Distance mentoring of health researchers: Three case studies across the career-development trajectory

Gains and Losses in Virtual Mentorship: A Descriptive Case Study of Undergraduate Mentees and Graduate Mentors in STEM Research during the COVID-19 Pandemic

Participating in mentored undergraduate research experiences can improve students' grade point averages, retention, and job placement. Graduate students also benefit from serving as mentors, as they gain teaching and research management experience. In early 2020, the SARS-CoV-2 (COVID-19) pandemic caused many institutions to shut down physical work spaces and move research and teaching online. In this study, we explore how graduate student mentors and undergraduate student mentees at Washington University in St. Louis adapted to virtual research mentoring during the COVID-19 pandemic. We examined changes in mentoring methods, research productivity, and the impact on the future plans of both mentors and mentees across six science/engineering departments. Survey responses from 79 mentees and 38 mentors indicated that a majority of mentees were able to have meaningful and productive virtual mentoring experiences, while other mentors failed to adequately involve their mentees in continued mentoring. Focusing virtual research experiences on activities such as literature review and data analysis and collaborating on goal setting can serve as a way for mentors to engage mentees even when they are unable to access lab equipment. Data from the present study reveal opportunities and challenges of virtual mentoring and can be used to inform effective research mentoring practices in the future.

Championing women working in health across regional and rural Australia - a new dual-mentorship model

BACKGROUND

Mentoring is a critical component of career development and job satisfaction leading to a healthier workforce and more productive outputs. However, there are limited data on mentorship models in regional areas and in particular for women aspiring to leadership positions. Mentorship programs that leverage off experienced mentors from diverse disciplines have the potential to foster the transfer of knowledge and to positively influence job satisfaction and build capacity within the context of workforce shortage.

METHODS

This study describes a dual-mentorship model of professional development for women working in health in regional and rural Australia. We present the framework and describe the evaluation findings from a 12-month pilot program.

RESULTS

Both academic and corporate mentors provided diverse perspectives to the mentees during the 12-month period. On average, corporate mentors met with mentees more often, and focused these discussions on strategy and leadership skills whilst academic mentors provided more technical advice regarding academic growth. Mentees reported an improvement in workplace interconnectedness and confidence at the completion of the program.

CONCLUSION

We developed a framework for establishing a professional mentorship program that matches women working in regional health with mentors from diverse sectors including business, government, philanthropy and health, to provide a holistic approach to improving career satisfaction, institutional productivity and supporting a diverse workforce in regional or resource-poor settings.

Low-Resource Project-Based Interprofessional Development with Psychiatry Faculty

Projects done in interprofessional groups can foster faculty development with minimal resources beyond what is already available at the university or medical center. Each project can yield multiple "wins" in individual faculty growth while meeting the needs of academic medical centers. These projects can build collaborative skills and a sense of community among faculty, trainees, and staff. The combination of low costs, high yields, and improvements in team skills make these approaches appealing and sustainable in resource-constrained medical centers. The authors describe 4 sample projects and their teams, needed resources, and outcomes.

Developmental Approaches to Faculty Development

An academic career goes through developmental stages and faculty have different needs as they progress through these stages. Faculty development initiatives can target these developmental needs. Early career faculty develop their clinical and academic identities and benefit from orientation programs and mentorship. Mid-career faculty engage in role transitions, consolidating their careers, and focusing on productivity and generativity. They benefit from programs that provide new skills, including leadership skills. Advanced career faculty focus on professional-personal integration, contributing to a community, and changes in roles and power. They can benefit from mentorship, from peers locally and at a distance.

Sickle cell disease: Translating clinical care to low-resource countries through international research collaborations

The vast majority of the world's population of children and adults with sickle cell disease (SCD) are born in low-resource settings, particularly in sub-Saharan Africa, the Caribbean, the Middle East, and India. As a result numerous well-established, cost-effective, and evidence-based strategies for managing SCD such as newborn screening, early education, vaccinations, screening for stroke prevention, and treatments with safe transfusions and hydroxyurea are often unavailable, leading to substantial morbidity and increased mortality. Collaborations between high-income countries and these low-resource settings (North-South partnerships) have been advocated, with the goal of improving clinical care. Based on directives promulgated by the World Health Organization, we have developed a strategy of developing prospective research programs that focus on training, capacity building, and local data collection. This strategy involves consideration of important guiding principles, full partnerships, proper planning, and financial issues before program launch, after which rigorous program management is required for full effect and long-term sustainability. Ultimately these collaborative research programs should help create national guidelines and lead to improved clinical care for all children and adults with SCD.