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Dvorscek AR. Developing a mentoring program to support the next generation of immunologists. Immunol Cell Biol 2024. [PMID: 38606730 DOI: 10.1111/imcb.12747] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 04/13/2024]
Abstract
Mentorship refers to the guidance given by a mentor to a less experienced individual to enhance their professional and personal development. For graduate research students, seeking independent mentors external to their institution offers the rewarding opportunity to obtain objective guidance on a variety of work, study and life matters. This article outlines the steps taken to develop a professional society-based, international mentoring program of over 70 participants. This 6-month program aimed to connect graduate research students with more senior academic scientists in response to the limited networking opportunities imposed by the coronavirus disease 2019 (COVID-19) pandemic in Australia. Outlined here are the resources used to maximize the potential of this successful program, which include (1) an 'Introduction to Mentoring' workshop, (2) the use of a mentoring software or communication strategy to maintain program momentum and (3) the integration of in-person networking events. Overall, the program was a great success, with a high satisfaction rating (8.7/10) and a large number of participants reported that they would maintain their mentoring relationship. All participants stated that they would recommend the program to a peer, and thus reiterations of the program would likely be similarly well-received and beneficial to the Australasian immunology community.
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Coltman CE, Barzan M, Besomi M, Brackley V, Bousie JA, Choisne J, Diamond LE, Dick TJM, D'Souza N, Fien S, Fong Yan A, Gho SA, Giraldo-Pedroza A, Hutchinson LA, Hutchison LV, Kean CO, Kirk MM, Lewis A, Maharaj JN, Maher N, Mann KJ, Martin S, Mickle KJ, Nasseri A, Oon IH, Purdie R, Quinlan SL, Radcliffe CR, Snodgrass SJ, Verma S, Hall M. The Biomechanics Research and Innovation Challenge: Development, Implementation, Uptake, and Reflections on the Inaugural Program. J Appl Biomech 2024; 40:155-165. [PMID: 38016463 DOI: 10.1123/jab.2023-0056] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 03/11/2023] [Revised: 10/04/2023] [Accepted: 10/13/2023] [Indexed: 11/30/2023]
Abstract
Biomechanics as a discipline is ideally placed to increase awareness and participation of girls and women in science, technology, engineering, and mathematics. A nationwide Biomechanics and Research Innovation Challenge (BRInC) centered on mentoring and role modeling was developed to engage high school girls (mentees) and early-mid-career women (mentors) in the field of biomechanics through the completion of a 100-day research and/or innovation project. This manuscript describes the development, implementation, and uptake of the inaugural BRInC program and synthesizes the research and innovation projects undertaken, providing a framework for adoption of this program within the global biomechanics community. Eighty-seven high school girls in years 9 and 10 (age range: 14-16 y) were mentored in teams (n = 17) by women in biomechanics (n = 24). Using a design thinking approach, teams generated solutions to biomechanics-based problem(s)/research question(s). Eight key reflections on program strengths, as well as areas for improvement and planned changes for future iterations of the BRInC program, are outlined. These key reflections highlight the innovation, impact, and scalability of the program; the importance of a program framework and effective communication tools; and implementation of strategies to sustain the program as well as the importance of diversity and building a sense of community.
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Affiliation(s)
- Celeste E Coltman
- Research Institute for Sport and Exercise, Faculty of Health, University of Canberra, Canberra, ACT, Australia
| | - Martina Barzan
- Griffith Centre of Biomedical and Rehabilitation Engineering, Menzies Health Institute Queensland, Griffith University, Gold Coast, QLD, Australia
- School of Health Sciences and Social Work, Griffith University, Gold Coast, QLD, Australia
| | - Manuela Besomi
- Carrera de Kinesiologia, Facultad de Medicina Clinica Alemana, Universidad del Desarrollo, Santiago, Chile
- School of Health and Rehabilitation Sciences, The University of Queensland, Brisbane, QLD, Australia
| | - Victoria Brackley
- Institute for Health and Sport, Victoria University, Melbourne, VIC, Australia
- Victorian Institute of Sport, Melbourne, VIC, Australia
| | - Jaquelin A Bousie
- Research Institute for Sport and Exercise, Faculty of Health, University of Canberra, Canberra, ACT, Australia
- Discipline of Physiotherapy, Faculty of Health, University of Canberra, Canberra, ACT, Australia
| | - Julie Choisne
- Auckland Bioengineering Institute, The University of Auckland, Auckland, New Zealand
| | - Laura E Diamond
- Griffith Centre of Biomedical and Rehabilitation Engineering, Menzies Health Institute Queensland, Griffith University, Gold Coast, QLD, Australia
- School of Health Sciences and Social Work, Griffith University, Gold Coast, QLD, Australia
| | - Taylor J M Dick
- School of Biomedical Sciences, The University of Queensland, Brisbane, QLD, Australia
| | - Nicole D'Souza
- The Discipline of Physiotherapy, Faculty of Medicine and Health, The University of Sydney, Sydney, NSW, Australia
| | - Samantha Fien
- School of Health, Medical and Applied Sciences, Central Queensland University, Mackay, QLD, Australia
| | - Alycia Fong Yan
- Sydney School of Health Sciences, Faculty of Medicine and Health, The University of Sydney, Sydney, NSW, Australia
| | - Sheridan A Gho
- Cenofex Innovations Pty. Ltd., Goulburn, NSW, Australia
- Illawarra Health and Medical Research Institute, University of Wollongong, Wollongong, NSW, Australia
| | - Alexandra Giraldo-Pedroza
- School of Mechanical, Materials, Mechatronic and Biomedical Engineering, Faculty of Engineering and Information Sciences, University of Wollongong, Wollongong, NSW, Australia
- Applied Mechatronics and Biomedical Engineering Research (AMBER) Group, University of Wollongong, Wollongong, NSW, Australia
| | - Laura A Hutchinson
- School of Human Movement and Nutrition Sciences, The University of Queensland, Brisbane, QLD, Australia
| | - Laura V Hutchison
- The Discipline of Physiotherapy, Faculty of Medicine and Health, The University of Sydney, Sydney, NSW, Australia
| | - Crystal O Kean
- School of Health, Medical and Applied Sciences, Central Queensland University, Mackay, QLD, Australia
| | - Maddison M Kirk
- Biomechanics Research Laboratory, School of Medical, Indigenous and Health Sciences, Faculty of Science, Medicine and Health, University of Wollongong, Wollongong, NSW, Australia
| | | | - Jayishini N Maharaj
- Griffith Centre of Biomedical and Rehabilitation Engineering, Menzies Health Institute Queensland, Griffith University, Gold Coast, QLD, Australia
- School of Health Sciences and Social Work, Griffith University, Gold Coast, QLD, Australia
- School of Human Movement and Nutrition Sciences, The University of Queensland, Brisbane, QLD, Australia
| | - Nina Maher
- Research Institute for Sport and Exercise, Faculty of Health, University of Canberra, Canberra, ACT, Australia
| | - Kerry J Mann
- School of Allied Health, Exercise and Sports Sciences, Charles Sturt University, Bathurst, NSW, Australia
| | - Suzanne Martin
- Institute for Health and Sport, Victoria University, Melbourne, VIC, Australia
| | - Karen J Mickle
- Applied Sport Science and Exercise Testing Laboratory, School of Biomedical Sciences and Pharmacy, The University of Newcastle, Ourimbah, NSW, Australia
| | - Azadeh Nasseri
- Griffith Centre of Biomedical and Rehabilitation Engineering, Menzies Health Institute Queensland, Griffith University, Gold Coast, QLD, Australia
- School of Health Sciences and Social Work, Griffith University, Gold Coast, QLD, Australia
| | - Isobel H Oon
- Research Institute for Sport and Exercise, Faculty of Health, University of Canberra, Canberra, ACT, Australia
| | - Rory Purdie
- Deakin School of Engineering, Deakin University, Melbourne, VIC, Australia
| | - Shayan L Quinlan
- Research Institute for Sport and Exercise, Faculty of Health, University of Canberra, Canberra, ACT, Australia
| | - Ceridwen R Radcliffe
- Research Institute for Sport and Exercise, Faculty of Health, University of Canberra, Canberra, ACT, Australia
| | - Suzanne J Snodgrass
- Discipline of Physiotherapy, The University of Newcastle, Callaghan, NSW, Australia
| | | | - Michelle Hall
- Centre for Health, Exercise and Sport Medicine, The University of Melbourne, Melbourne, VIC, Australia
- Centre for Arthritis Research, School of Medicine, University College Dublin, Dublin, Ireland
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Assabiny A, Otohal J, Ocsovszky Z, Nagy AF, Papp-Zipernovszky O, Dénes F, Becker D, Merkely B, Pethesné Dávid B, Sax B. [Peer mentor programs in adult heart transplant population]. Orv Hetil 2024; 165:379-384. [PMID: 38461444 DOI: 10.1556/650.2024.32977] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 11/24/2023] [Accepted: 01/22/2024] [Indexed: 03/12/2024]
Abstract
A szervtranszplantáció folyamata kihívásokkal teli, speciális út mind az
érintettek, mind hozzátartozóik számára. A pszichoszociális tényezőkről közel
fél évszázada tudjuk, hogy jelentősen befolyásolják a transzplantációs
folyamatot. A szívtranszplantált populáció gondozása során a recipiens
együttműködése (adherencia) nélkülözhetetlen, ennek egyik befolyásoló faktora a
társas támogatás. Számos más betegcsoportban alkalmaznak sorstársi támogatásra
épülő intervenciókat, úgynevezett sorstársi mentorprogramokat. Ezek fő céljai az
ellenőrzött információátadás, valamint a lelki támogatás. Összefoglaló
közleményünk célja a sorstársi mentorprogramokról szóló nemzetközi publikációk
áttekintése a felnőtt-szívtranszplantációs programok gyakorlatában. Orv Hetil.
2024; 165(10): 379–384.
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Affiliation(s)
- Alexandra Assabiny
- 1 Semmelweis Egyetem, Általános Orvostudományi Kar, Városmajori Szív- és Érgyógyászati Klinika Budapest, Városmajor u. 68., 1122 Magyarország
| | - József Otohal
- 1 Semmelweis Egyetem, Általános Orvostudományi Kar, Városmajori Szív- és Érgyógyászati Klinika Budapest, Városmajor u. 68., 1122 Magyarország
| | - Zsófia Ocsovszky
- 1 Semmelweis Egyetem, Általános Orvostudományi Kar, Városmajori Szív- és Érgyógyászati Klinika Budapest, Városmajor u. 68., 1122 Magyarország
| | - Anna Flóra Nagy
- 1 Semmelweis Egyetem, Általános Orvostudományi Kar, Városmajori Szív- és Érgyógyászati Klinika Budapest, Városmajor u. 68., 1122 Magyarország
| | - Orsolya Papp-Zipernovszky
- 1 Semmelweis Egyetem, Általános Orvostudományi Kar, Városmajori Szív- és Érgyógyászati Klinika Budapest, Városmajor u. 68., 1122 Magyarország
| | - Fruzsina Dénes
- 3 Szegedi Tudományegyetem, Szent-Györgyi Albert Orvostudományi Kar, Pszichológiai Intézet Szeged Magyarország
| | - Dávid Becker
- 1 Semmelweis Egyetem, Általános Orvostudományi Kar, Városmajori Szív- és Érgyógyászati Klinika Budapest, Városmajor u. 68., 1122 Magyarország
| | - Béla Merkely
- 1 Semmelweis Egyetem, Általános Orvostudományi Kar, Városmajori Szív- és Érgyógyászati Klinika Budapest, Városmajor u. 68., 1122 Magyarország
| | - Beáta Pethesné Dávid
- 2 Semmelweis Egyetem, Egészségügyi Közszolgálati Kar, Mentálhigiéné Intézet Budapest Magyarország
| | - Balázs Sax
- 1 Semmelweis Egyetem, Általános Orvostudományi Kar, Városmajori Szív- és Érgyógyászati Klinika Budapest, Városmajor u. 68., 1122 Magyarország
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Pitpitan EV, Campbell CK, Zúñiga ML, Strathdee SA, Stockman JK. Supporting and Uplifting New and Diverse Scientists in HIV Research (San Diego SUN): A Research Education and Training Program to Promote the Success of Black, Indigenous, and People of Color Predoctoral and Postdoctoral Fellows. J Acquir Immune Defic Syndr 2023; 94:S36-S41. [PMID: 37707846 PMCID: PMC10503063 DOI: 10.1097/qai.0000000000003251] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 09/15/2023]
Abstract
BACKGROUND We implemented a mentored research education and training program for underrepresented minorities (URMs) and Black, Indigenous, and People of Color (BIPOC) predoctoral and postdoctoral fellows called San Diego SUN (SD SUN): Supporting and Uplifting New and Diverse Scientists in HIV Research. The SD SUN program aimed to prepare fellows for an academic career trajectory in HIV science focused on ameliorating HIV-related disparities in communities of color. SETTING The program leveraged a strong interinstitutional collaboration between San Diego State University and the University of California, San Diego, that share commitments to diversity, equity, and inclusion and an established history of training programs for URM/BIPOC investigators. METHODS During a 9-month training period, launched in February 2022, fellows supported by a mentoring team completed ten 3-hour training sessions (core curriculum) and a mentored research project. The curriculum included seminars on building skills for a productive academic research career and reflective discussions around issues uniquely faced by URM/BIPOC investigators. Standardized measures developed for Center for AIDS Research Diversity, Equity, and Inclusion Pipeline Initiative (eg, around benefits gained) were used to evaluate the program. RESULTS Six fellows participated in the SD SUN program. The results demonstrated a successful first year. Fellows were highly engaged and reported positive experiences, satisfaction with their mentor(s), various benefits gained from the program, and gains in numerous skillsets. CONCLUSIONS Challenges were faced during implementation (eg, teaching grant writing to fellows at different skill levels). Time constraints were reported by some faculty mentors with limited bandwidth. We describe insights and solutions to the major challenges to sustaining the successful SD SUN program.
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Affiliation(s)
- Eileen V. Pitpitan
- School of Social Work, College of Health & Human Services, San Diego State University
- Division of Infectious Diseases and Global Public Health, Department of Medicine, University of California San Diego
| | - Chadwick K. Campbell
- Herbert Wertheim School of Public Health & Human Longevity Science, University of California San Diego
| | - María Luisa Zúñiga
- School of Social Work, College of Health & Human Services, San Diego State University
| | - Steffanie A. Strathdee
- Division of Infectious Diseases and Global Public Health, Department of Medicine, University of California San Diego
| | - Jamila K. Stockman
- Division of Infectious Diseases and Global Public Health, Department of Medicine, University of California San Diego
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Dovat S, Gowda C, Mailman RB, Parent LJ, Huang X. Clinician-Scientist Faculty Mentoring Program (FAME) - A New Inclusive Training Model at Penn State Increases Scholarly Productivity and Extramural Grant Funding. Adv Med Educ Pract 2022; 13:1039-1050. [PMID: 36120395 PMCID: PMC9480202 DOI: 10.2147/amep.s365953] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Subscribe] [Scholar Register] [Received: 03/24/2022] [Accepted: 08/17/2022] [Indexed: 06/15/2023]
Abstract
PURPOSE Clinician-scientists have a high attrition rate at the junior-faculty level, before they gain independent funding. We identified the lack of skill set, clinician-scientist community and collaboration between clinician-scientists and clinicians with predominantly clinical duties, as key problems in our medium-size college of medicine. METHODS We designed a novel two-year educational program, the Clinician-scientist Faculty Mentoring program (FAME) specifically to target junior clinician-scientists. The program enrollment included both lab-based, "traditional" and "non-traditional" clinician-scientists, with predominantly clinical duties and limited time for research. The curriculum included the novel educational tools: Emerging technology seminars and mentored work-in-progress research seminars, integrated with mock grant review. RESULTS The first class enrolled 17 clinician-scientists with diverse clinical subspecialty, previous research training, and protected research time. After two years in the program, the self-assessment of FAME scholars demonstrated strong improvement in grantsmanship skills, career development, emerging technologies, and the sense of community and collaboration. Compared to the period before initiating FAME, scholars increased annual scholarly output by 65% and new extramural funding by >20-fold ($0.189 vs $4.0 million) following completion of FAME. The "traditional" clinician-scientists, who had >50% research time, increased new extramural funding by ~25-fold ($0.134 vs $3.336 million), whereas "non-traditional" clinician-scientists who had ≤50% research time increased new extramural funding by >13-fold. CONCLUSION Results suggest that a training program tailored specifically to clinician-scientists leads to increased scholarly productivity and grant funding regardless of research background. Implementing this type of training program nationally, with inclusion of clinician-scientists with various amounts of protected time for research, will help both "traditional" and "non-traditional" clinician-scientists to obtain a substantial independent extramural funding, fulfill their scholarly potential, and enhance their sense of community. Our model would be particularly useful for small-to-medium sized academic institutions, who have a limited clinician-scientist workforce facing competing health care system needs.
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Affiliation(s)
- Sinisa Dovat
- Department of Pediatrics, Penn State Milton S. Hershey Medical Center and College of Medicine, Hershey, PA, USA
| | - Chandrika Gowda
- Department of Pediatrics, Penn State Milton S. Hershey Medical Center and College of Medicine, Hershey, PA, USA
| | - Richard B Mailman
- Department of Pharmacology, Penn State Milton S. Hershey Medical Center and College of Medicine, Hershey, PA, USA
- Department of Neurology, Penn State Milton S. Hershey Medical Center and College of Medicine, Hershey, PA, USA
| | - Leslie J Parent
- Department of Medicine and Microbiology and Immunology, Penn State Milton S. Hershey Medical Center and College of Medicine, Hershey, PA, USA
| | - Xuemei Huang
- Department of Pharmacology, Penn State Milton S. Hershey Medical Center and College of Medicine, Hershey, PA, USA
- Department of Neurology, Penn State Milton S. Hershey Medical Center and College of Medicine, Hershey, PA, 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] [What about the content of this article? (0)] [Affiliation(s)] [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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Abstract
Mentoring in general practice nurtures personal and professional development among mentees and mentors and enhances organisational productivity. Yet, failure to define it leads to variations in understanding and practice and conflation with other educational approaches. As a result, mentoring in general practice is underutilised and poorly overseen. This review seeks to identify elements among successful mentoring relationships to aid the design of local mentoring programmes. Reports of undergraduate and postgraduate mentoring programmes in general practice were analysed thematically. A literature search of mentoring of junior postgraduates or undergraduates by experienced mentors in general practice between 1 January 2000 and 31 December 2015 was done using PubMed, ERIC, ScienceDirect, Cochrane Database of Systematic Reviews and OVID. A total of 1973 abstracts were retrieved and 9 full-text articles were included and analysed. Three themes were identified, including the initiation of mentoring relationships, the mentoring relationship and the mentoring environment. Successful mentoring programmes pivot upon effective mentoring relationships. Based on the themes identified, a framework to guide practice, structure and oversight of the mentoring process is forwarded. Further context-specific study is needed to ensure the viability of the Mentoring Framework to better employ mentoring in general practice.
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Affiliation(s)
| | - Ying Li Toh
- b School of Medicine , Monash University , Melbourne , Australia
| | - Shao Wen Amanda Teo
- a Yong Loo Lin School of Medicine , National University of Singapore , Singapore
| | - Ying Pin Toh
- c Department of Family Medicine , National University Hospital , Singapore
| | - Lalit Krishna
- a Yong Loo Lin School of Medicine , National University of Singapore , Singapore.,d Duke-NUS Graduate Medical School , Singapore.,e Centre of Biomedical Ethics , National University of Singapore , Singapore.,f Division of Palliative Medicine and Supportive Care , National Cancer Centre Singapore , Singapore
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Abstract
PROBLEM The departure of physician-scientists from education and research into clinical practice is a growing challenge for the future of academic medicine. Junior faculty face competing demands for clinical productivity, teaching, research, and work-life integration, which can undermine confidence in the value of an academic career. Mentorship is important to foster career development and satisfaction in junior faculty. INTERVENTION The goals of this academic pediatrics department were to develop, implement, and evaluate a multifaceted pediatric mentoring program to promote retention and satisfaction of junior faculty. Program elements included one-on-one mentor-mentee meetings, didactic workshops, grant review assistance, and facilitated peer-group mentoring. Program effectiveness was assessed using annual surveys of mentees and structured mentee exit interviews, as well as retention data for assistant professors. CONTEXT The mentees were instructors and assistant professors in the department of pediatrics. OUTCOME Seventy-nine mentees participated in the program from 2007 through 2014. The response rate from seven annual surveys was 84%. Sixty-nine percent of mentees felt more prepared to advance their careers, 81% had a better understanding of the criteria for advancement, 84% were satisfied with the program, and 95% found mentors accessible. Mentees who exited the program reported they most valued the one-on-one mentoring and viewed the experience positively regardless of promotion. Retention of assistant professors improved after initiation of the program; four of 13 hired from 2002 to 2006 left the institution, whereas 18 of 18 hired from 2007 to 2014 were retained. LESSONS LEARNED This multifaceted mentoring program appeared to bolster satisfaction and enhance retention of junior pediatric faculty. Mentees reported increased understanding of the criteria for promotion and viewed the program as a positive experience regardless of career path. Individual mentor-mentee meetings were needed at least twice yearly to establish the mentoring relationship. Identifying "next steps" at the end of individual meetings was helpful to hold both parties accountable for progress. Mentees most valued workshops fostering development of tangible skills (such as scientific writing) and those clarifying the criteria for promotion more transparent. Facilitated peer-group mentoring for mentees at the instructor rank provided valuable peer support.
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Affiliation(s)
- Mary M Chen
- a Department of Pediatrics , Stanford University School of Medicine , Stanford , California , USA
| | - Christy I Sandborg
- a Department of Pediatrics , Stanford University School of Medicine , Stanford , California , USA
| | - Louanne Hudgins
- a Department of Pediatrics , Stanford University School of Medicine , Stanford , California , USA
| | - Rania Sanford
- b Faculty Development and Diversity, Stanford University , Stanford , California , USA
| | - Laura K Bachrach
- a Department of Pediatrics , Stanford University School of Medicine , Stanford , California , USA
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Lin CD, Lin BYJ, Lin CC, Lee CC. Redesigning a clinical mentoring program for improved outcomes in the clinical training of clerks. Med Educ Online 2015; 20:28327. [PMID: 26384479 PMCID: PMC4575418 DOI: 10.3402/meo.v20.28327] [Citation(s) in RCA: 5] [Impact Index Per Article: 0.6] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 04/22/2015] [Revised: 08/22/2015] [Accepted: 08/26/2015] [Indexed: 05/03/2023]
Abstract
INTRODUCTION Mentorship has been noted as critical to medical students adapting to clinical training in the medical workplace. A lack of infrastructure in a mentoring program might deter relationship building between mentors and mentees. This study assessed the effect of a redesigned clinical mentoring program from the perspective of clerks. The objective was to assess the benefits of the redesigned program and identify potential improvements. METHODS A redesigned clinical mentoring program was launched in a medical center according to previous theoretical and practical studies on clinical training workplaces, including the elements of mentor qualifications, positive and active enhancers for mentor-mentee relationship building, the timing of mentoring performance evaluation, and financial and professional incentives. A four-wave web survey was conducted, comprising one evaluation of the former mentoring program and three evaluations of the redesigned clinical mentoring program. Sixty-four fifth-year medical students in clerkships who responded to the first wave and to at least two of the three following waves were included in the study. A structured and validated questionnaire encompassing 15 items on mentor performance and the personal characteristics of the clerks was used. Mixed linear models were developed for repeated measurements and to adjust for personal characteristics. RESULTS The results revealed that the redesigned mentoring program improved the mentors' performance over time for most evaluated items regarding professional development and personal support provided to the mentees. CONCLUSIONS Our findings serve as an improved framework for the role of the institution and demonstrate how institutional policies, programs, and structures can shape a clinical mentoring program. We recommend the adoption of mentorship schemes for other cohorts of medical students and for different learning and training stages involved in becoming a physician.
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Affiliation(s)
- Chia-Der Lin
- Department of Education, China Medical University Hospital, Taichung, Taiwan, ROC
- Department of Otolaryngology, China Medical University Hospital, Taichung, Taiwan, ROC
| | | | - Cheng-Chieh Lin
- School of Medicine, China Medical University, Taichung, Taiwan, ROC
- Department of Family Medicine, China Medical University Hospital, Taichung, Taiwan, ROC
- Department of Healthcare Administration, College of Medical and Health Science, Asia University, Taichung, Taiwan, ROC;
| | - Cheng-Chun Lee
- School of Medicine, China Medical University, Taichung, Taiwan, ROC
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