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Sullivan KE. Μένος: Power, life force, and purpose in mentoring. J Allergy Clin Immunol 2021; 149:547-549. [PMID: 34780849 DOI: 10.1016/j.jaci.2021.10.032] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 08/13/2021] [Revised: 10/25/2021] [Accepted: 10/28/2021] [Indexed: 11/15/2022]
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Mandel J. Career Development Strategies for the Clinical Educator. ATS Sch 2020; 1:101-109. [PMID: 33870274 PMCID: PMC8043295 DOI: 10.34197/ats-scholar.2020-0005ps] [Citation(s) in RCA: 5] [Impact Index Per Article: 1.3] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Journal Information] [Subscribe] [Scholar Register] [Received: 01/14/2020] [Accepted: 04/17/2020] [Indexed: 11/18/2022] Open
Abstract
Over the past several decades, fewer faculty members at American medical schools have engaged in an equally balanced portfolio of clinical, research, and education efforts, and increasing numbers of faculty members have become more differentiated into physician-scientists or clinician-educators. Career paths among clinician-educators are quite variable, and aspiring clinician-educators are frequently unsure of how to maximize their chances for success in a clinician-educator academic pathway. In the author's opinion, the aspiring clinician-educator should seek to develop their skill set in four main areas. First, they must develop, become respected for, and maintain their clinical expertise, ideally becoming their institution's go-to person when those issues either arise clinically or require teaching to a group of learners. Second, they must actively work to develop outstanding teaching skills so that they can excel in teaching in a variety of formats, including lectures, small-group facilitation, and bedside instruction delivered in the context of clinical care. This generally requires engagement with faculty development programs both inside and outside one's institution. Third, the aspiring clinician-educator needs to develop the skills necessary to support ongoing scholarly activities, either in the educational realm or in their clinical focus. Finally, because most successful clinician-educators are thrust into leadership positions of some type, either in medical school courses or clerkships, residency or fellowship training programs, or for clinical programs of the division, department, or health system, the aspiring clinician-educator needs to develop as a competent administrator, seeking additional leadership training if possible.
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Affiliation(s)
- Jess Mandel
- University of California San Diego School of Medicine, La Jolla, California
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Ong DSY, Zapf TC, Cevik M, Palacios-Baena ZR, Barać A, Cimen C, Maraolo AE, Rönnberg C, Cambau E, Poljak M. Current mentorship practices in the training of the next generation of clinical microbiology and infectious disease specialists: an international cross-sectional survey. Eur J Clin Microbiol Infect Dis 2019; 38:659-665. [PMID: 30783890 PMCID: PMC6424943 DOI: 10.1007/s10096-019-03509-y] [Citation(s) in RCA: 7] [Impact Index Per Article: 1.4] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Download PDF] [Journal Information] [Subscribe] [Scholar Register] [Received: 01/28/2019] [Accepted: 02/02/2019] [Indexed: 12/11/2022]
Abstract
The purpose of this study was to describe the current practice of mentorship in clinical microbiology (CM) and infectious diseases (ID) training, to identify possible areas for improvement and to assess the factors that are associated with satisfactory mentorship. An international cross-sectional survey containing 35 questions was answered by 317 trainees or specialists who recently completed clinical training. Overall, 179/317 (56%) trainees were satisfied with their mentors, ranging from 7/9 (78%) in non-European countries, 39/53 (74%) in Northern Europe, 13/22 (59%) in Eastern Europe, 61/110 (56%) in Western Europe, 37/76 (49%) in South-Western Europe to 22/47 (47%) in South-Eastern Europe. However, only 115/317 (36%) respondents stated that they were assigned an official mentor during their training. In multivariable logistic regression analysis, the satisfaction of trainees was significantly associated with having a mentor who was a career model (OR 6.4, 95%CI 3.5–11.7), gave constructive feedback on work performance (OR 3.3, 95%CI 1.8–6.2), and knew the family structure of the mentee (OR 5.5, 95%CI 3.0–10.1). If trainees felt overburdened, 70/317 (22%) felt that they could not talk to their mentors. Moreover, 67/317 (21%) stated that they could not talk to their mentor when unfairly treated and 59/317 (19%) felt uncertain. Training boards and authorities responsible for developing and monitoring CM&ID training programmes should invest in the development of high-quality mentorship programmes for trainees in order to contribute to the careers of the next generation of professionals.
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Affiliation(s)
- David S Y Ong
- Department of Medical Microbiology and Infection Control, Franciscus Gasthuis & Vlietland, Rotterdam, The Netherlands.
- Department of Epidemiology, Julius Center for Health Sciences and Primary Care, University Medical Center Utrecht, Utrecht, The Netherlands.
| | - Thea Christine Zapf
- Department of Medical Microbiology and Infection Prevention, University Hospital of Marburg, Marburg, Germany
| | - Muge Cevik
- Division of Infection and Global Health Research, School of Medicine, University of St Andrews, St Andrews, UK
- Regional Infectious Diseases Unit, Western General Hospital, Edinburgh, UK
- Department of Laboratory Medicine, Royal Infirmary of Edinburgh, Edinburgh, UK
| | - Zaira R Palacios-Baena
- Unidad de Gestión Clínica de Enfermedades Infecciosas y Microbiología / Instituto de Biomedicina de Sevilla (IBIS), Hospital Universitario Virgen Macarena / Universidad de Sevilla, Seville, Spain
| | - Aleksandra Barać
- Clinic for Infectious and Tropical Diseases, Clinical Centre of Serbia, Belgrade, Serbia
- Faculty of Medicine, University of Belgrade, Belgrade, Serbia
| | - Cansu Cimen
- Infectious Diseases and Clinical Microbiology Clinic, Ministry of Health Ardahan Public Hospital, Ardahan, Turkey
| | - Alberto E Maraolo
- Department of Clinical Medicine and Surgery, Section of Infectious Diseases, University of Naples Federico II, Naples, Italy
| | - Caroline Rönnberg
- Department of Clinical Microbiology, Karolinska University Hospital, Stockholm, Sweden
| | - Emmanuelle Cambau
- Clinical Microbiology Laboratory, APHP-Lariboisiere Hospital, Paris, France
- School of Medicine, University of Paris Diderot, UMR1137 IAME, Paris, France
| | - Mario Poljak
- Institute of Microbiology and Immunology, Faculty of Medicine, University of Ljubljana, Ljubljana, Slovenia
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Affiliation(s)
- Sakthivel Sadayappan
- From the Heart, Lung and Vascular Institute and Division of Cardiovascular Health and Disease, Department of Internal Medicine, University of Cincinnati, OH
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Affiliation(s)
- Andrew M Freeman
- Division of Cardiology, Department of Medicine, National Jewish Health, Denver, Colorado
| | - Rosanne Nelson
- American College of Cardiology, Organization and Leadership Development, Washington, DC. https://twitter.com/rosanne_nelson1
| | - Shashank S Sinha
- Division of Cardiovascular Medicine, Samuel and Jean Frankel Cardiovascular Center, University of Michigan, Ann Arbor, Michigan; Institute for Healthcare Policy and Innovation, University of Michigan, Ann Arbor, Michigan.
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