Residents' assessment of mentoring received on lecture performance in a teaching and learning curriculum program

INTRODUCTION

This study evaluated residents' assessment of the mentorship received and how it impacted lecture performance as part of a teaching and learning curriculum (TLC) program.

METHODS

An anonymous survey was emailed to residents completing the Virginia Commonwealth University (VCU) School of Pharmacy's TLC during 2018-2019 and 2019-2020. The survey collected information about: the type of mentorship received, residents' self-perceived lecture performance, and residents' desire to be involved in academia post-residency. Data were summarized using descriptive statistics. Fisher's exact tests investigated the association between residents' self-perceived lecture enhancement due to mentorship and: mentors' involvement, residents' confidence in understanding the lecture topic, mentors' affiliation with VCU, and semester when the lecture occurred. Responses to open-ended questions were analyzed using thematic analysis.

RESULTS

Forty-two of 86 residents (48.8%) completed the survey. Residents who were part of the TLC but did not deliver a lecture (n = 7) or taught practitioners instead of students (n =  2) were excluded, resulting in 33 participants. The majority of residents (87.9%) agreed or strongly agreed that mentorship enhanced their lecture. Mentors' level of involvement was significantly associated with residents' perception that the mentorship they received enhanced their lecture (P < .008). Residents' confidence in understanding the lecture topic, mentor affiliation, and semester when the lecture occurred were not associated with residents' self-perceived lecture enhancement due to mentorship.

CONCLUSIONS

Active mentorship was associated with better self-perceived lecture performance. The best criteria for lecture mentorship should be established in the future to help prepare residents to give lectures.

Gin and tonic: A recipe for success

INTRODUCTION

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

PERSPECTIVE

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

IMPLICATIONS

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

Factors associated with mentor satisfaction among teaching and learning curriculum program participants

OBJECTIVES

To evaluate participants' satisfaction with their teaching mentor relationship in a teaching and learning curriculum (TLC) and determine characteristics that are associated with high mentee satisfaction.

METHODS

A 31-item survey instrument was administered to all 2015-2016 participants of the Teaching Certificate Program.

RESULTS

Seventy percent of program participants (n = 60/86) responded to the survey. Overall, 80% of program participants were satisfied or very satisfied with their mentor relationship. Characteristics associated with participants reporting that they were very satisfied with their teaching mentor relationship included mentor availability for face-to-face contact and affiliation with the same institution. Mentor actions associated with high mentee satisfaction included reviewing lecture slides, providing midpoint feedback, providing career advice, and attending mentee lectures.

CONCLUSIONS

Teaching certificate program participants perceive increased mentor accessibility and frequent interaction as key factors to a satisfying mentor-mentee relationship. Optimizing and standardizing mentorship programs are essential to the success of postgraduate teaching curriculums.