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Adachi K, Hukamdad M, Raymundo A, Pearce C, Mehta AI. In-State Retention Rates of Female Neurosurgery Graduates. World Neurosurg 2024; 188:e155-e162. [PMID: 38762024 DOI: 10.1016/j.wneu.2024.05.071] [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: 04/05/2024] [Accepted: 05/13/2024] [Indexed: 05/20/2024]
Abstract
OBJECTIVE We sought to determine the rate of retaining female neurosurgery graduates in the same states as their medical education and identify medical school and state characteristics associated with high retention rates. METHODS Database from the Centers for Medicare & Medicaid Services was used to extract female physicians indicating "neurosurgery" as their specialty. The top 25 medical schools with the highest number of female neurosurgery graduates were selected. Descriptive analysis was used to determine the retention rate of female neurosurgery graduates. Univariable and multivariable analyses were used to identify medical school and state characteristics associated with high retention rates. RESULTS Medical schools with the highest retention rate included the University of California, San Francisco (60%), the University of Alabama (60%), and the University of Pennsylvania (60%). Univariable and multivariable analysis showed the number of female neurosurgery attendings (β = 0.036, 95% confidence interval [CI] = 0.003 to 0.070, P = 0.04 and β = 0.036, CI = 0.001 to 0.071, P = 0.04.) and the healthcare employment rate (β = 0.098, CI = 0.011 to 0.186, P = 0.03 and β = 0.117, CI = 0.021 to 0.212, P = 0.02) to be positively associated with the retention rate of female neurosurgery graduates. CONCLUSIONS Retaining female neurosurgery graduates within a state is essential for addressing the physician shortage and gender inequality. To encourage female medical students to practice in the same state, medical schools and states should work collectively to improve the visibility of female neurosurgeons and increase employment opportunities.
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Affiliation(s)
- Kaho Adachi
- University of Illinois College of Medicine at Chicago, Chicago, Illinois, USA
| | - Mishaal Hukamdad
- University of Illinois College of Medicine at Chicago, Chicago, Illinois, USA
| | - Allison Raymundo
- University of Illinois College of Medicine at Chicago, Chicago, Illinois, USA
| | - Clairice Pearce
- University of Illinois College of Medicine at Chicago, Chicago, Illinois, USA
| | - Ankit I Mehta
- University of Illinois College of Medicine at Chicago, Chicago, Illinois, USA; Department of Neurosurgery, University of Illinois at Chicago, Chicago, Illinois, USA.
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Menchetti I, Pham C. Describing a novel, national, vertical mentorship program for women in emergency medicine across Canada. CAN J EMERG MED 2024; 26:409-412. [PMID: 38801635 DOI: 10.1007/s43678-024-00715-2] [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: 11/17/2023] [Accepted: 04/27/2024] [Indexed: 05/29/2024]
Abstract
Mentorship models deviating from traditional staff-student dyads are beginning to emerge, and the CAEP Women in Emergency Medicine (WEM) Committee has implemented a novel, vertical mentorship program in the hopes of increasing mentorship accessibility across Canada for students, residents, and attending physicians. The vertical mentorship consisted of an attending physician, resident, and medical student all practicing or interested in EM. Groups were created based on location or niche preference. Early and post-mentorship surveys were sent to all 60 participants to gauge overall impact on career development, academic promotion, emotional wellbeing, and niche development. Overall, the implementation of an innovative, national, vertical mentorship program was largely beneficial for the personal wellbeing and professional development of participants. Academic institutions are strongly encouraged to implement formal vertical mentorship to increase access to mentorship for trainees at all stages in their career.
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Affiliation(s)
- Isabella Menchetti
- Department of Emergency Medicine, University of Ottawa, Ottawa, ON, Canada.
- Department of Emergency Medicine, The Ottawa Hospital, Ottawa, ON, Canada.
| | - Chau Pham
- Department of Emergency Medicine, University of Manitoba, Winnipeg, MB, Canada
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Howick J, Slavin D, Carr S, Miall F, Ohri C, Ennion S, Gay S. Towards an empathic hidden curriculum in medical school: A roadmap. J Eval Clin Pract 2024; 30:525-532. [PMID: 38332641 DOI: 10.1111/jep.13966] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Received: 08/29/2023] [Accepted: 01/11/2024] [Indexed: 02/10/2024]
Abstract
The "hidden curriculum" in medical school includes a stressful work environment, un-empathic role models, and prioritisation of biomedical knowledge. It can provoke anxiety and cause medical students to adapt by becoming cynical, distanced and less empathic. Lower empathy, in turn, has been shown to harm patients as well as practitioners. Fortunately, evidence-based interventions can counteract the empathy dampening effects of the hidden curriculum. These include early exposure to real patients, providing students with real-world experiences, training role models, assessing empathy training, increasing the focus on the biopsychosocial model of disease, and enhanced wellbeing education. Here, we provide an overview of these interventions. Taken together, they can bring about an "empathic hidden curriculum" which can reverse the decline in medical student empathy.
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Affiliation(s)
- Jeremy Howick
- Stoneygate Centre for Empathic Healthcare, Leicester Medical School, University of Leicester, George Davies Centre, Leicester, UK
| | - Daniel Slavin
- Stoneygate Centre for Empathic Healthcare, Leicester Medical School, University of Leicester, George Davies Centre, Leicester, UK
| | - Sue Carr
- Department of Nephrology, University Hospitals of Leicester NHS Trust, Leicester, UK
| | - Fiona Miall
- Leicester Medical School, University of Leicester, George Davies Centre, Leicester, UK
| | - Chandra Ohri
- Leicester Medical School, University of Leicester, George Davies Centre, Leicester, UK
| | - Steve Ennion
- Leicester Medical School, University of Leicester, George Davies Centre, Leicester, UK
| | - Simon Gay
- Leicester Medical School, University of Leicester, George Davies Centre, Leicester, UK
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El-Awaisi A, Ismail S, Sulaiman R, Kane T, El Hajj MS, Shraim M. A Qualitative Exploration of Health Profession Students' Experiences of Resilience and Burnout Using the Coping Reservoir Model during the COVID-19 Pandemic. TEACHING AND LEARNING IN MEDICINE 2024; 36:256-268. [PMID: 37159074 DOI: 10.1080/10401334.2023.2209073] [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: 02/28/2022] [Accepted: 04/10/2023] [Indexed: 05/10/2023]
Abstract
Phenomenon: The Coping Reservoir Model is a useful theoretical and analytical framework through which to examine student resilience and burnout. This model conceptualizes wellbeing as a reservoir which is filled or drained through students' adaptive and maladaptive coping mechanisms. This dynamic process has the capacity to foster resilience and reduce burnout or the inverse. This study aimed to explore health profession students' coping mechanisms and their experiences of resilience and burnout during the unprecedented COVID-19 pandemic. Approach: Employing the Coping Reservoir Model, qualitative focus groups involving health profession students enrolled at Qatar University were conducted, in October 2020, to solicit their lived experiences of stress and burnout during the pandemic. The Coping Reservoir Model was used to structure the topic guide for the focus group discussion and the Framework Analysis Approach was used in the data analysis. Findings: A total of 43 participants comprised eight focus groups. Health profession students encountered myriad personal, social, and academic challenges during the pandemic which adversely impacted their wellbeing and their capacity for coping. In particular, students reported high levels of stress, internal conflict, and heavy demands on their time and energy. The shift to online learning and uncertainty associated with adapting to online learning and new modes of assessment were exacerbating factors. Students sought to replenish their coping reservoir through engagement in a range of intellectual, social, and health-promoting activities and seeking psychosocial support in their efforts to mitigate these stressors. Insights: Students in this region have traditionally been left to their own devices to deal with stress and burnout during their academic training, wherein the institutions focus exclusively on the delivery of information. This study underscores student needs and potential avenues that health profession educators might implement to better support their students, for instance the development and inclusion of longitudinal wellbeing and mentorship curricula geared to build resilience and reduce burnout. The invaluable contributions of health professionals during the pandemic warrant emphasis, as does an examination of the stress associated with these roles to normalize and justify inclusion of wellbeing and resilience modules within the curriculum. Actively engaging health profession students in university-led volunteer activities during public health crises and campaigns would provide opportunities to replenish their coping reservoirs through social engagement, intellectual stimulation, and consolidating their future professional identities.
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Affiliation(s)
- Alla El-Awaisi
- Department of Clincial Pharmacy and Practice, College of Pharmacy, QU Health, Qatar University, Doha, Qatar
| | - Sara Ismail
- Department of Clincial Pharmacy and Practice, College of Pharmacy, QU Health, Qatar University, Doha, Qatar
| | - Ruba Sulaiman
- Department of Clincial Pharmacy and Practice, College of Pharmacy, QU Health, Qatar University, Doha, Qatar
| | - Tanya Kane
- Department of Population Medicine, College of Medicine, QU Health, Qatar University, Doha, Qatar
| | - Maguy Saffouh El Hajj
- Department of Clincial Pharmacy and Practice, College of Pharmacy, QU Health, Qatar University, Doha, Qatar
| | - Mujahed Shraim
- Department of Public Health, College of Health Sciences, QU Health, Qatar University, Doha, Qatar
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Arruzza E. Teaching students to mentor: Near-peer mentoring in undergraduate medical radiation science education. J Med Imaging Radiat Sci 2023; 54:23-27. [PMID: 36470840 DOI: 10.1016/j.jmir.2022.11.001] [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: 10/10/2022] [Accepted: 11/07/2022] [Indexed: 12/03/2022]
Abstract
Mentoring is emphasised as a professional requirement by national bodies which administer the registration of new graduate medical radiation professionals. 'Near-peer' mentoring, where the mentor and mentee are similar in social or professional status, has the potential to develop necessary mentoring skills and attitudes in the undergraduate setting. This is in addition to the positive benefits experienced by the mentee, who is beginning to navigate the university environment. In this educational perspective, the concept and value of near-peer mentorship within undergraduate medical radiation curriculum is discussed. Based on the literature, recommendations and strategies are described for educators looking to implement near-peer mentoring programs within their universities or healthcare institutions.
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Affiliation(s)
- Elio Arruzza
- UniSA Allied Health & Human Performance, University of South Australia, South Australia, Australia.
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Obi US, Mbachu C, Uzochukwu BSC. Feasibility of implementing formal long-distance mentorship for public health physicians: a case study of Association of Public Health Physicians of Nigeria. BMC Public Health 2021; 21:1863. [PMID: 34654399 PMCID: PMC8520225 DOI: 10.1186/s12889-021-11942-y] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 04/12/2021] [Accepted: 08/29/2021] [Indexed: 12/04/2022] Open
Abstract
BACKGROUND Conflicting schedules and geographic access limit prospects for mutually beneficial relationships between experts and early career professionals. A formal long-distance mentorship program could address these barriers and potentially bridge the gap of traditional face-to-face mentorship. This study was done to determine the feasibility of implementing a formal long-distance mentorship program amongst public health physicians of Nigeria. METHOD A mixed-method study comprising of in-depth interviews and surveys was used to collect information from members of the Association of Public Health Physicians in Nigeria. A total of 134 survey participants were recruited consecutively during an annual scientific meeting of the association. In-depth interviewees were purposively selected to ensure diversity in expertise, experience, and social stratifiers such as age. Quantitative data were analyzed using descriptive and inferential statistics, while qualitative data were analyzed using thematic content analysis. RESULTS Public health physicians of Nigeria are willing to participate in a formal Long-Distance Mentorship Program, and four elements of feasibility were highlighted as necessary for implementing the program. Namely i) capacity to coordinate LDMP, ii) technical expertise and individual competence to provide mentorship, iii) financial capacity to implement and sustain LDMP, and iv) demand for mentorship by mentees. There is a consensus that the organizational structure of the National Postgraduate Medical College of Nigeria and West African College of Physicians provide an enabling environment to initiate a LDMP for public health physicians of Nigeria. The vast human resources with various expertise and the annual National conferences can be leveraged upon to champion and administer the program. However, there is a need for an administrative structure and technical expertise to enable proper coordination. More so, the need for demand creation and the financial requirement was considered gaps that need to be filled to be able to ensure feasibility. Bivariate analysis showed a significant relationship between the dependent variable (preferred role- mentor/mentee) and independent variables (age, year of graduation, and the number of years of practice), while the binary logistic regression model showed that physicians are more likely to participate as mentors with each unit increase in the number of years of practice. This further buttressed the need to commence the mentoring process as soon as trainees gain entrance into the program, as mentorship does not just prepare them for excellent public health practice, but also builds their capacity to mentor the younger and upcoming public health physicians. CONCLUSION There are enabling structures to incorporate a formal long-distance mentorship program for public health physicians in Nigeria, and physicians are willing to participate in such a program. However, the feasibility of establishing a successful and sustainable program will require robust coordination, technical expertise, demand creation, and financial commitment at both institutional and college levels.
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Affiliation(s)
- Uche Shalom Obi
- Department of Community Medicine, University of Nigeria Teaching Hospital, Enugu, Nigeria.
| | - Chinyere Mbachu
- Department of Community Medicine, University of Nigeria Teaching Hospital, Enugu, Nigeria
- Institute of Public Health University of Nigeria, Enugu, Nigeria
| | - Benjamin S C Uzochukwu
- Department of Community Medicine, University of Nigeria Teaching Hospital, Enugu, Nigeria
- Institute of Public Health University of Nigeria, Enugu, Nigeria
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Corgan S, Ford Winkel A, Sugarman R, Young JQ. From Burnout to Wholehearted Engagement: A Qualitative Exploration of Psychiatry Residents' Experience of Stress. ACADEMIC MEDICINE : JOURNAL OF THE ASSOCIATION OF AMERICAN MEDICAL COLLEGES 2021; 96:709-717. [PMID: 33410608 DOI: 10.1097/acm.0000000000003912] [Citation(s) in RCA: 2] [Impact Index Per Article: 0.7] [Reference Citation Analysis] [Abstract] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 06/12/2023]
Abstract
PURPOSE Physician burnout is endemic across medical education and has numerous deleterious effects. Given the prevalence and negative effects of burnout, there is an urgent need to understand how residents experience and cope with stress and develop explanatory models that inform the development of more effective interventions. METHOD Using a qualitative, constructivist approach informed by grounded theory, the authors conducted semistructured interviews from March to April 2019, in which psychiatry residents were asked about their experiences of stress and how they coped. First- through fourth-year trainees at Zucker Hillside Hospital at Northwell Health, Glen Oaks, New York, were invited. Two authors independently and inductively coded deidentified transcripts. A constant comparative approach was used to analyze data and support construction of themes. Theoretic sufficiency was observed after 14 interviews. RESULTS The authors constructed an explanatory model for how residents cope with stress and whether they tended toward burnout or wholehearted engagement. The model included 3 themes: self-care, work relationships, and meaning making. Self-care, including time spent with others, provided connection and belonging that bolstered physicians' developing identities. Interpersonal relationships at work profoundly influenced the experience of residents. Positive peer and supervisor relationships enhanced confidence and perseverance. Negative role models and conflict engendered feelings of inadequacy. The ability to shift perspective and build meaning through examining moral values in the face of challenges was crucial for residents who reported success at coping with stress. Residents identified personal psychotherapy as an especially important strategy to facilitate meaning making. CONCLUSIONS These findings provide guidance for how residency programs may help residents cope with stress and move away from burnout toward wholehearted engagement. Strategies may include reducing barriers to self-care and to accessing help early in training, creating spaces that promote peer connection and providing training in addressing conflict, and facilitating engagement in meaning-making activities.
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Affiliation(s)
- Sondra Corgan
- S. Corgan is a fellow in child and adolescent psychiatry, Department of Psychiatry, Thomas Jefferson University Hospital, Philadelphia, Pennsylvania
| | - Abigail Ford Winkel
- A. Ford Winkel is associate professor and vice chair for education, Department of Obstetrics and Gynecology, and assistant director, Institute for Innovations in Medical Education, New York University Grossman School of Medicine, New York, New York
| | - Rebekah Sugarman
- R. Sugarman is a medical student, University of Michigan Medical School, Ann Arbor, Michigan
| | - John Q Young
- J.Q. Young is professor and vice chair for education, Department of Psychiatry, Donald and Barbara Zucker School of Medicine at Hofstra/Northwell and Zucker Hillside Hospital at Northwell Health, Glen Oaks, New York; ORCID: http://orcid.org/0000-0003-2219-5657
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8
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Pethrick H, Nowell L, Paolucci EO, Lorenzetti L, Jacobsen M, Clancy T, Lorenzetti DL. Peer mentoring in medical residency education: A systematic review. CANADIAN MEDICAL EDUCATION JOURNAL 2020; 11:e128-e137. [PMID: 33349761 PMCID: PMC7749692 DOI: 10.36834/cmej.68751] [Citation(s) in RCA: 9] [Impact Index Per Article: 2.3] [Reference Citation Analysis] [Abstract] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 05/06/2023]
Abstract
BACKGROUND Medical residents may experience burnout during their training, and a lack of social support. This can impact their overall wellbeing and ability to master key professional competencies. We explored, in this study, the extent to which peer mentorship promotes psychosocial wellbeing and the development of professional competencies in medical residency education. METHODS We searched six databases (MEDLINE, EMBASE, PsycINFO, Academic Research Complete, ERIC, Education Research Complete) for studies on peer mentoring relationships in medical residency. We selected any study where authors reported on outcomes associated with peer mentoring relationships among medical residents. We applied no date, language, or study design limits to this review. RESULTS We included nine studies in this systematic review. We found that medical residents received essential psychosocial supports from peers, and motivation to develop academic and career competencies. Medical residents in peer-mentoring relationships also reported increased overall satisfaction with their residency training programs. CONCLUSIONS Peer-mentoring relationships can enhance the development of key professional competencies and coping mechanisms in medical residency education. Further rigorous research is needed to examine the comparative benefits of informal and formal peer mentoring, and identify best practices with respect to effective design of peer-mentorship programs.
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Affiliation(s)
- Helen Pethrick
- Werklund School of Education, University of Calgary, Alberta, Canada
| | - Lorelli Nowell
- Faculty of Nursing, University of Calgary, Alberta, Canada
| | - Elizabeth Oddone Paolucci
- Department of Community Health Sciences, Cumming School of Medicine, University of Calgary, Alberta, Canada
| | - Liza Lorenzetti
- Faculty of Social Work, University of Calgary, Alberta, Canada
| | - Michele Jacobsen
- Werklund School of Education, University of Calgary, Alberta, Canada
| | - Tracey Clancy
- Faculty of Nursing, University of Calgary, Alberta, Canada
| | - Diane L. Lorenzetti
- Department of Community Health Sciences, Cumming School of Medicine, University of Calgary, Alberta, Canada
- Health Sciences Library, University of Calgary, Alberta, Canada
- Correspondence: Diane L. Lorenzetti, Health Sciences Library, University of Calgary, 3330 Hospital Drive NW Calgary Alberta, Canada T2N4N1;
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9
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Wozniak TM, Miller E, Williams KJ, Pickering A. Championing women working in health across regional and rural Australia - a new dual-mentorship model. BMC MEDICAL EDUCATION 2020; 20:299. [PMID: 32917210 PMCID: PMC7483507 DOI: 10.1186/s12909-020-02219-w] [Citation(s) in RCA: 4] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Subscribe] [Scholar Register] [Received: 06/25/2020] [Accepted: 09/02/2020] [Indexed: 05/07/2023]
Abstract
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.
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Affiliation(s)
- Teresa M Wozniak
- Menzies School of Health Research, Charles Darwin University, Darwin, Northern Territory, Australia.
| | - Esther Miller
- Menzies School of Health Research, Charles Darwin University, Darwin, Northern Territory, Australia
| | - Kevin J Williams
- Menzies School of Health Research, Charles Darwin University, Darwin, Northern Territory, Australia
| | - Amelia Pickering
- Menzies School of Health Research, Charles Darwin University, Darwin, Northern Territory, Australia
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Cree-Green M, Carreau AM, Davis SM, Frohnert BI, Kaar JL, Ma NS, Nokoff NJ, Reusch JEB, Simon SL, Nadeau KJ. Peer mentoring for professional and personal growth in academic medicine. J Investig Med 2020; 68:1128-1134. [PMID: 32641352 PMCID: PMC7418617 DOI: 10.1136/jim-2020-001391] [Citation(s) in RCA: 20] [Impact Index Per Article: 5.0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Journal Information] [Subscribe] [Scholar Register] [Accepted: 06/23/2020] [Indexed: 11/12/2022]
Abstract
Mentorship is a critical component of career development, particularly in academic medicine. Peer mentorship, which does not adhere to traditional hierarchies, is perhaps more accessible for underrepresented groups, including women and minorities. In this article, we review various models of peer mentorship, highlighting their respective advantages and disadvantages. Structured peer mentorship groups exist in different settings, such as those created under the auspices of formal career development programs, part of training grant programs, or through professional societies. Social media has further enabled the establishment of informal peer mentorship through participatory online groups, blogs, and forums that provide platforms for peer-to-peer advice and support. Such groups can evolve rapidly to address changing conditions, as demonstrated by physician listserv and Facebook groups related to the COVID-19 pandemic. Peer mentorship can also be found among colleagues brought together through a common location, interest, or goal, and typically these relationships are informal and fluid. Finally, we highlight here our experience with intentional formation of a small peer mentoring group that provides structure and a safe space for professional and social–emotional growth and support. In order to maximize impact and functionality, this model of peer mentorship requires commitment among peers and a more formalized process than many other peer mentoring models, accounting for group dynamics and the unique needs of members. When done successfully, the depth of these mentoring relationships can produce myriad benefits for individuals with careers in academic medicine including, but not limited to, those from underrepresented backgrounds.
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Affiliation(s)
- Melanie Cree-Green
- Pediatric Endocrinology, University of Colorado Denver-Anschutz Medical Campus, Aurora, Colorado, USA .,Center for Women's Health Research, University of Colorado Denver -Anschutz Medical Campus, Aurora, Colorado, USA
| | | | - Shanlee M Davis
- Pediatric Endocrinology, University of Colorado Denver-Anschutz Medical Campus, Aurora, Colorado, USA.,Center for Women's Health Research, University of Colorado Denver -Anschutz Medical Campus, Aurora, Colorado, USA
| | - Brigitte I Frohnert
- Pediatric Endocrinology, University of Colorado Denver-Anschutz Medical Campus, Aurora, Colorado, USA.,Pediatric Endocrinology, Barbara Davis Center for Childhood Diabetes, University of Colorado Denver, Denver, Colorado, USA
| | - Jill L Kaar
- Pediatric Endocrinology, University of Colorado Denver-Anschutz Medical Campus, Aurora, Colorado, USA
| | - Nina S Ma
- Pediatric Endocrinology, University of Colorado Denver-Anschutz Medical Campus, Aurora, Colorado, USA
| | - Natalie J Nokoff
- Pediatric Endocrinology, University of Colorado Denver-Anschutz Medical Campus, Aurora, Colorado, USA.,Center for Women's Health Research, University of Colorado Denver -Anschutz Medical Campus, Aurora, Colorado, USA
| | - Jane E B Reusch
- Center for Women's Health Research, University of Colorado Denver -Anschutz Medical Campus, Aurora, Colorado, USA.,Endocrinology, University of Colorado Denver-Anschutz Medical Campus, Aurora, Colorado, USA.,Endocrinology, Rocky Mountain Regional Veterans Affairs Medical Center, Aurora, Colorado, USA
| | - Stacey L Simon
- Center for Women's Health Research, University of Colorado Denver -Anschutz Medical Campus, Aurora, Colorado, USA.,Pediatric Pulmonology, University of Colorado Denver-Anschutz Medical Campus, Aurora, Colorado, USA
| | - Kristen J Nadeau
- Pediatric Endocrinology, University of Colorado Denver-Anschutz Medical Campus, Aurora, Colorado, USA.,Center for Women's Health Research, University of Colorado Denver -Anschutz Medical Campus, Aurora, Colorado, USA.,Pediatric Endocrinology, Barbara Davis Center for Childhood Diabetes, University of Colorado Denver, Denver, Colorado, USA
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Jordan J, Watcha D, Cassella C, Kaji AH, Trivedi S. Impact of a Mentorship Program on Medical Student Burnout. AEM EDUCATION AND TRAINING 2019; 3:218-225. [PMID: 31360814 PMCID: PMC6637010 DOI: 10.1002/aet2.10354] [Citation(s) in RCA: 19] [Impact Index Per Article: 3.8] [Reference Citation Analysis] [Abstract] [Track Full Text] [Subscribe] [Scholar Register] [Received: 02/08/2019] [Revised: 04/24/2019] [Accepted: 04/25/2019] [Indexed: 05/13/2023]
Abstract
BACKGROUND Burnout can have negative consequences for providers' health and patient care. Mentorship has positive effects including stress mitigation. We sought to evaluate the impact of a mentorship program on burnout in fourth-year medical students during their 4-week emergency medicine subinternship. METHODS This was a prospective, quasi-experimental, mixed-methods study at two institutions. We assessed burnout using the Maslach Burnout Inventory, comprising three subscales: Emotional Exhaustion (EE), Depersonalization (DP), and Personal Accomplishment (PA). We compared changes in burnout scores before and after implementation of a resident-student mentorship program. We compared categorical variables using risk ratios and continuous variables using Wilcoxon rank-sum test. To account for potential confounders, we performed multivariable analysis. Students and mentors completed an evaluative survey. We reported descriptive statistics and performed thematic qualitative analysis on free-response data. RESULTS A total of 135 students (intervention = 51; control = 84) and 59 mentors participated. Intervention students demonstrated decreased EE and DP and increased PA scores, medians of -2 (-4 to 4), -1 (-3 to 2), and 1 (-1 to 4), respectively, compared to controls, median difference of 0 for all subscales. After adjusting for potential confounders, there was no significant difference in EE (mean difference = -0.2 [-0.5 to 0.2], p = 0.4) or DP scores (mean difference = -0.2 [-1.8 to 1.5], p = 0.9). There was a significant difference in PA scores (mean difference = 2.2 [0.1 to 4.3], p = 0.04). Most students felt the program positively impacted their rotation (39/48) and decreased stress (28/48). Students felt that the program provided career guidance and positively impacted their personal and professional development. The majority (34/37) of mentors enjoyed participating. Qualitative analysis revealed five major themes: relationship building, different perspective, knowledge sharing, personal fulfillment, and self-reflection. CONCLUSION We found an increased sense of personal accomplishment after implementation of a mentorship program. Both mentors and mentees viewed the program positively and perceived multiple benefits.
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Affiliation(s)
- Jaime Jordan
- Department of Emergency MedicineRonald Reagan UCLA Medical CenterLos AngelesCA
- David Geffen School of Medicine at UCLALos AngelesCA
- Department of Emergency MedicineHarbor‐UCLA Medical CenterTorranceCA
| | - Daena Watcha
- Department of Emergency MedicineRegional Medical CenterSan JoseCA
- Department of Emergency MedicineHarbor‐UCLA Medical CenterTorranceCA
| | - Courtney Cassella
- Perelman School of Medicine at the University of PennsylvaniaPhiladelphiaPA
- Mount Sinai HospitalIcahn School of Medicine at Mount SinaiNew YorkNY
| | - Amy H. Kaji
- David Geffen School of Medicine at UCLALos AngelesCA
- Department of Emergency MedicineHarbor‐UCLA Medical CenterTorranceCA
| | - Shefali Trivedi
- Mount Sinai HospitalIcahn School of Medicine at Mount SinaiNew YorkNY
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