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Dawod MS, Alswerki MN, Al-Takhaineh MA. Factors that influence medical students' decision to pursue a career in orthopaedics: a comprehensive analysis. INTERNATIONAL ORTHOPAEDICS 2024; 48:1139-1147. [PMID: 38436709 DOI: 10.1007/s00264-024-06132-5] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 11/28/2023] [Accepted: 02/24/2024] [Indexed: 03/05/2024]
Abstract
PURPOSE Selecting a postgraduate medical or surgical specialty is a significant decision for medical students, influenced by factors such as demographics, academic performance, satisfaction, work environments, personal aspirations, passion for a specific specialty, exposure to different fields during medical education, lifestyle considerations, financial factors, job market conditions, and prospects. Our research focused on orthopaedic surgery, a highly competitive specialty with many applicants and a low acceptance rate. We aimed to investigate the factors that contribute to the sustained interest in this specialty despite the challenges of securing a residency position. Hence, this study aims to examine the potential factors that influence students' decision to pursue a career as an orthopaedic surgeon. METHODS This cross-sectional study explores the perspectives and attitudes of 211 fifth-year medical students towards orthopaedic surgery after completing their clinical rotation at Mutah University's School of Medicine in 2022. The inclusion criteria for the study were limited to fifth-year medical students who successfully finished the orthopaedic rotation. A questionnaire was employed to evaluate students' firm commitment to orthopaedics as a prospective career and the degree of their current interest in the specialty. RESULTS The study involved 210 participants, with 99 selecting orthopaedics as their specialty and 111 pursuing alternatives. Furthermore, 41.4% expressed the intention to apply for orthopaedic residencies. Factors impacting orthopaedics selection included family/peer input (p = 0.002), prestige (p = 0.002), research prospects (p = 0.005), leadership potential (p = 0.011). Chi-square analysis showed associations between choosing orthopaedics and male gender (p = 0.028), parental occupation in musculoskeletal fields (p = 0.038), and elective rotations (p = 0.016). CONCLUSION This study examines the factors that influence medical students' career preferences in orthopaedic surgery, highlighting the significance of familial and peer influences, job prestige perceptions, gender considerations, parental involvement, elective rotations, research and teaching potential assessments, and aspirations for leadership roles. These findings reveal the complex array of factors that guide medical students toward orthopaedic surgery.
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Affiliation(s)
- Moh'd S Dawod
- Faculty of Medicine, Mutah University, Al-karak, Jordan
| | - Mohammad N Alswerki
- Department of Orthopedics, Jordan University Hospital, P.O. Box: 13046, Amman, 11942, Jordan.
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Anderson AJ, Jones KV, DuBois DL, Çifci F, Teger Z. Cultural humility development in adults serving as mentors for youth: A qualitative evidence synthesis. AMERICAN JOURNAL OF COMMUNITY PSYCHOLOGY 2023. [PMID: 38149654 DOI: 10.1002/ajcp.12730] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Subscribe] [Scholar Register] [Received: 04/21/2023] [Revised: 09/17/2023] [Accepted: 11/08/2023] [Indexed: 12/28/2023]
Abstract
This qualitative review synthesizes evidence regarding how cultural humility (i.e., critical self-reflection, challenging inequity) may be influenced by the experience of serving as a mentor in a youth program. A systematic search identified 35 qualitative studies with findings that address this question. Thematic synthesis of extracted data identified the following six themes, all but one of which pertains to ways in which serving as a mentor appeared to have enhanced the cultural humility of the adults involved: (1) humanizing others: awareness of experiential differences, (2) reflecting inward on one's own identity, biases, and opportunities, (3) connecting with others, (4) recognizing environmental influences on human development, (5) envisioning contributions to community change, and (6) counterevidence: deficit-oriented attributions. Findings indicate that mentor cultural humility development primarily entailed individual and interpersonal awareness with relatively less evidence of increased awareness of and action to change inequality. The identified themes provide promising directions for future research as well as potentially useful avenues for incorporating consideration of cultural humility more intentionally in the development and evaluation of mentoring programs for youth.
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Affiliation(s)
- Amy J Anderson
- Department of Educational Psychology, University of North Texas, Denton, Texas, USA
| | - Kristian V Jones
- School of Social Work, University of Washington, Seattle, Washington, USA
| | - David L DuBois
- Division of Community Health Sciences, University of Illinois Chicago, Chicago, Illinois, USA
| | - Fatmanur Çifci
- Department of Educational Psychology, University of North Texas, Denton, Texas, USA
| | - Zara Teger
- School of Social Work, University of Washington, Seattle, Washington, USA
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Andersen TS, Wellen H. Being a mentor in the digital era: An exploratory study of the benefits undergraduate student mentors derived from providing virtual mentoring to youth. JOURNAL OF COMMUNITY PSYCHOLOGY 2023; 51:2635-2651. [PMID: 37148560 DOI: 10.1002/jcop.23051] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 04/30/2022] [Revised: 03/08/2023] [Accepted: 04/25/2023] [Indexed: 05/08/2023]
Abstract
The purpose of the study was to understand mentors' perceptions of the benefits they derived from providing virtual mentoring to youth at risk of school failure and justice system involvement in an alternative school-based mentoring program. Using data collected from 38 university student mentors, we used a qualitative case study design focused on generating highly credible descriptions of mentors' perceptions of how they were affected by their experiences providing virtual mentoring. The three conceptual themes that emerged in our analysis were that virtual mentors described experiencing the following outcomes: (1) the reduction of biases and development of cultural humility, (2) the development of communication and leadership skills, and (3) a cultivation of civic responsibility and a sense of empowerment to make a difference. These findings suggest that providing virtual mentoring to youth may be one important tool for building competencies for undergraduate students.
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Affiliation(s)
- Tia S Andersen
- Department of Criminology and Criminal Justice, University of South Carolina, Columbia, USA
| | - Hadley Wellen
- Department of Criminology and Criminal Justice, University of South Carolina, Columbia, USA
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Anderson AJ, DuBois DL. Are adults influenced by the experience of mentoring youth? A scoping review. JOURNAL OF COMMUNITY PSYCHOLOGY 2023; 51:1032-1059. [PMID: 36322942 DOI: 10.1002/jcop.22954] [Citation(s) in RCA: 3] [Impact Index Per Article: 3.0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 07/05/2022] [Revised: 10/06/2022] [Accepted: 10/07/2022] [Indexed: 06/16/2023]
Abstract
AIMS A relatively large body of research exists on the effectiveness of mentoring programs directed at youth and numerous syntheses of this literature have proven useful for advancing both research and practice. Less studied, but also important is the potential for adults serving in the role of mentor to young persons to be influenced by this experience. A scoping review was conducted with the aim of identifying and critically assessing major trends in the methods and findings in this literature. METHODS Included sources were empirical studies reporting findings that address potential influences on adults (18+) serving as mentors to youth (<18) in formal programs designed for this purpose. The initial search resulted in 3155 records and 96 were included in the review. RESULTS Approximately half of the studies (58%) focused on younger adults (ages 18-22 years old, e.g., college students) serving as mentors; only a small minority of studies focused on adults over 35 years old (10%). Most studies were qualitative (n = 54). Studies with a quantitative component (n = 18 quantitative only; n = 24 mixed methods) exhibited a significant risk of bias for inferring effects on mentors due to limitations in study design (e.g., lack of comparison group). Studies most often addressed potential outcomes for mentors in academic/career (55%) and social (45%) domains, when findings suggested possible effects on mentors, they were nearly universally in a positive direction. CONCLUSION Existing research, although consistent with the potential for adults to benefit from the experience of mentoring youth, has insufficient rigor and representativeness to adequately address this question. Future research should utilize more rigorous quantitative designs and samples with greater representativeness of the different stages of adult development.
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Affiliation(s)
- Amy J Anderson
- Center of Excellence in Maternal and Child Health, Division of Community Health Sciences, School of Public Health, University of Illinois Chicago, Chicago, Illinois, USA
| | - David L DuBois
- Center of Excellence in Maternal and Child Health, Division of Community Health Sciences, School of Public Health, University of Illinois Chicago, Chicago, Illinois, USA
- Institute for Health Research and Policy, University of Illinois Chicago, Chicago, Illinois, USA
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Kaljo K, Ngui EM, Treat R, Rader JS. Student-centered Pipeline to Advance Research in Cancer Careers (SPARCC): Diversifying the Clinical Cancer Research Workforce. JOURNAL OF CANCER EDUCATION : THE OFFICIAL JOURNAL OF THE AMERICAN ASSOCIATION FOR CANCER EDUCATION 2023; 38:370-377. [PMID: 35083731 PMCID: PMC9314452 DOI: 10.1007/s13187-021-02127-7] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Subscribe] [Scholar Register] [Accepted: 12/19/2021] [Indexed: 06/14/2023]
Abstract
A lack of diversity in the clinical cancer workforce causes undue burden limiting research and patient care advancements. Recruitment and retention of individuals underrepresented in medicine/research can enhance patient-provider concordance. The Student-centered Pipeline to Advance Research in Cancer Careers (SPARCC) uniquely prepares underrepresented minority students to quickly transition into the clinical research workforce and seek advanced graduate degrees. Experiential learning theory and culturally responsive pedagogy ground SPARCC's rigorous competency-based curriculum incorporating cancer care, clinical trial development, social supports, and mentored research experiences. Concurrent mixed-methods analysis includes evaluations of workshops, clinical-practicums, and pre-, post-, and 6-month-post-knowledge, attitudes, and practices. Analysis of data included stepwise multivariate regression analysis, Spearman's rho correlations, and assessments of inter-item reliability via Cronbach's alpha (IBM® SPSS® 24.0). Inductive content analysis coded phrases and analytic patterns were distilled enhancing descriptions of experiences. From January 2019 to March 2019, 62% of applications came from underrepresented minorities. Ten students were accepted, 90% identified as underrepresented minority. All ten students completed the pre-, post-, and 6-month-post-evaluations. Overall scores increased significantly from pre-evaluation to 6-month-post-evaluation. Evaluation data came from 431 responses of 60 workshops, with a mean score of 9.1 (10-point scale). Students completed three clinical practicums, which received an overall mean score of 8.2 (10-point scale). A robust curriculum, structured recruitment, diverse faculty, and comprehensive evaluations made SPARCC a compelling strategy for supporting underrepresented minority students to seek immediate employment as clinical research professionals or application to advanced graduate degree programs.
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Affiliation(s)
- Kristina Kaljo
- Department of Obstetrics and Gynecology, Medical College of Wisconsin, 9200 West Wisconsin Avenue, Milwaukee, WI, 53202, USA.
| | - Emmanuel M Ngui
- Joseph J. Zilber School of Public Health, University of Wisconsin-Milwaukee, Milwaukee, WI, USA
| | - Robert Treat
- Office of Academic Affairs, Medical College of Wisconsin, Milwaukee, WI, USA
| | - Janet S Rader
- Department of Obstetrics and Gynecology, Medical College of Wisconsin, Milwaukee, WI, USA
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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] [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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Establishing a benchmark of diversity, equity, inclusion and workforce engagement in radiation oncology in Europe – an ESTRO collaborative project. Radiother Oncol 2022; 171:198-204. [DOI: 10.1016/j.radonc.2022.04.011] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 11/30/2021] [Revised: 04/01/2022] [Accepted: 04/10/2022] [Indexed: 11/23/2022]
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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] [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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Ortiz D, Matusko N, Vallie J, Burdine J, Finks J, Sandhu G. Vigilance, Resilience, and Intent to Pursue Medicine Among Underrepresented Students. MEDEDPUBLISH 2021; 10:98. [PMID: 38486541 PMCID: PMC10939657 DOI: 10.15694/mep.2021.000098.1] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 03/17/2024] Open
Abstract
This article was migrated. The article was marked as recommended. It is crucial that we understand what challenges still exist for underrepresented in medicine (URiM) students on the path to medicine in order to design more effective pipeline programs. Resilience and its relationship to success in medicine is a growing area of interest in medical education, and the concept of vigilance has been studied in the context of the health of racialized groups. We sought to measure the roles of resilience and vigilance on URiM students' commitment to entering the medical field as well as the relationship between these two factors. A survey including the 10- item Connor Davidson Resilience Scale, the abbreviated Heightened Vigilance Scale, and questions measuring perceptions of everyday discrimination and intentions to pursue medicine was distributed to participants of Doctors of Tomorrow, a University of Michigan Medical School pipeline program focused on high school and undergraduate students. We detected significant relationship between resilience and intention to pursue medicine via Fisher's exact test (p=0.004). There was no significant relationship between vigilance and intention to pursue medicine nor between vigilance and resilience. We conclude that including resilience development for URiM students in pipeline program curricula could enhance URiM student matriculation to medical school.
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Roche R, Manzi J, Kruithoff BC. The Benefits of Being a "Buddy": Exploring the Medical Student Experience As Mentor to Minority High-School Students. Health Equity 2021; 5:1-7. [PMID: 33564734 PMCID: PMC7868571 DOI: 10.1089/heq.2020.0060] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.3] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Accepted: 12/03/2020] [Indexed: 11/13/2022] Open
Abstract
Purpose:The Aspiring Doctors Precollege Program at Ohio University Heritage College of Osteopathic Medicine serves to introduce underrepresented minority (URM) high-school students to careers in health care as well as introducing URM high-school students to medical student mentors. Each month, medical students and their student mentees connect through a variety of activities on the medical college campus. While the program has significant benefit for the mentees, it also provides professional development opportunities for the medical students as mentors. Many researchers have written on the value of mentored relationships between medical students and established physicians; however, exploring the benefits of medical student mentorship has yet to be discussed in the literature. Objectives: The primary objectives of this study are to understand medical student perceptions of being a mentor and describe the contributions to their medical education. Methods: Semistructured interviews were conducted with student mentors regarding their experiences serving in this program. These interviews were inductively coded for significant ideas, themes, and patterns. Results: A series of 12 research interviews were conducted with medical students who have participated in The Aspiring Doctors program for at least three semesters. Major themes that emerged from the analysis include the following: the importance of guidance in medicine through person-to-person mentoring, and identification of future career aspirations. Summary/Conclusions: Medical student mentors found this program to be a valuable addition to their educational experience. Mentoring URM high-school students offers pre-clinical medical students the opportunity to connect with their community and envision themselves serving as physicians in underresourced communities. Simultaneously, it provides a meaningful way of paying-it-forward during their education. Further studies can be done to track the outcomes of the medical students with respect to their designations stated while participating in this program, the role of mentorship on professional identity development, and possible effects on preventing/mitigating burnout.
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Affiliation(s)
- Rosellen Roche
- Department of Primary Care, Ohio University College of Osteopathic Medicine, Cleveland, Ohio, USA
| | - Joel Manzi
- Department of Primary Care, Ohio University College of Osteopathic Medicine, Cleveland, Ohio, USA
| | - Bradley C Kruithoff
- Department of Primary Care, Ohio University College of Osteopathic Medicine, Cleveland, Ohio, USA
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Koepke K, Walling E, Yeo L, Lachance E, Woollard R. Exploring social accountability in Canadian medical schools: broader perspectives. MEDEDPUBLISH 2020; 9:283. [PMID: 38058951 PMCID: PMC10697608 DOI: 10.15694/mep.2020.000283.1] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.3] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 12/08/2023] Open
Abstract
This article was migrated. The article was marked as recommended. This article is the second of a two-part series in a study that explores key drivers of social accountability in Canada's medical schools and offers examples of social accountability in action. The study gathered perspectives from medical school staff, students and faculty through focus group discussions, using an appreciative inquiry approach. Drivers of social accountability emerging from the focus groups largely corroborate what was discovered in the first part of the series during key informant interviews with senior leaders. These include the importance of accreditation, leadership, vision and mandate, and community engagement among others, and highlight the key role champions play in driving social accountability. This study builds on the first article in the series by recognizing leadership as an important driver for social accountability, but highlighting how leadership alone is not enough. The broader range of perspectives gathered through the focus group discussions uncovered the importance of social accountability 'champions' at all levels: formal leadership, faculty, student and staff. Focus group discussions also uncovered an additional key driver that was not found in key informant interviews - cultural humility, with participants noting that action towards social accountability requires shifts not only in organizational structure, but also organizational culture, to foster real, lasting change. This study demonstrates the utility of an appreciative inquiry approach for understanding how complex systems like medical education institutions are innovatively tackling challenges around health equity. The richness of the themes that emerged consistently across focus group sessions and key informant interviews support the utility of the approach in furthering our understanding as to what is working to drive social accountability in some Canadian medical schools.
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Mayo D, Mulitalo KE, Howard L. Mentoring for Success in Physician Assistant Profession Pipelines. J Physician Assist Educ 2019; 30:230-232. [PMID: 31664005 DOI: 10.1097/jpa.0000000000000280] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.2] [Reference Citation Analysis] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 06/10/2023]
Affiliation(s)
- Darryl Mayo
- Darryl Mayo, MPAS, PA, is an instructor and clinical coordinator of Clinical Family Medicine for the Primary Care Physician Assistant Program at Keck School of Medicine, University of Southern California, Alhambra, California. Karen E. Mulitalo, MPAS, PA-C, is an assistant professor at the Utah Valley University Physician Assistant Program, Orem, Utah. Leslie Howard, PA, is a pipeline recruitment coordinator for the Primary Care Physician Assistant Program at Keck School of Medicine, University of Southern California, Alhambra, California
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