Community voices: the importance of diverse networks in academic mentoring

Retention of Nursing Educators: A Qualitative Study of Personal and Work Environment Aspects

BACKGROUND

Limited support for nurse educators can hinder their professional development, as they may struggle to apply best practices and innovative teaching strategies.

PURPOSE

This study aimed to identify the personal and work environment aspects that influence nursing faculty members' ability to remain in academia.

METHODS

This qualitative descriptive study was conducted with 18 faculty members working at 2 public universities in Saudi Arabia. Four focus group sessions were conducted, and a thematic analysis approach was used for the data analysis.

RESULTS

The following themes emerged: appreciation and sense of security, individual and personal characteristics, work environment factors, cultural influences and responsibilities, and recommendations for individuals and organizations.

CONCLUSIONS

Based on these themes, future research should implement appreciation initiatives such as recognition programs, mentorship opportunities, and regular feedback sessions, as well as evaluate their impact on educators' sense of appreciation and recognition.

Toward equity in cultivating a "garden of mentors:" An exploration of networking experiences in an implementation research training program

Introduction

The Institute for Implementation Science Scholars (IS-2) is a dissemination and implementation (D&I) science training and mentoring program. A key component of IS-2 is collaborating and networking. To build knowledge on effective networking and mentoring, this study sought to 1) conduct a social network analysis to determine whether underrepresented scholars have equivalent levels of connection and 2) gain insights into the differences in networking among racial/ethnic subgroups of scholars.

Methods

Social network survey data were used to select participants based on number of collaborative connections (highest, lowest) and racial/ ethnic category (underrepresented, not underrepresented). Interviews were recorded, transcribed, and coded using an iterative process.

Results

The sample consisted of eight highly networked scholars, eight less networked scholars, seven from underrepresented racial and ethnic groups, and nine from not underrepresented groups. Qualitative data showed a lack of connection, reluctance to network, and systematic issues including institutional biases as possible drivers of group differences. In addition, scholars provided suggestions on how to overcome barriers to networking and provided insights into how IS-2 has impacted their D&I research and knowledge.

Conclusions

Underrepresented scholars have fewer network contacts than not underrepresented scholars in the IS-2 training program. It is imperative for leadership to be intentional with mentorship pairing, especially for underrepresented scholars. Future research might include interviews with program leaders to understand how network pairings are built to improve the mentorship experience.

Perspectives on the intersection of race and ethnicity, immigration status, and sexual and gender minoritised status among clinical and scientific workforces in Latin America

Latin America is a highly diverse region comprised of populations with multiple intersecting identities. In this paper, we explore how race and ethnicity, immigration status, and sexual and gender minoritised status combine to affect entry into and advancement within clinical and scientific workforces in Latin America. Drawing upon intersectionality theory and existing evidence, we explain how individuals with multiple marginalised identities are particularly disadvantaged in accessing high-level positions and face barriers such as discrimination, poverty, and statistical omission. We also discuss that increasing diversity in the clinical and scientific workforces will likely benefit from system-level changes addressing educational and workplace inequality, creating mentorship opportunities, designing educational campaigns to reduce stigma and discrimination, and improving survey measures to better understand the diversity of populations. Prioritising diversity and inclusion in the clinical and scientific workforces can improve research and healthcare delivery, ultimately reducing existing economic and health inequities in the region.

Impact of discrimination on training and career of radiation oncologists in France

Purpose

In France, radiation oncologists are predominantly men with only 44 % of women. Many studies have highlighted gender disparities in medicine. The main objective of our study was to assess the impact of discriminations on radiation oncologists' career.

Materials and methods

An anonymous online questionnaire, adapted from the one used by the ESMO W4O group, was sent to all radiation oncologists in France between March and June 2022. It included questions related to professional experience, gender, socio-ethnicity, sexual orientation, and personal life.

Results

Among the 999 radiation oncologists and 168 residents in France, 225 questionnaires were collected (19.2 %). Among the respondents, 60 % were women and 25 % were residents. The mean age was 39.2 years (range: 25-78). The career satisfaction rate was 92 %, with no gender difference. Gender was considered to have a negative impact on the career development by 65 % of women. Social origin was an obstacle to career development for 37 % of all the respondents, and ethnic origin for 25 %. Sixty two percent of women reported having experienced inappropriate behavior or sexual harassment in their workplace, 38 % felt that having a child had "extremely" or "very" much impacted their career versus 8.5 % of men (p < 0.001). The most popular proposals for improvement were the creation of a network of women radiation oncologists with specific educational programs and the addition of quotas in institutions and key positions.

Conclusions

This study is the first one assessing the various type of discrimination experienced by radiation oncologists in France. We make a few proposals for improvement of training and working conditions, regardless of the origin and gender.

Mentorship in health professions education - an AMEE guide for mentors and mentees: AMEE Guide No. 167

This AMEE guide discusses theoretical principles and practical strategies for health professions educators to promote impactful mentoring relationships. Traditional definitions are challenged, distinctions are made between roles such as mentor, advisor, coach and sponsor. As educational environments change and options for professional development expand, we argue that the traditional dyadic format of mentoring alone will not help mentees to maximise their professional growth. Newer formats of mentoring are discussed in detail and their advantages and disadvantages compared. We use a variety of theoretical concepts to anchor the practice of mentorship: self-focussed and other-focussed motives; psychological safety; personal interpretive framework; Daloz model for balancing support and challenge; zone of proximal development; communities of practice; and development along multiple layers of competence. Recommended strategies for effective mentoring are based on extensive review of literature, as well as combined professional mentoring experiences of the authors. We use key principles from the theories described and phases of mentoring relationships as foundations for the suggested best practices of mentorship. Finally, we emphasise the role of mentees in their own professional development and provide tips for them on seeking mentors, expanding their mentoring network and taking the lead in setting the agenda during mentoring meetings and formulating action plans for their own advancement.

Diverse Mentoring Connections Across Institutional Boundaries in the Biomedical Sciences: Innovative Graph Database Analysis

BACKGROUND

With an overarching goal of increasing diversity and inclusion in biomedical sciences, the National Research Mentoring Network (NRMN) developed a web-based national mentoring platform (MyNRMN) that seeks to connect mentors and mentees to support the persistence of underrepresented minorities in the biomedical sciences. As of May 15, 2024, the MyNRMN platform, which provides mentoring, networking, and professional development tools, has facilitated more than 12,100 unique mentoring connections between faculty, students, and researchers in the biomedical domain.

OBJECTIVE

This study aimed to examine the large-scale mentoring connections facilitated by our web-based platform between students (mentees) and faculty (mentors) across institutional and geographic boundaries. Using an innovative graph database, we analyzed diverse mentoring connections between mentors and mentees across demographic characteristics in the biomedical sciences.

METHODS

Through the MyNRMN platform, we observed profile data and analyzed mentoring connections made between students and faculty across institutional boundaries by race, ethnicity, gender, institution type, and educational attainment between July 1, 2016, and May 31, 2021.

RESULTS

In total, there were 15,024 connections with 2222 mentees and 1652 mentors across 1625 institutions contributing data. Female mentees participated in the highest number of connections (3996/6108, 65%), whereas female mentors participated in 58% (5206/8916) of the connections. Black mentees made up 38% (2297/6108) of the connections, whereas White mentors participated in 56% (5036/8916) of the connections. Mentees were predominately from institutions classified as Research 1 (R1; doctoral universities-very high research activity) and historically Black colleges and universities (556/2222, 25% and 307/2222, 14%, respectively), whereas 31% (504/1652) of mentors were from R1 institutions.

CONCLUSIONS

To date, the utility of mentoring connections across institutions throughout the United States and how mentors and mentees are connected is unknown. This study examined these connections and the diversity of these connections using an extensive web-based mentoring network.

E-learning and research experience exchange in the online setting of student peer mentor network during COVID-19 pandemic and beyond: A laboratory case study

For close to 2 years, we have witnessed the impacts of the SARS-CoV-2 pandemic on research at several different levels. Among the list, limited access to laboratory-based training for undergraduate students prevented this cohort from gaining exposure to the realities of a research laboratory at a critical time in training when they may have found motivation in this area as a career. COVID exposed a weakness in our training pipeline; an extreme dependency on face-to-face training that threatened to create a void in the research talent needed to replenish the scientific community every year. In the classroom, we witnessed a revolution of e-learning based approaches that could be rapidly implemented based on existing footprints. Out of necessity, our laboratory developed and implemented an e-learning model of an undergraduate peer mentor network that provides a knowledge and experience exchange platform between students with different levels of research experience. Implementation of the platform was to aid students with gaining knowledge in multiple aspects of scientific research and hands-on work in a research laboratory. The collaboration between the students of the network was aimed at not only advancing the theoretical and practical research experience, but also at developing feedback implementation and practicing "soft skills" critical for teamwork and leadership. Herein, we present an overview of the model along with survey responses of the students participating in the peer mentor network. We have found that peer delivery of practical benchwork both via scientific presentations and visualized experiments, reduced the time of training and the amount of staff assistance needed when students returned to the bench. Furthermore, this model accelerated student independence in laboratory work and increased research interest overall. In summary, the model of a peer mentor network has the potential to serve as a training platform and as a customized tool, supplementing research laboratory training at the undergraduate level beyond the pandemic.

Postdoctoral scientists are mentors, and it is time to recognize their work

Academia often fails to recognize the important work that supports its functioning, such as mentoring and teaching performed by postdoctoral researchers. This is a particular problem for early-career researchers, but opportunities exist to improve the status quo.

Analysis of Racial and Gender Distribution of US-Doctor of Medicines Graduates Entering Into General Surgery and Surgical Subspecialties' Residencies: The Need for Effective & Sustainable Diversity, Equity, and Inclusion Strategies

INTRODUCTION

We aim to investigate disparities & inequities based on race, sex, graduating age, and the number of peer-reviewed publications among allopathic U.S. Doctor of Medicine graduates who reported entering a surgical training program over a span of 5 y.

METHODS

A retrospective cohort analysis of the Association of American Medical Colleges student records system and Electronic Residency Application Service for graduates entering a surgical specialty residency during graduate medical education training cycles 2015-2020.

RESULTS

African American, Asian, and Hispanic applicants each accounted for less than 1% of graduates who reported entering a surgical training program. Asians (OR = 0.58, P = 0.01) and those identifying as other races (OR = 0.74, P = 0.01) were significantly less likely to enter a surgical subspecialty when compared to Caucasians. Orthopedic surgery contained the lowest proportion of minorities; African Americans 0.5% (n = 18), Asians 0.3% (n = 11), Hispanics 0.1% (n = 4), and others with 2% (n = 68). Females who reported entering Orthopedic surgery training represented the smallest female population in surgical specialties (17%, n = 527). The number of peer-reviewed publications was significantly associated with male sex (β = 0.28, P < 0.01), age between 30 and 32 at graduation (β = 1.76, P < 0.01), and identification as other races (β = 1.53, P < 0.01).

CONCLUSIONS

Racial minorities represented only 5.1% of graduates who reported entering a surgical specialty graduate medical education training program. Minority races and females were significantly less likely to enter a surgical subspecialty training program compared to Caucasian graduates and males, especially in orthopedic surgery. Implementation of specialty-specific programs and diversity, equity, and inclusion departments that promote mentorship and guidance toward residency programs is needed to combat continued race and sex disparities.

The power of peer networking for improving STEM faculty job applications: a successful pilot programme

To attain a faculty position, postdoctoral fellows submit job applications that require considerable time and effort to produce. Although mentors and colleagues review these applications, postdocs rarely receive iterative feedback from reviewers with the breadth of expertise typically found on an academic search committee. To address this gap, we describe an international peer-reviewing programme for postdocs across disciplines to receive reciprocal, iterative feedback on faculty applications. A participant survey revealed that nearly all participants would recommend the programme to others. Furthermore, our programme was more likely to attract postdocs who struggled to find mentoring, possibly because of their identity as a woman or member of an underrepresented population in STEM or because they changed fields. Between 2018 and 2021, our programme provided nearly 150 early career academics with a diverse and supportive community of peer mentors during the difficult search for a faculty position and continues to do so today. As the transition from postdoc to faculty represents the largest 'leak' in the academic pipeline, implementation of similar programmes by universities or professional societies would provide psycho-social support necessary to prevent attrition of individuals from underrepresented populations as well as increase the chances of success for early career academics in their search for independence.

A Course Design for Remote Teaching Advanced Topics in Neuroscience

The COVID-19 pandemic pushed educators to engage in remote teaching out of necessity, but as our relationship with teaching technology grows, remote teaching has emerged as a suitable substitute for in-person education. In this manuscript, we detail a course design for remote teaching advanced topics in neuroscience at the undergraduate level. The course and its different features were designed to fulfill a set of learning goals that closely align with those put forth by the Faculty for Undergraduate Neuroscience (FUN) and the American Association for the Advancement of Science (AAAS). Furthermore, these learning goals can be applied to any advanced neuroscience class, regardless of the topic material. To achieve these goals, we created a curriculum with distinct design features. These features included a synchronous lecture-discussion system, asynchronous lesson content videos, guest principal investigators, and deemphasized grading. Instead of traditional examination, the students participated in assignments designed to give them extensive science communication experience. At the end of the course, we indirectly assessed student outcomes using an Instructor Course Evaluation survey distributed by the university. From this survey, we were able to conclude that students' perception of the final course outcome was highly satisfactory, with strong indications that the students believed we met our learning goals. Thus, the course design described herein represents a tool for others wishing to utilize it for remote teaching advanced topics in science.

Challenging the "old boys club" in academia: Gender and geographic representation in editorial boards of journals publishing in environmental sciences and public health

In light of global environmental crises and the need for sustainable development, the fields of public health and environmental sciences have become increasingly interrelated. Both fields require interdisciplinary thinking and global solutions, which is largely directed by scientific progress documented in peer-reviewed journals. Journal editors play a critical role in coordinating and shaping what is accepted as scientific knowledge. Previous research has demonstrated a lack of diversity in the gender and geographic representation of editors across scientific disciplines. This study aimed to explore the diversity of journal editorial boards publishing in environmental science and public health. The Clarivate Journal Citation Reports database was used to identify journals classified as Public, Environmental, and Occupational (PEO) Health, Environmental Studies, or Environmental Sciences. Current EB members were identified from each journal's publicly available website between 1 March and 31 May 2021. Individuals' names, editorial board roles, institutional affiliations, geographic locations (city, country), and inferred gender were collected. Binomial 95% confidence intervals were calculated for the proportions of interest. Pearson correlations with false discovery rate adjustment were used to assess the correlation between journal-based indicators and editorial board characteristics. Linear regression and logistic regression models were fitted to further assess the relationship between gender presence, low- and middle-income country (LMIC) presence and several journal and editor-based indicators. After identifying 628 unique journals and excluding discontinued or unavailable journals, 615 journal editorial boards were included. In-depth analysis was conducted on 591 journals with complete gender and geographic data for their 27,772 editors. Overall, the majority of editors were men (65.9%), followed by women (32.9%) and non-binary/other gender minorities (0.05%). 75.5% journal editorial boards (n = 446) were composed of a majority of men (>55% men), whilst only 13.2% (n = 78) demonstrated gender parity (between 45-55% women/gender minorities). Journals categorized as PEO Health had the most gender diversity. Furthermore, 84% of editors (n = 23,280) were based in high-income countries and only 2.5% of journals (n = 15) demonstrated economic parity in their editorial boards (between 45-55% editors from LMICs). Geographically, the majority of editors' institutions were based in the United Nations (UN) Western Europe and Other region (76.9%), with 35.2% of editors (n = 9,761) coming solely from the United States and 8.6% (n = 2,373) solely from the United Kingdom. None of the editors-in-chief and only 27 editors in total were women based in low-income countries. Through the examination of journal editorial boards, this study exposes the glaring lack of diversity in editorial boards in environmental science and public health, explores the power dynamics affecting the creation and dissemination of knowledge, and proposes concrete actions to remedy these structural inequities in order to inform more equitable, just and impactful knowledge creation.