Pharmacy resident-led student mentoring program: A focus on developing mentoring skills

Reflections of mentors and mentees on a national mentoring programme for pharmacists in the United Kingdom: An examination into organisational culture and systems

BACKGROUND

There is no accepted or consistent model for delivering mentoring programmes, manifesting in some debate surrounding the ideal conducive system. Mentorship structures and culture within pharmacy can be advanced by researching experiences of mentors and mentees.

OBJECTIVE

To explore lived experiences of participants in a nationwide mentoring programme in relation to motivations and barriers associated with engaging with mentoring, and what system changes and organisational culture shift could further support mentoring for pharmacy professionals.

METHODS

This study adopted a constructivist research paradigm, with a qualitative design to focus on how participants interpreted the world and their experiences. Verbatim transcripts of recordings were examined using deductive and inductive thematic analysis.

RESULTS

Participants in twenty one-to-one interviews appreciated the programme's allowance for organic relationships to occur, its contribution towards advancing the profession forward, its flexibility, and available resources. They discussed training needs and a more formal onboarding process into the programme that facilitated greater awareness of resources, as well as the need to evaluate and tweak it. System changes were highlighted so that mentoring can be part of the organisational culture, such as incorporating mentoring in job descriptions to increase capacity, senior members of the profession acting as role models, and linking mentoring to existing education and development structures.

CONCLUSION

Data demonstrated the need for formal structure but that which allowed for informal and organic relationships to develop. It is paramount for sponsoring organisations to provide resources and continuously monitor the program. The rich information gathered on administrative support and structure of a mentoring programme, along with its organisational facets, should help organisations when implementing similar initiatives. An organisation sponsoring or administering a mentoring programme must take actions that help codify its mentoring culture and its advocacy of mentoring as key to advancement for its profession's members.

Longitudinal pharmacy student presentations mentored by pharmacy residents: A pilot study

BACKGROUND AND PURPOSE

Alignment of pharmacy student and resident experiences provides a unique opportunity for near-peer mentorship. The purpose of this pilot study was to assess pharmacy resident mentorship and feedback skills through participation in a longitudinal pharmacy student and resident seminar series.

EDUCATIONAL ACTIVITY AND SETTING

A longitudinal, near-peer mentorship experience was developed in which first- and second-year pharmacy residents mentored advanced pharmacy practice experience student seminar presentations. Following seminar presentations, residents provided verbal and written feedback to students and faculty pharmacists provided feedback to residents. Student and resident learners were then surveyed to assess resident near-peer mentorship.

FINDINGS

Over a single academic year, 26 students delivered 45 seminar presentations that were mentored by 20 residents. Student and resident survey responses were similar and provided favorable feedback on resident mentorship.

SUMMARY

The structured near-peer mentorship experience embedded into our longitudinal seminar series provided residents the opportunity to develop and strengthen their mentorship and feedback skills. Resident mentors were found to be effective in near-peer mentorship of a single activity.

Gin and tonic: A recipe for success

INTRODUCTION

As members of a profession that supports lifelong learning, faculty and students must both engage in a bi-directional learning partnership that promotes competence, critical inquiry, and a focus on growth and investment in relationships.

PERSPECTIVE

We are all part of a profession that ought to develop learners and leaders, help make each other resilient, and create a forum for innovative thinking and putting patients at the center of our care. We cannot solely focus on one job. This article reflects on the power of mentorship and offers a recipe for engaging mentors and mentees as learning partners. Mentors can look to mentees as learning partners and intentionally bring meaning and purpose into discussions through humility and vulnerability.

IMPLICATIONS

We can learn as much from our mentees as we can teach them. It is a partnership that requires mutual trust, compassion, and utmost respect.

An individualized approach to residency preparation for fourth professional year pharmacy students

INTRODUCTION

The objective of this study was to evaluate the impact of an individualized residency preparation program and faculty mentorship on student preparedness for pursuing residency training and their ability to successfully match with a postgraduate year one (PGY1) residency position.

METHODS

This prospective cohort enrolled fourth professional year pharmacy students from August 2016 to March 2017. Students participated in a faculty-designed residency preparation program, were assigned faculty mentors, and were provided with several residency preparation resources. The primary outcome was change in the median overall perceived level of preparedness, as measured by pre- and post-residency preparation program surveys. A key secondary end point was the correlation between obtaining a PGY1 residency position and the number of residency preparation sessions attended.

RESULTS

Fifty-two students participated in the residency preparation program. The median overall perceived level of preparedness increased following the preparation program. Of the 52 students participating, 37 attended over half of the program sessions. Twenty-one of the 37 (56.8%) students participating in more than half of the sessions matched with a PGY1 program compared to three out of 15 (20%) students participating in fewer than half the sessions. Additionally, students reported value in mock interviews, faculty mentorship, and institution-specific residency preparation guidance delivered via a workbook.

CONCLUSIONS

Participation in an individualized residency preparation program with faculty mentorship and institution-specific guidance improves the perceived level of preparedness for students pursuing residency training. High attendance at sessions, along with other factors, may contribute to a higher rate of success.