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Beasley HK, Vue Z, McReynolds MR, Garza-Lopez E, Neikirk K, Mungai M, Marshall AG, Shao B, Benjamin JI, Wanjalla CN, Williams CR, Murray SA, Jordan VK, Shuler HD, Kirabo A, Hinton A. Running a successful STEMM summer program: A week-by-week guide. J Cell Physiol 2024. [PMID: 38462753 DOI: 10.1002/jcp.31227] [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] [Grants] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 01/12/2024] [Accepted: 02/08/2024] [Indexed: 03/12/2024]
Abstract
While some established undergraduate summer programs are effective across many institutions, these programs may only be available to some principal investigators or may not fully address the diverse needs of incoming undergraduates. This article outlines a 10-week science, technology, engineering, mathematics, and medicine (STEMM) education program designed to prepare undergraduate students for graduate school through a unique model incorporating mentoring dyads and triads, cultural exchanges, and diverse activities while emphasizing critical thinking, research skills, and cultural sensitivity. Specifically, we offer a straightforward and adaptable guide that we have used for mentoring undergraduate students in a laboratory focused on mitochondria and microscopy, but which may be customized for other disciplines. Key components include self-guided projects, journal clubs, various weekly activities such as mindfulness training and laboratory techniques, and a focus on individual and cultural expression. Beyond this unique format, this 10-week program also seeks to offer an intensive research program that emulates graduate-level experiences, offering an immersive environment for personal and professional development, which has led to numerous achievements for past students, including publications and award-winning posters.
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Affiliation(s)
- Heather K Beasley
- Department of Molecular Physiology and Biophysics, Vanderbilt University, Nashville, Tennessee, USA
| | - Zer Vue
- Department of Molecular Physiology and Biophysics, Vanderbilt University, Nashville, Tennessee, USA
| | - Melanie R McReynolds
- Department of Biochemistry and Molecular Biology, Pennsylvania State University, University Park, Pennsylvania, USA
- The Huck Institute of the Life Sciences, Pennsylvania State University, University Park, Pennsylvania, USA
| | - Edgar Garza-Lopez
- Department of Molecular Physiology and Biophysics, Vanderbilt University, Nashville, Tennessee, USA
| | - Kit Neikirk
- Department of Molecular Physiology and Biophysics, Vanderbilt University, Nashville, Tennessee, USA
| | - Margaret Mungai
- Department of Molecular Physiology and Biophysics, Vanderbilt University, Nashville, Tennessee, USA
| | - Andrea G Marshall
- Department of Molecular Physiology and Biophysics, Vanderbilt University, Nashville, Tennessee, USA
| | - Bryanna Shao
- Department of Molecular Physiology and Biophysics, Vanderbilt University, Nashville, Tennessee, USA
| | - Jazmine I Benjamin
- Department of Medicine, Vanderbilt University Medical Center, Nashville, Tennessee, USA
| | - Celestine N Wanjalla
- Department of Medicine, Vanderbilt University Medical Center, Nashville, Tennessee, USA
| | - Clintoria R Williams
- Department of Neuroscience, Cell Biology and Physiology, Wright State University, Dayton, Ohio, USA
| | - Sandra A Murray
- Department of Cell Biology, School of Medicine, University of Pittsburgh, Pittsburgh, Pennsylvania, USA
| | | | - Haysetta D Shuler
- Department of Biological Sciences, Winston-Salem State University, Winston-Salem, North Carolina, USA
- Shuler Consulting, Winston-Salem, North Carolina, USA
| | - Annet Kirabo
- Department of Medicine, Vanderbilt University Medical Center, Nashville, Tennessee, USA
| | - Antentor Hinton
- Department of Molecular Physiology and Biophysics, Vanderbilt University, Nashville, Tennessee, USA
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2
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Kamalumpundi V, Silvers S, Franklin L, Neikirk K, Spencer E, Beasley HK, Wanajalla CN, Vue Z, Crabtree A, Kirabo A, Gaddy JA, Damo SM, McReynolds MR, Odie LH, Murray SA, Zavala ME, Vazquez AD, Hinton A. Speaking up for the invisible minority: First-generation students in higher education. J Cell Physiol 2024. [PMID: 38226956 DOI: 10.1002/jcp.31158] [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] [Grants] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 10/16/2023] [Accepted: 10/26/2023] [Indexed: 01/17/2024]
Abstract
A first-generation college student is typically defined as a student whose biological parent(s) or guardian(s) never attended college or who started but did not finish college. However, "first-generation" can represent diverse family education situations. The first-generation student community is a multifaceted, and intersectional group of individuals who frequently lack educational/financial resources to succeed and, consequently, require supportive environments with rigorous mentorship. However, first-generation students often do not make their identity as first-generation students known to others due to several psychosocial and academic factors. Therefore, they are often "invisible minorities" in higher education. In this paper, we describe the diverse family situations of first-generation students, further define "first-generation," and suggest five actions that first-generation trainees at the undergraduate/graduate stages can engage in to succeed in an academic climate. We also provide suggestions for mentors to accommodate first-generation students' unique experiences and equip them with tools to deliver intentional mentoring practices. We hope that this paper will help promote first-generation student success throughout the academic pipeline.
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Affiliation(s)
- Vijayvardhan Kamalumpundi
- Department of Internal Medicine, Roy J. and Lucille A. Carver College of Medicine, Iowa City, Iowa, USA
| | - Sophielle Silvers
- Department of Biochemistry and Molecular Biology, Eberly College of Science, Pennsylvania State University, University Park, Pennsylvania, USA
| | - Latisha Franklin
- Department of Biochemistry and Molecular Biology, Eberly College of Science, Pennsylvania State University, University Park, Pennsylvania, USA
- Millenium Scholars Program, Eberly College of Science, Pennsylvania State University, University Park, Pennsylvania, USA
| | - Kit Neikirk
- Department of Molecular Physiology and Biophysics, Vanderbilt University, Nashville, Tennessee, USA
| | - Elsie Spencer
- Department of Molecular Physiology and Biophysics, Vanderbilt University, Nashville, Tennessee, USA
- Teachers College, Columbia University, New York, New York, USA
| | - Heather K Beasley
- Department of Molecular Physiology and Biophysics, Vanderbilt University, Nashville, Tennessee, USA
| | | | - Zer Vue
- Department of Molecular Physiology and Biophysics, Vanderbilt University, Nashville, Tennessee, USA
| | - Amber Crabtree
- Department of Molecular Physiology and Biophysics, Vanderbilt University, Nashville, Tennessee, USA
| | - Annet Kirabo
- Vanderbilt Department of Medicine, Nashville, Tennessee, USA
| | - Jennifer A Gaddy
- Department of Medicine, Vanderbilt University Medical Center, Nashville, Tennessee, USA
- Department of Veterans Affairs, Tennessee Valley Healthcare Systems, Nashville, Tennessee, USA
| | - Steven M Damo
- Department of Life and Physical Sciences, Fisk University, Nashville, Tennessee, USA
- Center for Structural Biology, Vanderbilt University, Nashville, Tennessee, USA
| | - Melanie R McReynolds
- Department of Biochemistry and Molecular Biology, Eberly College of Science, Pennsylvania State University, University Park, Pennsylvania, USA
| | - Latanya Hammonds Odie
- Department of Biological Sciences, Georgia Gwinnett College, Lawrenceville, Georgia, USA
| | - Sandra A Murray
- Department of Cell Biology, University of Pittsburgh, Pittsburgh, Pennsylvania, USA
| | - Maria Elena Zavala
- Department of Biology, California State University, Northridge, California, USA
| | - Arnaldo Diaz Vazquez
- Graduate School of Biomedical Sciences, University of Texas Southwestern Medical Center, Dallas, Texas, USA
| | - Antentor Hinton
- Department of Molecular Physiology and Biophysics, Vanderbilt University, Nashville, Tennessee, USA
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3
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Yin M, McManus M, Dawson N, Tolaymat L, Prier CC, Tan W, Pritchard I, Hill E, Haga C, Hedges MS. Virtual Academic Asynchronous Mentoring (VAAM) for Faculty Physicians: An Innovative Mentorship. Cureus 2023; 15:e51289. [PMID: 38283499 PMCID: PMC10822490 DOI: 10.7759/cureus.51289] [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] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Accepted: 12/27/2023] [Indexed: 01/30/2024] Open
Abstract
INTRODUCTION Successful mentorship programs in academic medicine correlate with increased achievement in scholarly activities, leadership, and academic advancement for faculty members, as well as reduced burnout. Despite these benefits, the traditional mentorship model may be underutilized due to challenges of time constraints and alignment in goals. Furthermore, women and underrepresented in medicine (UriM) physicians are less likely to have mentorship, perpetuating the gap in the diversity of academic faculty in leadership and career advancement. To address this, we created an innovative mentorship model for busy academic faculty physicians using a virtual academic asynchronous mentoring video platform. Methods: A series of videos were created by interviewing 10 identified mentors (four male, six female) from various medical specialties at a national academic institution. The mentors included nine physician faculty with the academic rank of Associate Professor or full Professor and one Research Administrator. Key learning points shared by mentors included topics on academic advancement, mentorship development, leadership development, and research resources. RESULTS Between March 2020 and September 2023, the Virtual Academic Asynchronous Mentoring (VAAM) Video Series garnered 182 unique viewers, received 2,107 visits, and accumulated 1,871 total minutes of viewing time. All viewers were surveyed, with an 11% survey response rate received. Fifty-two percent of survey respondents reported that the video content was excellent and 43% reported very good. Seventy-six percent of respondents thought the video series had the potential to enhance their professional development and academic productivity. CONCLUSION The VAAM Video Platform offers a novel approach to academic mentoring for faculty physicians which eliminates limitations of traditional mentorship models in a convenient and cost-effective way. VAAM offers an egalitarian starting point for all junior faculty who have not yet established a mentoring relationship to seek information and resources on academic advancement and career development.
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Affiliation(s)
- Mingyuan Yin
- Research Administration, Mayo Clinic, Jacksonville, USA
| | | | | | | | | | | | | | - Ebone Hill
- Medicine, Mayo Clinic, Jacksonville, USA
| | - Claire Haga
- Family Medicine, Mayo Clinic, Jacksonville, USA
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4
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Neikirk K, Barongan T, Shao B, Spencer EC, Kabugi K, Conley Z, Vang L, Vue M, Vang N, Garza-Lopez E, Crabtree A, Alexander S, Beasley HK, Marshall AG, Killion M, Stephens D, Owens B, Martinez D, Palavicino-Maggio CB, Jenkins F, Vang C, Morton DJ, Shuler H, Murray SA, Damo S, Vue Z, Hinton Jr A. A pilot study on our non-traditional, varied writing accountability group for historically excluded and underrepresented persons in STEMM. Heliyon 2023; 9:e22335. [PMID: 38144282 PMCID: PMC10746396 DOI: 10.1016/j.heliyon.2023.e22335] [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] [Grants] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 05/09/2023] [Revised: 11/06/2023] [Accepted: 11/09/2023] [Indexed: 12/26/2023] Open
Abstract
Underrepresented faculty have higher burnout rates and lower grant attainment rates when compared with their non-minority counterparts. Many in science, technology, engineering, mathematics, and medicine (STEMM) disciplines, including underrepresented individuals, often have difficulty dedicating time to the writing process, with trainees often being relegated to laboratory tasks in their training years, resulting in a lack of practice in academic writing. Notably, past studies have shown that grant attainment rates of underrepresented individuals are lower than their majority counterparts. Here, we sought to consider a mechanism targeted to underrepresented individuals, although applicable to everyone, to help overcome traditional barriers to writing in STEMM. The authors have hosted a writing accountability group (WAG) that uniquely provides a format focused on physical activity and different forms of writing to strengthen both career development and award/funding attainment. Our objectives were to evaluate this unique format, thus creating a resource for individuals and institutions to learn about WAGs and expand upon the framework to formulate their own WAG. To do this, we performed a small pilot study (n = 21) to investigate attitudes towards the WAG. We present the results of a survey conducted among underrepresented WAG participants, which spanned different career stages and was highly diverse demographically. Our results show that following attendance of our WAG, individuals did not note a significant change in scales pertaining to John Henryism (high-effort coping), resilience, sense of belonging, or grit. However, significant increases were noted in the self-perceived ability to handle stress, confidence in applying for awards, appreciation for mentoring, and satisfaction of WAGs. Taken together, the results of this study suggest that our unique WAG format can have some positive results as a career and writing development opportunity and may be able to support underrepresented individuals in attaining funding at higher education institutions.
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Affiliation(s)
- Kit Neikirk
- Department of Molecular Physiology and Biophysics, Vanderbilt University, Nashville, TN, USA
| | - Taylor Barongan
- Department of Molecular Physiology and Biophysics, Vanderbilt University, Nashville, TN, USA
| | - Bryanna Shao
- Department of Molecular Physiology and Biophysics, Vanderbilt University, Nashville, TN, USA
| | - Elsie C. Spencer
- Department of Molecular Physiology and Biophysics, Vanderbilt University, Nashville, TN, USA
- Teachers College, Columbia University, New York, NY, USA
| | - Kinutha Kabugi
- Department of Molecular Physiology and Biophysics, Vanderbilt University, Nashville, TN, USA
| | - Zachary Conley
- Collaborative for STEM Education and Outreach, Department of Teaching and Learning, Vanderbilt University, Nashville, TN, USA
| | - Larry Vang
- Department of Molecular Physiology and Biophysics, Vanderbilt University, Nashville, TN, USA
| | - Mein Vue
- Department of Molecular Physiology and Biophysics, Vanderbilt University, Nashville, TN, USA
| | - Nancy Vang
- Department of Molecular Physiology and Biophysics, Vanderbilt University, Nashville, TN, USA
| | | | - Amber Crabtree
- Department of Molecular Physiology and Biophysics, Vanderbilt University, Nashville, TN, USA
| | - Stefanie Alexander
- Department of Molecular Physiology and Biophysics, Vanderbilt University, Nashville, TN, USA
| | - Heather K. Beasley
- Department of Molecular Physiology and Biophysics, Vanderbilt University, Nashville, TN, USA
| | - Andrea G. Marshall
- Department of Molecular Physiology and Biophysics, Vanderbilt University, Nashville, TN, USA
| | - Mason Killion
- Department of Molecular Physiology and Biophysics, Vanderbilt University, Nashville, TN, USA
| | - Dominique Stephens
- Department of Molecular Physiology and Biophysics, Vanderbilt University, Nashville, TN, USA
- Department of Life and Physical Sciences, Fisk University, Nashville, TN, USA
| | - Beverly Owens
- Department of Chemistry, Cleveland Early College High School, Shelby, NC, USA
| | - Denise Martinez
- Office of Diversity, Equity, and Inclusion, University of Iowa Roy J. and Lucille A. Carver College of Medicine, Iowa City, IA, USA
| | | | - Felysha Jenkins
- Department of Basic Sciences, Office of Diversity, Equity, and Inclusion, Vanderbilt School of Medicine, Nashville, TN, USA
| | - Chia Vang
- Department of Molecular Physiology and Biophysics, Vanderbilt University, Nashville, TN, USA
- Counseling Department, New Highlands University, Las Vegas, NM, USA
| | - Derrick J. Morton
- Kaiser Permanente Bernard J. Tyson School of Medicine, Department of Biomedical Science, Pasadena, CA, USA
- Department of Biological Sciences, University of Southern California, Los Angeles, CA, USA
| | - Haysetta Shuler
- Department of Biological Sciences, Winston-Salem State University, Winston-Salem, NC, USA
| | - Sandra A. Murray
- Department of Cell Biology, University of Pittsburgh, Pittsburgh, PA, USA
| | - Steven Damo
- Department of Life and Physical Sciences, Fisk University, Nashville, TN, USA
| | - Zer Vue
- Department of Molecular Physiology and Biophysics, Vanderbilt University, Nashville, TN, USA
| | - Antentor Hinton Jr
- Department of Molecular Physiology and Biophysics, Vanderbilt University, Nashville, TN, USA
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5
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Davis JS, Sakwe AM, Ramesh A, Lindsey ML, Woods L. How to be a GREAT mentor. Adv Physiol Educ 2023; 47:584-588. [PMID: 37345850 PMCID: PMC10393363 DOI: 10.1152/advan.00054.2023] [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] [Subscribe] [Scholar Register] [Received: 04/17/2023] [Revised: 05/26/2023] [Accepted: 06/19/2023] [Indexed: 06/23/2023]
Abstract
Formal training in how to mentor is not generally available to students, postdoctoral fellows, or junior faculty. We provide here a framework to develop as a mentor, using the GREAT model. This includes giving opportunities and opening doors; reaching out to help students identify their strengths and reach their goals; encouraging them by serving as a positive example; advising each mentee as an individual; and training them for independent thinking. In this personal view, we expand on each of these steps to illustrate how to develop a personalized mentoring style of your own. By combining these approaches, you as a mentor can work with your mentees to develop an effective and productive mentoring relationship.NEW & NOTEWORTHY We provide here a framework to develop as a mentor, using the GREAT model. This includes giving opportunities and opening doors; reaching out to help students identify their strengths and reach their goals; encouraging them by serving as a positive example; advising each mentee as an individual; and training them for independent thinking.
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Affiliation(s)
- Jamaine S Davis
- Department of Biochemistry, Cancer Biology, Neuroscience, and Pharmacology, Meharry Medical College, Nashville, Tennessee, United States
| | - Amos M Sakwe
- School of Graduate Studies, Meharry Medical College, Nashville, Tennessee, United States
| | - Aramandla Ramesh
- Department of Biochemistry, Cancer Biology, Neuroscience, and Pharmacology, Meharry Medical College, Nashville, Tennessee, United States
| | - Merry L Lindsey
- School of Graduate Studies, Meharry Medical College, Nashville, Tennessee, United States
- Research Service, Nashville Veterans Affairs Medical Center, Nashville, Tennessee, United States
| | - Letha Woods
- School of Graduate Studies, Meharry Medical College, Nashville, Tennessee, United States
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6
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Cadena MA, Amaya C, Duan D, Rico CA, García-Bayona L, Blanco AT, Agreda YS, Villegas Rodríguez GJ, Ceja A, Martinez VG, Goldman OV, Fernandez RW. Insights and strategies for improving equity in graduate school admissions. Cell 2023; 186:3529-3547. [PMID: 37595563 PMCID: PMC10512701 DOI: 10.1016/j.cell.2023.07.029] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [MESH Headings] [Grants] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 12/27/2022] [Revised: 05/12/2023] [Accepted: 07/18/2023] [Indexed: 08/20/2023]
Abstract
Applying to graduate school can be particularly challenging for students from historically minoritized backgrounds due to a hidden curriculum in the graduate admissions process. To address this issue, a team of volunteer STEM trainees established the Científico Latino Graduate Student Mentorship Initiative (CL-GSMI) in 2019 to support applicants from historically minoritized backgrounds. CL-GSMI is designed to improve access to critical resources, including information, mentorship, and financial support, and has assisted 443 students in applying and matriculating to graduate school. Using program evaluation data from 2020 to 2021, we highlight areas in graduate school admissions that can be improved to promote equity and inclusion.
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Affiliation(s)
- Melissa Andrea Cadena
- Department of Biomedical Engineering, Emory University School of Medicine and Georgia Institute of Technology, Atlanta, GA 30322, USA
| | - Cathy Amaya
- Department of Molecular Biophysics and Biochemistry, Yale University, New Haven, CT 06510, USA
| | - Daisy Duan
- Department of Molecular Biophysics and Biochemistry, Yale University, New Haven, CT 06510, USA
| | | | | | - Aníbal Tornes Blanco
- Department of Biological Chemistry, University of Michigan, Ann Arbor, MI 48109, USA
| | - Yessica Santana Agreda
- Neuroscience Graduate Program, Vollum Institute, Oregon Health & Science University, Portland, OR 97239, USA
| | | | - Alexis Ceja
- Department of Community Health Systems, School of Nursing, University of California, San Francisco, 2 Koret Way, N505, San Francisco, CA 94143, USA
| | - Vianna G Martinez
- Department of Pathology, Duke University School of Medicine, Durham, NC 27708, USA
| | - Olivia V Goldman
- Laboratory of Neurogenetics and Behavior, The Rockefeller University, New York, NY 10065, USA; Kavli Neural Systems Institute, New York, NY 10065, USA.
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7
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Hinton A, Shuler HD. Editorial: making the invisible visible in STEMM. Pathog Dis 2023; 81:ftad023. [PMID: 37793065 DOI: 10.1093/femspd/ftad023] [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: 08/07/2023] [Revised: 08/07/2023] [Accepted: 08/31/2023] [Indexed: 10/06/2023] Open
Abstract
Our editorial focused on the concept of "Making the Invisible Visible in Science, Technology, Engineering, Mathematics, and Medicine (STEMM)." We highlight 11 manuscripts submitted to our research topic, which offer unique and innovative, evidence-backed solutions to improve diversity, equity, and inclusion in STEMM. Notably, often racial, and ethnic minority scientists are forgotten and placed in the background even when they make a significant contribution to research. The manuscripts highlighted here begin to undo this and empower by making the invisible visible.
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Affiliation(s)
- Antentor Hinton
- Department of Molecular Physiology and Biophysics, Vanderbilt University, 2200 Pierce Ave Nashville, TN 37232-0615, United States
| | - Haysetta D Shuler
- Department of Biological Sciences, Winston-Salem State University, 601 S Martin Luther King Jr Dr, Winston-Salem, NC 27110, United States
- Shuler Consulting, Winston-Salem, NC 27110, United States
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8
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Neikirk K, Barongan T, Rolle T, Garza Lopez E, Marshall A, Beasley HK, Crabtree A, Spencer EC, Shuler H, Martinez D, Murray S, Vang C, Jenkins F, Damo S, Vue Z. Using quotients as a mentor to facilitate the success of underrepresented students. Pathog Dis 2023; 81:ftad008. [PMID: 37156509 PMCID: PMC10255757 DOI: 10.1093/femspd/ftad008] [Citation(s) in RCA: 5] [Impact Index Per Article: 5.0] [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] [Received: 07/05/2022] [Revised: 04/05/2023] [Accepted: 05/05/2023] [Indexed: 05/10/2023] Open
Abstract
Choosing a mentor requires a certain level of introspection for both the mentor and the mentee. The dynamics of mentorship may change depending on the academic status of the mentee. Regardless, mentors should help their trainees grow both academically and professionally. The success of an individual in the fields of science, technology, engineering, mathematics, and medicine (STEMM) depends on more than intellectual capacity; a holistic view encompassing all factors that contribute to scientific achievement is all-important. Specifically, one new method scientists can adopt is quotients, which are scales and techniques that can be used to measure aptitude in a specific area. In this paper, we focus on these factors and how to grow one's adversity quotient (AQ), social quotient (SQ), and personal growth initiative scale (PGIS). We also look at how mentors can better understand the biases of their trainees. In addressing this, mentors can help trainees become more visible and encourage other trainees to become allies through reducing biases.
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Affiliation(s)
- Kit Neikirk
- Department of Molecular Physiology and Biophysics, Vanderbilt University, Nashville, TN 37212, United States
| | - Taylor Barongan
- Department of Molecular Physiology and Biophysics, Vanderbilt University, Nashville, TN 37212, United States
| | - Tiffany Rolle
- American Society of Human Genetics, Rockville, MD 20852, United States
- National Genome Institute, National Human Research Institute, Rockville, MD 20892, United States
| | - Edgar Garza Lopez
- Department of Biology, University of Iowa, Iowa City, IA 52245, United States
| | - Andrea Marshall
- Department of Molecular Physiology and Biophysics, Vanderbilt University, Nashville, TN 37212, United States
| | - Heather K Beasley
- Department of Molecular Physiology and Biophysics, Vanderbilt University, Nashville, TN 37212, United States
| | - Amber Crabtree
- Department of Molecular Physiology and Biophysics, Vanderbilt University, Nashville, TN 37212, United States
| | - Elsie C Spencer
- Department of Molecular Physiology and Biophysics, Vanderbilt University, Nashville, TN 37212, United States
- Teachers College, Columbia University, New York, NY 10027, United States
| | - Haysetta Shuler
- Department of Biological Sciences, Winston-Salem State University, Winston-Salem, NC 27109, United States
| | - Denise Martinez
- Department of Family Medicine, University of Iowa Carver College of Medicine, Iowa City, IA 52242, United States
| | - Sandra Murray
- Department of Cell Biology, University of Pittsburgh, Pittsburgh, PA 15261, United States
| | - Chia Vang
- Department of Molecular Physiology and Biophysics, Vanderbilt University, Nashville, TN 37212, United States
- Counseling and Guidance, New Mexico Highlands University, Las Vegas, NM 87701, United States
| | - Felysha Jenkins
- Department of Basic Sciences, Office of Diversity, Equity, and Inclusion, Vanderbilt School of Medicine, Nashville, TN 37232, United States
| | - Steven Damo
- Department of Life and Physical Sciences, Fisk University, Nashville, TN 37208, United States
| | - Zer Vue
- Department of Molecular Physiology and Biophysics, Vanderbilt University, Nashville, TN 37212, United States
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9
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Tetzlaff J, Lomberk G, Smith HM, Agrawal H, Siegel DH, Apps JN. Adapting Mentoring in Times of Crisis: What We Learned from COVID-19. Acad Psychiatry 2022; 46:774-779. [PMID: 35217939 PMCID: PMC8880296 DOI: 10.1007/s40596-022-01589-1] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 09/02/2021] [Accepted: 01/07/2022] [Indexed: 06/14/2023]
Affiliation(s)
| | - Gwen Lomberk
- Medical College of Wisconsin, Milwaukee, WI, USA
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10
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Spencer EC, Neikirk K, Campbell SL, Powell-Roach KL, Morton D, Shuler H, Murray SA, Hinton A Jr. Intentional and unintentional benefits of minority writing accountability groups. Trends Microbiol 2022; 30:1015-8. [PMID: 36030147 DOI: 10.1016/j.tim.2022.08.005] [Citation(s) in RCA: 3] [Impact Index Per Article: 1.5] [Reference Citation Analysis] [What about the content of this article? (0)] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 06/01/2022] [Revised: 08/02/2022] [Accepted: 08/04/2022] [Indexed: 01/19/2023]
Abstract
A faculty position can be a balancing act. Many new faculty, particularly minorities, struggle due to a lack of mentorship. Writing accountability groups (WAGs) offer new faculty an opportunity to glean advice from mentors and improve their writing skills and enhance their career development in science, technology, engineering, and mathematics (STEM).
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11
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Marshall AG, Vue Z, Palavicino-Maggio CB, Neikirk K, Beasley HK, Garza-Lopez E, Murray SA, Martinez D, Crabtree A, Conley ZC, Vang L, Davis JS, Powell-Roach KL, Campbell S, Brady LJ, Dal AB, Shao B, Alexander S, Vang N, Vue N, Vue M, Shuler HD, Spencer EC, Morton DJ, Hinton A. The role of mentoring in promoting diversity equity and inclusion in STEM Education and Research. Pathog Dis 2022; 80:6609773. [PMID: 35713493 PMCID: PMC9302695 DOI: 10.1093/femspd/ftac019] [Citation(s) in RCA: 10] [Impact Index Per Article: 5.0] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 03/16/2022] [Revised: 05/12/2022] [Accepted: 06/07/2022] [Indexed: 11/14/2022] Open
Abstract
The success of mentoring derives from active and respectful listening and the willingness to learn and accept opportunities for personal growth. This shapes every trainee and their destined path in science, technology, engineering, and mathematics (STEM). The act of cultivating rapport, asking, and pondering meaningful questions, and receiving constructive feedback are critical to support a productive mentoring relationship. Successful mentoring in STEM can be established and allow mentees, especially underrepresented minorities (URMs), to flourish in an environment where they feel welcomed and supported. However, mentees from underrepresented groups often experience inadequate mentoring due to a mentor's lack of awareness, poor trainings themselves, or lack of understanding of the mentee's hardships. It is important for mentors and mentees to work together to promote diversity, equity, and inclusion (DEI) in STEM education through creativity, authenticity, and networking. We analyzed data obtained from students who attended a recent workshop that are interested in going to graduate school. Our results show that despite low initial expectations for the workshop, many students were satisfied in the knowledge they gleaned. The future and role of diversity in STEM within these underrepresented groups lies in community support and an important role that they can play in the lives of others through DEI initiatives and throughout their careers all of which involves positive mentoring.
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Affiliation(s)
- Andrea G Marshall
- Department of Molecular Physiology and Biophysics, Vanderbilt University, Nashville, TN 37232, United States
| | - Zer Vue
- Department of Molecular Physiology and Biophysics, Vanderbilt University, Nashville, TN 37232, United States
| | | | - Kit Neikirk
- Department of Biology, University of Hawaii, Hilo, HI 96720, United States
| | - Heather K Beasley
- Department of Molecular Physiology and Biophysics, Vanderbilt University, Nashville, TN 37232, United States
| | - Edgar Garza-Lopez
- Department of Internal Medicine, University of Iowa, Iowa City, IA 52242, United States
| | - Sandra A Murray
- Department of Cell Biology, University of Pittsburgh School of Medicine, Pittsburgh, PA 15213, United States
| | - Denise Martinez
- Department of Family Medicine, University of Iowa, Iowa City, IA 52242, United States
| | - Amber Crabtree
- Department of Molecular Physiology and Biophysics, Vanderbilt University, Nashville, TN 37232, United States
| | - Zachary C Conley
- Collaborative for STEM Education and Outreach, Department of Teaching and Learning, Vanderbilt University, Nashville, TN 37232, United States
| | - Larry Vang
- Department of Molecular Physiology and Biophysics, Vanderbilt University, Nashville, TN 37232, United States
| | - Jamaine S Davis
- Department of Biochemistry, Cancer Biology, Neuroscience, and Pharmacology, Meharry Medical College, Nashville, TN 37232, United States
| | - Keesha L Powell-Roach
- Department of Community and Population Health, The University of Tennessee Health Science Center, Memphis, TN 37232, United States
| | - Susan Campbell
- Department of Animal and Poultry Sciences, Virginia Tech, Blacksburg, VA 2406, United States
| | - Lillian J Brady
- Department of Biological Sciences, University of Southern California, Los Angeles, CA 90007, United States
| | - Angyth B Dal
- Department of Molecular Physiology and Biophysics, Vanderbilt University, Nashville, TN 37232, United States
| | - Bryanna Shao
- Department of Molecular Physiology and Biophysics, Vanderbilt University, Nashville, TN 37232, United States
| | - Stefanie Alexander
- Department of Molecular Physiology and Biophysics, Vanderbilt University, Nashville, TN 37232, United States
| | - Nancy Vang
- Department of Molecular Physiology and Biophysics, Vanderbilt University, Nashville, TN 37232, United States
| | - Neng Vue
- Department of Molecular Physiology and Biophysics, Vanderbilt University, Nashville, TN 37232, United States
| | - Mein Vue
- Department of Molecular Physiology and Biophysics, Vanderbilt University, Nashville, TN 37232, United States
| | - Haysetta D Shuler
- Department of Biological Sciences, Winston-Salem State University, Winston-Salem, NC 27110, United States.,Shuler Consulting, Winston-Salem, NC 27110, United States
| | - Elsie C Spencer
- Department of Molecular Physiology and Biophysics, Vanderbilt University, Nashville, TN 37232, United States.,Teachers College, Columbia University, New York, NY 10027, United States
| | - Derrick J Morton
- Department of Biological Sciences, University of Southern California, Los Angeles, CA 90007, United States.,Department of Biomedical Science, Kaiser Permanente Bernard J. Tyson School of Medicine, Pasadena, CA 91007, United States
| | - Antentor Hinton
- Department of Molecular Physiology and Biophysics, Vanderbilt University, Nashville, TN 37232, United States
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Marshall AG, Vue Z, Palavicino-Maggio CB, Neikirk K, Beasley HK, Garza-Lopez E, Murray SA, Martinez D, Crabtree A, Conley ZC, Vang L, Davis JS, Powell-Roach KL, Campbell S, Brady LJ, Dal AB, Shao B, Alexander S, Vang N, Vue N, Vue M, Shuler HD, Spencer EC, Morton DJ, Hinton A. An effective workshop on "How to be an Effective Mentor for Underrepresented STEM Trainees". Pathog Dis 2022; 80:6609432. [PMID: 35709418 PMCID: PMC9258687 DOI: 10.1093/femspd/ftac022] [Citation(s) in RCA: 9] [Impact Index Per Article: 4.5] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 03/16/2022] [Revised: 06/04/2022] [Accepted: 06/14/2022] [Indexed: 11/12/2022] Open
Abstract
Despite an increase in programming to promote persons excluded by their ethnicity or race (PEER) scholars, minorities remain underrepresented in many STEM programs. The academic pipeline is largely leaky for underrepresented minority (URM) scholars due to a lack of effective mentorship. Many URM students experience microaggressions and discrimination from their mentors due to a lack of quality mentorship training. In this workshop, we provide a framework to show trainees what effective mentoring looks like. Mentees, especially URM trainees, can flourish in effective mentoring environments where they feel welcomed and can comfortably develop new ideas without feeling threatened by external factors. Effective mentoring environments provide motivational support, empathy, cultural competency, and training. This workshop explains facets of effective mentoring to students, as well as highlights to URM trainees why mentors can serve as valuable resources.
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Affiliation(s)
- Andrea G Marshall
- Department of Molecular Physiology and Biophysics, Vanderbilt University, Nashville, TN 37232, United States
| | - Zer Vue
- Department of Molecular Physiology and Biophysics, Vanderbilt University, Nashville, TN 37232, United States
| | | | - Kit Neikirk
- Department of Biology, University of Hawaii, Hilo, HI 96720, United States
| | - Heather K Beasley
- Department of Molecular Physiology and Biophysics, Vanderbilt University, Nashville, TN 37232, United States
| | - Edgar Garza-Lopez
- Department of Internal Medicine, University of Iowa, Iowa City, IA 52242, United States
| | - Sandra A Murray
- Department of Cell Biology, University of Pittsburgh School of Medicine, Pittsburgh, PA 15213, United States
| | - Denise Martinez
- Department of Family Medicine, University of Iowa, Iowa City, IA 52242, United States
| | - Amber Crabtree
- Department of Molecular Physiology and Biophysics, Vanderbilt University, Nashville, TN 37232, United States
| | - Zachary C Conley
- Collaborative for STEM Education and Outreach, Department of Teaching and Learning, Vanderbilt University, Nashville, TN 37232, United States
| | - Larry Vang
- Department of Molecular Physiology and Biophysics, Vanderbilt University, Nashville, TN 37232, United States
| | - Jamaine S Davis
- Department of Biochemistry, Cancer Biology, Neuroscience, Pharmacology, Meharry Medical College, Nashville, TN 37232, United States
| | - Keesha L Powell-Roach
- Department of Community and Population Health, The University of Tennessee Health Science Center, Mempohis, TN 38163, United States
| | - Susan Campbell
- Department of Animal and Poultry Sciences, Virginia Tech, Blacksburg, VA 24061, United States
| | - Lillian J Brady
- Department of Pharmacology, Vanderbilt University, Nashville, TN 37232, United States
| | - Angyth B Dal
- Department of Molecular Physiology and Biophysics, Vanderbilt University, Nashville, TN 37232, United States
| | - Bryanna Shao
- Department of Molecular Physiology and Biophysics, Vanderbilt University, Nashville, TN 37232, United States
| | - Stefanie Alexander
- Department of Molecular Physiology and Biophysics, Vanderbilt University, Nashville, TN 37232, United States
| | - Nancy Vang
- Department of Molecular Physiology and Biophysics, Vanderbilt University, Nashville, TN 37232, United States
| | - Neng Vue
- Department of Molecular Physiology and Biophysics, Vanderbilt University, Nashville, TN 37232, United States
| | - Mein Vue
- Department of Molecular Physiology and Biophysics, Vanderbilt University, Nashville, TN 37232, United States
| | - Haysetta D Shuler
- Department of Biological Sciences, Winston-Salem State University, Winston-Salem, NC 27110, United States.,Shuler Consulting, Winston-Salem, NC 27110, United States
| | - Elsie C Spencer
- Department of Molecular Physiology and Biophysics, Vanderbilt University, Nashville, TN 37232, United States.,Teachers College, Columbia University, New York, NY 10027, United States
| | - Derrick J Morton
- Department of Biological Sciences, University of Southern California, Los Angeles, CA 90007, United States.,Kaiser Permanente Bernard J. Tyson School of Medicine, Department of Biomedical Science, Pasadena, CA 91007, United States
| | - Antentor Hinton
- Department of Molecular Physiology and Biophysics, Vanderbilt University, Nashville, TN 37232, United States
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13
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Marshall AG, Brady LJ, Palavicino-Maggio CB, Neikirk K, Vue Z, Beasley HK, Garza-Lopez E, Murray SA, Martinez D, Shuler HD, Spencer EC, Morton DJ, Hinton A. The importance of mentors and how to handle more than one mentor. Pathog Dis 2022; 80:6571933. [PMID: 35446416 DOI: 10.1093/femspd/ftac011] [Citation(s) in RCA: 9] [Impact Index Per Article: 4.5] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 11/23/2021] [Revised: 04/11/2022] [Accepted: 04/19/2022] [Indexed: 11/13/2022] Open
Abstract
INTRODUCTION Working with multiple mentors is a critical way for students to expand their network, gain opportunities, and better prepare for future scholastic or professional ventures. However, students from underrepresented groups (UR) are less likely to be mentored or have access to mentors, particularly in science, technology, engineering, and mathematics (STEM) fields. We developed and implemented a workshop, to provide the necessary foundation for students to be better prepared for establishing future mentorships throughout graduate and professional school. METHODS Faculty well-versed in the area of effective mentorship from multiple universities developed and delivered a 1.5-hour workshop to address the roles of a mentor, especially when it comes to UR students, and how students may effectively work with multiple mentors. This workshop was delivered to a group of students from the, Historically Black College and University (HBCU), Winston-Salem State University, and a pre/post- A 10-point Likert scale-based survey was administered where 1 was strongly disagree and 10 was strongly agree. The questions used in this seminar were newly designed by the authors as program evaluations. RESULTS We analyzed the raw data with nonparametric tests for comparison within paired samples. Wilcoxon matched-pairs and signed-rank tests showed statistically significant growth in student self-ratings related to the workshop learning objectives. CONCLUSIONS The 'How to Handle More than One Mentor to Achieve Excellence' workshop was well received as a component of pre-graduate and pre-professional training. Incorporating workshops like this may increase student preparedness around developing and cultivating healthy mentorship relationships throughout STEM training.
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Affiliation(s)
- Andrea G Marshall
- Department of Molecular Physiology and Biophysics, Vanderbilt University, Nashville, TN, 37232, USA
| | - Lillian J Brady
- Department of Pharmacology, Vanderbilt University, Nashville, TN, 37232, USA
| | | | - Kit Neikirk
- Department of Molecular Physiology and Biophysics, Vanderbilt University, Nashville, TN, 37232, USA.,Department of Biology, University of Hawaii at Hilo, Hilo, HI, 96720, USA
| | - Zer Vue
- Department of Molecular Physiology and Biophysics, Vanderbilt University, Nashville, TN, 37232, USA
| | - Heather K Beasley
- Department of Molecular Physiology and Biophysics, Vanderbilt University, Nashville, TN, 37232, USA
| | - Edgar Garza-Lopez
- Department of Internal Medicine, University of Iowa, IA City, IA, 52242, USA
| | - Sandra A Murray
- Department of Cell Biology, University of Pittsburgh School of Medicine, Pittsburgh, PA, 15213, USA
| | - Denise Martinez
- Department of Family Medicine, University of Iowa, IA City, IA, 52242, USA
| | - Haysetta D Shuler
- Department of Biological Sciences, Winston-Salem State University, Winston-Salem, NC, 27110, USA.,Shuler Consulting, Winston-Salem, NC, 27110, USA
| | - Elsie C Spencer
- Department of Molecular Physiology and Biophysics, Vanderbilt University, Nashville, TN, 37232, USA.,Teachers College, Columbia University, NY, NY, 10027, USA
| | - Derrick J Morton
- Department of Biological Sciences, University of Southern California, Los Angeles, CA, 90007, USA.,Kaiser Permanente Bernard J. Tyson School of Medicine, Department of Biomedical Science, Pasadena, CA 91107, USA
| | - Antentor Hinton
- Department of Molecular Physiology and Biophysics, Vanderbilt University, Nashville, TN, 37232, USA
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14
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Murray SA, Hinton A, Spencer EC. Developing cultural humility in immunology and STEMM mentoring. Trends Immunol 2022; 43:259-261. [DOI: 10.1016/j.it.2022.01.010] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.5] [Reference Citation Analysis] [What about the content of this article? (0)] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 10/31/2021] [Revised: 01/27/2022] [Accepted: 01/27/2022] [Indexed: 11/26/2022]
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15
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Murray SA, Spencer EC, Hinton A. The postdoctoral blueprint part one: creating a niche. Trends Cell Biol 2022; 32:370-373. [PMID: 35210164 PMCID: PMC9355867 DOI: 10.1016/j.tcb.2022.01.007] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [What about the content of this article? (0)] [Abstract] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 01/13/2022] [Accepted: 01/14/2022] [Indexed: 11/29/2022]
Abstract
Current postdoctoral fellows have a range of career options; however, following a career path into academia can be daunting. Here, we discuss essential elements needed to transition the postdoctoral position into faculty candidates. Furthermore, we provide critical hacks to help postdoctoral fellows to be well prepared to navigate the application and interview processes.
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Termini CM, Rutaganira FUN, Palavicino-Maggio CB, Spriggs CC, Evans CS, McReynolds MR. Using virtual interviewing to create a more accessible hybrid academic job market. Cell 2021; 184:6217-6221. [PMID: 34942095 DOI: 10.1016/j.cell.2021.11.027] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.3] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 10/18/2021] [Revised: 11/08/2021] [Accepted: 11/15/2021] [Indexed: 11/25/2022]
Abstract
Virtual interviewing has become ubiquitous with the academic job market. Here, we highlight the best practices for candidates and departments to consider when using virtual interviewing. We propose how virtual interviews can be leveraged and adapted for hybrid academic job searches combining virtual and in-person activities in a post-pandemic world.
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Affiliation(s)
- Christina M Termini
- Department of Orthopaedic Surgery, University of California, Los Angeles, Los Angeles, CA, USA; Department of Medicine, Division of Hematology and Cellular Therapy, Cedars Sinai Medical Center, Los Angeles, CA, USA; Clinical Research Division, Fred Hutchinson Cancer Research Center, Seattle, WA, USA
| | | | | | - Chelsey C Spriggs
- Department of Cell and Developmental Biology, University of Michigan Medical School, Ann Arbor, MI, USA
| | - Chantell S Evans
- Department of Cell Biology, Duke University Medical School, Durham, NC, USA.
| | - Melanie R McReynolds
- Department of Biochemistry and Molecular Biology, Huck Institutes of the Life Sciences, Pennsylvania State University, University Park, PA, USA.
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18
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Santiesteban L, McKenney M, Elkbuli A. Mentorship: A Millennia-Old Remedy for Learner Success Amidst the COVID-19 Pandemic. J Surg Res 2021; 267:593-597. [PMID: 34265603 PMCID: PMC8933628 DOI: 10.1016/j.jss.2021.06.038] [Citation(s) in RCA: 3] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Key Words] [Track Full Text] [Download PDF] [Journal Information] [Subscribe] [Scholar Register] [Received: 09/27/2020] [Revised: 06/01/2021] [Accepted: 06/10/2021] [Indexed: 12/16/2022]
Affiliation(s)
- Luis Santiesteban
- Department of Surgery, Division of Trauma and Surgical Critical Care, Kendall Regional Medical Center, Miami, FL, USA
| | - Mark McKenney
- Department of Surgery, Division of Trauma and Surgical Critical Care, Kendall Regional Medical Center, Miami, FL, USA,University of South Florida, Tampa, FL
| | - Adel Elkbuli
- Department of Surgery, Division of Trauma and Surgical Critical Care, Kendall Regional Medical Center, Miami, FL, USA,Corresponding Author. Adel Elkbuli, MD, MPH, Department of Surgery, Kendall Regional Medical Center, 11750 Bird Road. Miami, FL 33175
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Shuler H, Cazares V, Marshall A, Garza-Lopez E, Hultman R, Francis TK, Rolle T, Byndloss MX, Starbird CA, Hicsasmaz I, AshShareef S, Neikirk K, Johnson PEC, Vue Z, Beasley HK, Williams A, Hinton A. Intentional mentoring: maximizing the impact of underrepresented future scientists in the 21st century. Pathog Dis 2021; 79:6324567. [PMID: 34283236 PMCID: PMC8326955 DOI: 10.1093/femspd/ftab038] [Citation(s) in RCA: 30] [Impact Index Per Article: 10.0] [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] [Received: 06/26/2021] [Accepted: 07/16/2021] [Indexed: 12/30/2022] Open
Abstract
Mentoring is a developmental experience intended to increase the willingness to learn and establish credibility while building positive relationships through networking. In this commentary, we focus on intentional mentoring for underrepresented mentees, including individuals that belong to minority racial, ethnic and gender identity groups in Science, Technology, Engineering, Mathematics and Medicine (STEMM) fields. Intentional mentoring is the superpower action necessary for developing harmony and comprehending the purpose and value of the mentor/mentee relationship. Regardless of a mentor's career stage, we believe the strategies discussed may be used to create a supportive and constructive mentorship environment; thereby improving the retention rates of underrepresented mentees within the scientific community.
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Affiliation(s)
- Haysetta Shuler
- Department of Biological Sciences, Winston- Salem State University, Winston-Salem, NC, USA
| | - Victor Cazares
- Department of Psychology, Neuroscience Program, Williams College, Williamstown, MA, USA
| | - Andrea Marshall
- Department of Molecular Physiology and Biophysics, Vanderbilt University School of Medicine, Nashville, TN, USA
| | - Edgar Garza-Lopez
- Department of Molecular Physiology and Biophysics, Vanderbilt University School of Medicine, Nashville, TN, USA.,Hinton and Garza Lopez Consulting Company, Iowa City, IA, USA
| | - Rainbo Hultman
- Department of Molecular Physiology and Biophysics, Iowa Neuroscience Institute, Pappajohn Biomedical Institute, University of Iowa, Iowa City, IA, USA
| | | | - Tiffany Rolle
- National Human Genome Research Institute, Bethesda, MD, USA.,American Society for Human Genetics, Rockville, MD, USA
| | - Mariana X Byndloss
- Department of Pathology, Microbiology, and Immunology, Vanderbilt University Medical Center, Nashville, TN, USA
| | | | - Innes Hicsasmaz
- Department of Internal Medicine, University of Iowa, Carver College of Medicine, Iowa City, IA, USA
| | - Salma AshShareef
- Department of Internal Medicine, University of Iowa, Carver College of Medicine, Iowa City, IA, USA
| | - Kit Neikirk
- Department of Natural Sciences, The University of Hawaii at Hilo, Hilo, HI, USA
| | | | - Zer Vue
- Department of Molecular Physiology and Biophysics, Vanderbilt University School of Medicine, Nashville, TN, USA
| | - Heather K Beasley
- Department of Molecular Physiology and Biophysics, Vanderbilt University School of Medicine, Nashville, TN, USA
| | - Aislinn Williams
- Department of Psychiatry, Iowa Neuroscience Institute, Pappajohn Biomedical Institute, University of Iowa, Iowa City, IA, USA
| | - Antentor Hinton
- Department of Molecular Physiology and Biophysics, Vanderbilt University School of Medicine, Nashville, TN, USA.,Hinton and Garza Lopez Consulting Company, Iowa City, IA, USA
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Marshall A, Pack AD, Owusu SA, Hultman R, Drake D, Rutaganira FUN, Namwanje M, Evans CS, Garza-Lopez E, Lewis SC, Termini CM, AshShareef S, Hicsasmaz I, Taylor B, McReynolds MR, Shuler H, Hinton AO. Responding and navigating racialized microaggressions in STEM. Pathog Dis 2021; 79:6287574. [PMID: 34048540 PMCID: PMC8175228 DOI: 10.1093/femspd/ftab027] [Citation(s) in RCA: 24] [Impact Index Per Article: 8.0] [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] [Received: 04/21/2021] [Accepted: 05/10/2021] [Indexed: 11/12/2022] Open
Abstract
While it is commonly thought that microaggressions are isolated incidents, microaggressions are ingrained throughout the academic research institution (Young, Anderson and Stewart 2015; Lee et al. 2020). Persons Excluded from science because of Ethnicity and Race (PEERs) frequently experience microaggressions from various academicians, including graduate students, postdocs and faculty (Asai 2020; Lee et al. 2020). Here, we elaborate on a rationale for concrete actions to cope with and diminish acts of microaggressions that may otherwise hinder the inclusion of PEERs. We encourage Science, Technology, Engineering and Mathematics (STEM) departments and leadership to affirm PEER scholar identities and promote allyship by infusing sensitivity, responsiveness and anti-bias awareness.
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Affiliation(s)
- Andrea Marshall
- Department of Molecular Physiology and Biophysics, Vanderbilt University, Nashville, TN, USA
| | - Angela D Pack
- Department of Microbiology and Immunology, University of Iowa, Iowa City, IA, USA
| | - Sarah Afua Owusu
- Department of Surgery, Surgical Therapeutic Advancement Center, University of Virginia Health System, Charlottesville, VA, USA
| | - Rainbo Hultman
- Department of Molecular Physiology and Biophysics, University of Iowa, Iowa City, IA, USA.,Iowa Neuroscience Institute, University of Iowa, Iowa City, IA, USA
| | - David Drake
- Department of Endodontics, University of Iowa, Iowa City, IA, USA
| | | | - Maria Namwanje
- Division of Pediatric Genetics, University of Tennessee Health Science Center, Memphis, TN, USA
| | - Chantell S Evans
- Department of Physiology, University of Pennsylvania, Philadelphia, PA, USA
| | - Edgar Garza-Lopez
- Department of Microbial Pathogens and Immunity, Rush University, Chicago, IL, USA.,Hinton and Garza Lopez Family Consulting Company, Iowa City, IA, USA
| | - Samantha C Lewis
- Department of Molecular and Cell Biology, University of California, Berkeley, Berkeley, CA, USA
| | - Christina M Termini
- Department of Orthopaedic Surgery, University of California, Los Angeles, Los Angeles, CA, USA
| | - Salma AshShareef
- Department of Internal Medicine, University of Iowa, Iowa City, IA, USA.,Fraternal Order of Eagles Diabetes Research Center, University of Iowa, Iowa City, IA, USA
| | - Innes Hicsasmaz
- Department of Internal Medicine, University of Iowa, Iowa City, IA, USA.,Fraternal Order of Eagles Diabetes Research Center, University of Iowa, Iowa City, IA, USA
| | - Brittany Taylor
- Biomedical Engineering Department, University of Florida, Gainesville, FL, USA
| | - Melanie R McReynolds
- Lewis-Sigler Institute for Integrative Genomics, Princeton University, Princeton, NJ, USA.,Department of Chemistry, Princeton University, Princeton, NJ, USA
| | - Haysetta Shuler
- Department of BiologicalSciences, 601 South Martin Luther King Drive, WBA Science Building, room 217, Winston-Salem, NC 27110, USA
| | - Antentor O Hinton
- Department of Molecular Physiology and Biophysics, Vanderbilt University, Nashville, TN, USA.,Hinton and Garza Lopez Family Consulting Company, Iowa City, IA, USA
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Raharjo SB, Mustika R, Lydia A, Yanni M, Sulastomo H, Zhuhra RT, Atmadikoesoemah CA. Trainees’ perceptions and expectations of formal academic mentoring during the COVID-19 pandemic in Indonesian cardiology residency programs. J Educ Eval Health Prof 2021; 18:19. [PMID: 34399567 PMCID: PMC8616722 DOI: 10.3352/jeehp.2021.18.19] [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] [Subscribe] [Scholar Register] [Received: 06/16/2021] [Accepted: 07/20/2021] [Indexed: 05/06/2023]
Abstract
PURPOSE During medical residency programs, physicians develop their professional identities as specialists and encounter high expectations in terms of achieving competencies. The responsibilities of medical trainees include caring for patients, balancing work with personal life, and weathering stress, depression, and burnout. Formal academic mentoring programs strive to ease these burdens. The coronavirus disease 2019 (COVID-19) pandemic has altered the trainee–academic mentor relationship, and solutions are needed to address these challenges. The present study aimed to evaluate the formal academic mentoring process through trainees’ perceptions and expectations of formal mentoring programs during COVID-19 in Indonesian cardiology residency programs. METHODS This cross-sectional study used a self-administered online questionnaire to capture trainees’ perceptions and expectations regarding academic mentoring programs in 3 cardiology residency programs in Indonesia from October to November 2020. The questionnaire was developed before data collection. Perceptions of the existing mentoring programs were compared with expectations. RESULTS Responses were gathered from 169 out of 174 residents (response rate, 97.3%). Most trainees reported having direct contact with COVID-19 patients (88.82%). They stated that changes had taken place in the mode and frequency of communication with their academic advisors during the pandemic. Significant differences were found between trainees’ perceptions of the existing mentoring programs and their expectations for academic mentoring programs (P<0.001). CONCLUSION Despite the challenges of interacting with their academic mentors, trainees still perceived academic mentors as a vital resource. Study programs need to consider trainees’ expectations when designing academic mentoring programs.
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Affiliation(s)
- Sunu Budhi Raharjo
- Department of Cardiology and Vascular Medicine, Faculty of Medicine, Universitas Indonesia, Jakarta, Indonesia
- Medical Education Collaboration Cluster, Indonesian Medical Education and Research Institute, Universitas Indonesia, Jakarta, Indonesia
| | - Rita Mustika
- Medical Education Collaboration Cluster, Indonesian Medical Education and Research Institute, Universitas Indonesia, Jakarta, Indonesia
- Department of Medical Education, Faculty of Medicine, Universitas Indonesia, Jakarta, Indonesia
- Corresponding
| | - Aida Lydia
- Medical Education Collaboration Cluster, Indonesian Medical Education and Research Institute, Universitas Indonesia, Jakarta, Indonesia
- Kidney and Hypertension Division, Department of Internal Medicine, Universitas Indonesia, Jakarta, Indonesia
| | - Mefri Yanni
- Department of Cardiology and Vascular Medicine, Faculty of Medicine, Andalas University, Padang, Indonesia
| | - Heru Sulastomo
- Department of Cardiology and Vascular Medicine, Faculty of Medicine, Sebelas Maret University, Surakarta, Indonesia
| | - Rahma Tsania Zhuhra
- Medical Education Collaboration Cluster, Indonesian Medical Education and Research Institute, Universitas Indonesia, Jakarta, Indonesia
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