitous
- Center for Health Outcomes and Policy, Michigan Medicine, Ann Arbor, Michigan
| | - Katherine Yang
- Center for Surgical Training and Research, Michigan Medicine, Ann Arbor, Michigan
| | - Caleb Ernst
- Center for Surgical Training and Research, Michigan Medicine, Ann Arbor, Michigan
| | - Brian C George
- Center for Surgical Training and Research, Michigan Medicine, Ann Arbor, Michigan; Center for Health Outcomes and Policy, Michigan Medicine, Ann Arbor, Michigan.
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Next Steps: Advocating for Women in Orthopaedic Surgery. J Am Acad Orthop Surg 2022; 30:377-386. [PMID: 34780383 DOI: 10.5435/jaaos-d-21-00932] [Citation(s) in RCA: 19] [Impact Index Per Article: 9.5] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Received: 09/05/2021] [Accepted: 10/12/2021] [Indexed: 02/01/2023] Open
Abstract
Orthopaedic surgery is the least diverse of all medical specialties, by both sex and race. Diversity among orthopaedic trainees is the lowest in medicine, and growth in percentage representation is the lowest of all surgical subspecialties. Women comprise only 6% of orthopaedic surgeons and 16% of orthopaedic surgery trainees. This extreme lack of diversity in orthopaedics limits creative problem-solving and the potential of our profession. Women in orthopaedics encounter sexual harassment, overt discrimination, and implicit bias, which create barriers to training, career satisfaction, and success. Women are underrepresented in leadership positions, perpetuating the lack of diversity through poor visibility to potential candidates, which impedes recruitment. Correction will require a concerted effort, as acknowledged by the American Academy of Orthopaedic Surgeons leadership who included a goal and plan to increase diversity in the 2019 to 2023 Strategic Plan. Recommended initiatives include support for pipeline programs that increase diversity of the candidate pool; sexual harassment and implicit bias acknowledgement, education, and corrective action; and the active sponsorship of qualified, capable women by organizational leaders. To follow, women will lend insight from their diverse viewpoints to research questions, practice problems, and clinical conundrums of our specialty, augmenting the profession and improving patient outcomes.
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Patel K, Gupta Y, Patel A. Key Communication Skills for Mentors. J Am Coll Radiol 2022; 19:903-904. [DOI: 10.1016/j.jacr.2022.03.001] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 11/18/2021] [Accepted: 03/13/2022] [Indexed: 11/16/2022]
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Saffo S, Taddei T. Clinical Research Training During Gastroenterology Fellowship. Dig Dis Sci 2022; 67:1097-1100. [PMID: 35113277 PMCID: PMC8983466 DOI: 10.1007/s10620-022-07407-w] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Key Words] [Track Full Text] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Accepted: 01/08/2022] [Indexed: 12/09/2022]
Affiliation(s)
- Saad Saffo
- Section of Digestive Diseases, Yale University School of Medicine, New Haven, CT
| | - Tamar Taddei
- Section of Digestive Diseases, Yale University School of Medicine, New Haven, CT,West Haven Veteran Affairs Medical Center, West Haven, CT
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Gupta Y, Patel K, Patel AK. Key Communication Skills for Mentees. J Am Coll Radiol 2022; 19:901-902. [DOI: 10.1016/j.jacr.2022.03.002] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 02/24/2022] [Revised: 03/19/2022] [Accepted: 03/21/2022] [Indexed: 11/25/2022]
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Bhardwaj A. Organizational Culture and Effective Leadership in Academic Medical Institutions. J Healthc Leadersh 2022; 14:25-30. [PMID: 35299861 PMCID: PMC8922465 DOI: 10.2147/jhl.s358414] [Citation(s) in RCA: 2] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 01/14/2022] [Accepted: 03/02/2022] [Indexed: 11/23/2022] Open
Abstract
In the US, a heterogeneity in archetypes of leadership augments the success of an Academic Medical Institution (AMI) in fulfilling its key missions of clinical service, teaching, training, mentoring, research and scholarship, community engagement, inclusion, and diversity. Effective leadership is profoundly influenced by organizational culture with its dominant foundations in shared attitudes, beliefs, mores, behaviors-scripted and unscripted, as well as explicit and tacit rules and policies that become entrenched in the operational repertoire over time. Modulating organizational culture are an AMI's mission, vision, core and affirmed values, formal governance and its complexity, informal influencers, historical precedent, the rapidly evolving landscape of healthcare, regional and institutional socioeconomics, and faculty prototypes. It is paramount that AMIs endeavor to recruit and position leaders whose values align with those of the institution ("cultural fit"). This treatise highlights the crucial influences that affect organizational culture and its interface with AMI leadership and ensure the success of the organization and its leaders.
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Affiliation(s)
- Anish Bhardwaj
- Department of Neurology, University of Texas Medical Branch (UTMB), Galveston, Texas, 77555, USA
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Li MK, Adus SL, Weyman K. "There's always something to talk about!" The unexpected benefits of going virtual in a Canadian diversity mentorship program. CANADIAN MEDICAL EDUCATION JOURNAL 2022; 13:90-92. [PMID: 35291463 PMCID: PMC8909826 DOI: 10.36834/cmej.72692] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Track Full Text] [Download PDF] [Subscribe] [Scholar Register] [Indexed: 06/14/2023]
Affiliation(s)
- Ming K Li
- Temerty Faculty of Medicine, University of Toronto, Ontario, Canada
| | - Samira L Adus
- Temerty Faculty of Medicine, University of Toronto, Ontario, Canada
| | - Karen Weyman
- Temerty Faculty of Medicine, University of Toronto, Ontario, Canada
- Department of Family and Community Medicine, St. Michael’s Hospital, Ontario, Canada
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Bernstein DN, Mesfin A. What's Important: Cross-Cultural Mentorship in Orthopaedic Surgery: Reflections from a Black Mentor and White Mentee. J Bone Joint Surg Am 2022; 104:293-295. [PMID: 34157010 DOI: 10.2106/jbjs.21.00328] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Indexed: 02/01/2023]
Affiliation(s)
- David N Bernstein
- Harvard Combined Orthopaedic Residency Program, Massachusetts General Hospital, Boston, Massachusetts
| | - Addisu Mesfin
- University of Rochester School of Medicine and Dentistry, Rochester, New York
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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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Warner LL, Gali B, Oxentenko AS, Schroeder DR, Arendt KW, Moeschler SM. Impact of Mentorship, by Gender, on Career Trajectory in an Academic Anesthesiology Department: A Survey Study. THE JOURNAL OF CONTINUING EDUCATION IN THE HEALTH PROFESSIONS 2022; 42:14-18. [PMID: 34459437 DOI: 10.1097/ceh.0000000000000378] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.5] [Reference Citation Analysis] [Abstract] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 06/13/2023]
Abstract
INTRODUCTION Mentorship has been identified as a key component of success in business and in academic medicine. METHODS After institutional review board approval of the study, an email survey was sent to anesthesiologists in one anesthesiology department to assess mentorship status. A survey link was sent to nonrespondents at 2 weeks and 4 weeks. All participants were deidentified. The identification of a mentor was compared by gender, academic rank, and years of practice. RESULTS Among 233 anesthesiologists, 103 (44.2%) responded to the survey. More than 90% of survey respondents agreed or strongly agreed that having a mentor is important to career success. Of the 103 respondents, 31 (30%) indicated they had a mentor. Overall, 84% of the identified mentors were men; however, this percentage differed significantly between men and women respondents (95% versus 60%; P = .03). Characteristics associated with having a mentor included younger age (P = .007), fewer years since finishing training (P = .004), and working full time (P = .02). For respondent age and years since finishing training, there was some evidence that the association was dependent on the gender of the respondent (age-by-gender interaction, P = .08; experience-by-gender interaction, P = .08). DISCUSSION Anesthesiologists in this department believed that mentorship led to more academic success. Few women mentors were reported, and women were unlikely to identify a mentor once advanced past an assistant professor rank. Most respondents believed that mentorship was important for overall career success, but only approximately one-third identified a mentor at the time of the survey.
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Affiliation(s)
- Lindsay L Warner
- Dr. Warner: Department of Anesthesiology and Perioperative Medicine, Mayo Clinic, Rochester, MN. Dr. Gali: Department of Anesthesiology and Perioperative Medicine, and Division of Pulmonary and Critical Care Medicine, Mayo Clinic, Rochester, MN. Dr. Oxentenko: Division of Gastroenterology and Hepatology, Mayo Clinic, Scottsdale, AZ. Mr. Schroeder: Division of Biostatistics and Informatics, Mayo Clinic, Rochester, MN. Dr. Arendt: Department of Anesthesiology and Perioperative Medicine, Mayo Clinic, Rochester, MN. Dr. Moeschler: Department of Anesthesiology and Perioperative Medicine, Mayo Clinic, Rochester, MN
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Kusner JJ, Chen JJ, Saldaña F, Potter J. Aligning Student-Faculty Mentorship Expectations and Needs to Promote Professional Identity Formation in Undergraduate Medical Education. JOURNAL OF MEDICAL EDUCATION AND CURRICULAR DEVELOPMENT 2022; 9:23821205221096307. [PMID: 35572842 PMCID: PMC9102129 DOI: 10.1177/23821205221096307] [Citation(s) in RCA: 3] [Impact Index Per Article: 1.5] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Subscribe] [Scholar Register] [Received: 06/15/2021] [Accepted: 04/05/2021] [Indexed: 05/30/2023]
Abstract
BACKGROUND During professional identity formation, medical students integrate their newly developing professional identities with their longstanding personal identities. Longitudinal mentorship has been shown to aid students in this process. Lack of clear relationship expectations among students and faculty is a barrier to effective longitudinal mentorship relationships. METHODS A cross-sectional, survey-based study collected information about experiences from both students (mentees) and faculty (mentors). Surveys focused on collecting participants' attitudes and expectations regarding ideal and actual mentorship experiences. Descriptive statistics and Fisher's exact test analyses were used to compare the responses within and between students and faculty. RESULTS A total of 234 faculty and 181 medical students completed the survey. There were 187 faculty respondents (79.9%) who had previously mentored students. Faculty who had versus had not previously mentored students differed significantly in their responses on the importance of mentors discussing aspects of their personal lives (71.1% vs. 54.3%, respectively, p = 0.0491), a quality valued by the majority of student respondents. As students progressed through medical school, they expressed increasing needs for personal mentorship and conversations regarding work/life integration and wellness (M1: 12.2%, M2: 18.8%, M3: 29.3%, M4: 51.7%). A minority of students (27% of M3 and 14.8% of M4 students) reported meeting faculty mentors through their clinical year experiences. CONCLUSIONS Faculty mentoring experience may improve student-faculty value alignment, which may in turn help to address student-identified needs pertaining to personal development and professional identity formation in medical school. By contrasting student-identified mentorship expectations with those of faculty at various stages of mentorship experience, this study lays the groundwork for the formation of more effective longitudinal mentorship programs.
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Affiliation(s)
| | - Jie Jane Chen
- Department of Radiation Oncology, University of California, San Francisco, San Francisco, CA, USA
| | - Fidencio Saldaña
- Department of Medicine, Brigham and Women’s Hospital, Boston, MA, USA
| | - Jennifer Potter
- Department of Medicine, Duke University Hospital, Durham, NC, USA
- Department of Medicine, Beth Israel Deaconess Medical Center, Boston, MA, USA
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Graner M, Buda AM, Moura CB, Campos L, Faria I, Truche P, Botelho F, Pompermaier L, Gil Alves Guilloux A, Bowder AN, Ferreira J. Is authorship by women in Brazilian academic surgery increasing? A five-year retrospective analysis. PLOS GLOBAL PUBLIC HEALTH 2022; 2:e0000294. [PMID: 36962340 PMCID: PMC10021462 DOI: 10.1371/journal.pgph.0000294] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Track Full Text] [Subscribe] [Scholar Register] [Received: 06/01/2021] [Accepted: 03/02/2022] [Indexed: 11/18/2022]
Abstract
Women remain underrepresented in 80% of Brazilian surgical specialties, however, women representation within the Brazilian academic surgical literature remains unknown. This study aims to evaluate the gender distribution of first and last authors in Brazilian surgical journals. All publications between 2015 and 2019 from the five Brazilian surgical journals with the highest impact factor were reviewed. The first and last authors' names were extracted from each article and a predictive algorithm was used to classify the gender of each author. Authors were further classified by surgical field and geographic region to investigate patterns of female authorship among journals, specialties, and region over the study period. Multivariable logistic regression was then used to identify factors independently associated with female authorship. 1844 articles were analyzed; 23% (426/1844) articles had female first authors, and 20% (348/1748) had female last authors. Acta Cirúrgica Brasileira was observed to have the highest rates for both first and last female authors (37%, 138/371; 26%, 95/370)) and Revista Brasileira de Ortopedia (9%, 48/542; 10%, 54/522) had the lowest rates. Papers with a woman senior author were twice as likely to have a woman first author (OR 1.98, 95% CI 1.51-2.58, p≤0.01). Women's representation in medicine is increasing in Brazil, yet women remain underrepresented as the first and last authors in the Brazilian surgical literature. Our results highlight the importance of senior women mentorship in academic surgery and demonstrate that promoting female surgeon senior authorship through academic and financial support will positively impact the number of female first authors.
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Affiliation(s)
- Mariana Graner
- School of Medicine, University of São Paulo, São Paulo, SP, Brazil
| | - Alexandra M Buda
- Harvard Medical School-Program in Global Surgery and Social Change, Boston, MA, United States of America
| | | | - Letícia Campos
- Faculty of Medical Sciences Universidade de Pernambuco, Recife, PE, Brazil
| | - Isabella Faria
- Federal University of Minas Gerais, Belo Horizonte, MG, Brazil
| | - Paul Truche
- Harvard Medical School-Program in Global Surgery and Social Change, Boston, MA, United States of America
| | - Fabio Botelho
- Harvey E. Beardmore Division of Pediatric Surgery, Montreal Children's Hospital, Montreal, Canada
| | - Laura Pompermaier
- Harvard Medical School-Program in Global Surgery and Social Change, Boston, MA, United States of America
| | | | - Alexis N Bowder
- Harvard Medical School-Program in Global Surgery and Social Change, Boston, MA, United States of America
| | - Julia Ferreira
- Harvey E. Beardmore Division of Pediatric Surgery, Montreal Children's Hospital, Montreal, Canada
- McGill University, Montreal, Canada
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Trejo J, Wingard D, Hazen V, Bortnick A, Van Hoesen K, Byars-Winston A, Pfund C, Reznik V. A system-wide health sciences faculty mentor training program is associated with improved effective mentoring and institutional climate. J Clin Transl Sci 2021; 6:e18. [PMID: 35291213 PMCID: PMC8889225 DOI: 10.1017/cts.2021.883] [Citation(s) in RCA: 8] [Impact Index Per Article: 2.7] [Reference Citation Analysis] [Abstract] [Key Words] [Grants] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 08/17/2021] [Revised: 12/09/2021] [Accepted: 12/16/2021] [Indexed: 01/12/2023] Open
Abstract
Introduction Mentorship is critical for faculty success, satisfaction, and engagement. However, many faculty, particularly underrepresented racial/ethnic (UR) faculty, lack access to high-quality mentoring. In an effort to improve mentoring for all faculty, we developed and implemented a formally structured faculty mentor training program (FMTP) across UC San Diego Health Sciences, which included institutional support, mentorship training, and department/division mentorship programs. Methods FMTP impact was evaluated using three primary outcome variables: mentoring quality, mentoring behaviors, and institutional climate. Participants' self-assessed mentoring competencies were measured using validated instruments. Results A total of 391 (23%) of Health Sciences faculty participated in FMTP. Participation rate was higher for women than men (30% versus 17%) and highest for UR faculty (39%). FMTP was implemented in 16 of 19 departments. Self-reported mentoring improved for FMTP participants with mentoring quality (p = 0.009) and meeting mentees' expectations (p = 0.01) continuing to improve for up to 2 years after training. However, participants were unsure if they were meeting UR mentees' expectations. FMTP participants were significantly more satisfied with mentoring quality (p < 0.001) compared to non-participants, with the greatest increase in satisfaction reported by UR faculty (38-61%). UR faculty reported improved overall morale (51-61%) and a perception that the environment was supportive for UR faculty (48-70%). Conclusion The implementation of a system-wide formal structured FMTP was associated with improved faculty satisfaction, quality of mentoring, and institutional climate, especially for UR faculty.
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Affiliation(s)
- JoAnn Trejo
- Department of Pharmacology, School of Medicine, University of California, San Diego, La Jolla, CA, USA
- Health Sciences Office of Faculty Affairs, University of California, San Diego, La Jolla, CA, USA
| | - Deborah Wingard
- Health Sciences Office of Faculty Affairs, University of California, San Diego, La Jolla, CA, USA
- Herbert Wertheim School of Public Health and Human Longevity, University of California, San Diego, La Jolla, CA, USA
| | - Virginia Hazen
- Health Sciences Office of Faculty Affairs, University of California, San Diego, La Jolla, CA, USA
| | - Alexandra Bortnick
- Health Sciences Office of Faculty Affairs, University of California, San Diego, La Jolla, CA, USA
| | - Karen Van Hoesen
- Health Sciences Office of Faculty Affairs, University of California, San Diego, La Jolla, CA, USA
- Department of Emergency Medicine, School of Medicine, University of California, San Diego, La Jolla, CA, USA
| | - Angela Byars-Winston
- Department of Medicine, School of Medicine, University of Wisconsin-Madison, Madison, WI, USA
| | - Christine Pfund
- Wisconsin Center for Education Research, University of Wisconsin-Madison, Madison, WI, USA
| | - Vivian Reznik
- Health Sciences Office of Faculty Affairs, University of California, San Diego, La Jolla, CA, USA
- Herbert Wertheim School of Public Health and Human Longevity, University of California, San Diego, La Jolla, CA, USA
- Department of Pediatrics, School of Medicine, University of California, San Diego, La Jolla, CA, USA
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Abdellatif H, Al-Balushi M. Correlation Between Enrollment of Students in Mentoring Program and Their Academic Achievements: A Cross-Sectional Study. Cureus 2021; 13:e19477. [PMID: 34912618 PMCID: PMC8665821 DOI: 10.7759/cureus.19477] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Accepted: 11/11/2021] [Indexed: 11/05/2022] Open
Abstract
Introduction Mentoring is a process in which a mentor guides his mentee to achieve specific academic goals and an array of objectives. We conducted this study to detect the correlation between the active participation of the students in the mentoring program and their academic achievements. Methods This is a comparative cross-sectional study. The data were collected through an online questionnaire. One hundred participants were enrolled randomly in the study. The data included the number of meetings between the mentor and students and their cumulative grade point average (CGPA). Results The response rate was 83.3% (100 students). Fifty percent (n = 50) of the respondents had never met with their mentors while the other 50% (n = 50) had met with their mentors at least once in a semester. For this group, overall, positive response rates regarding the value and effectiveness of the mentoring program exceeded 78%. The correlation between participation in the mentoring program and the academic achievements of students was calculated (R2 was 0.007, p-value = 0.757). Conclusions This study demonstrated a non-significant correlation between the degree of involvement in the mentoring program and students' overall academic achievements as students from both sections. Those who were enrolled in the program, and those students who were not, still achieved high scores.
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Affiliation(s)
- Hussein Abdellatif
- Department of Human and Clinical Anatomy, Sultan Qaboos University, College of Medicine and Health Sciences, Muscat, OMN.,Anatomy and Embryology Department, University of Mansoura, Faculty of Medicine, Mansoura, EGY
| | - Mithaq Al-Balushi
- Human and Clinical Anatomy, Sultan Qaboos University, College of Medicine and Health Sciences, Muscat, OMN
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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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