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Gustafson S, Shope M, Barrett Fromme H, Orlov N. Need for Time and Training: Pediatric Program Directors' Perceptions About Mentorship of Residents. Acad Pediatr 2024; 24:330-337. [PMID: 37690515 DOI: 10.1016/j.acap.2023.09.001] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Received: 03/07/2023] [Revised: 08/12/2023] [Accepted: 09/05/2023] [Indexed: 09/12/2023]
Abstract
OBJECTIVE We aimed to describe pediatric program directors' perceptions of existing mentorship programs in pediatric residencies, to assess whether characteristics used for mentor-mentee assignments impact mentoring outcomes, and to identify barriers to success in mentorship programs. METHODS With the support of the Association of Pediatric Program Directors (APPD) Research Task Force, we conducted a cross-sectional survey study of all associate pediatric program directors in the United States in March 2022. RESULTS Nearly half (82 of 197, 41.6%) of programs responded. Most (87.8%) report having a formal mentoring program. Half of programs (51.4%) do not provide training to residents on how to be a mentee, and only slightly more than half (62.5%) provide training to faculty mentors. Most programs (80.6%) do not provide protected time for faculty mentors. There were no meaningful associations with characteristics used for mentorship matches and perceived successful mentorship. Top barriers from the program leadership perspective included faculty and residents lacking time, residents lacking skills to be proactive mentees, and inadequate funding. CONCLUSIONS While a majority of programs have formal mentorship programs, many do not provide training to mentors or mentees. Barriers to mentorship include a lack of funding and time. National organizations, such as APPD and the Accreditation Council for Graduate Medical Education, have an opportunity to provide guidance and support for protected time, funding, and training for mentors and mentees.
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Affiliation(s)
- Sarah Gustafson
- David Geffen School of Medicine at UCLA (S Gustafson), Charles R Drew University of Medicine and Science, Los Angeles County-Harbor UCLA Medical Center, Torrance, Calif.
| | - Margaret Shope
- Stanford University Department of Pediatrics (M Shope), Lucile Packard Children's Hospital, Palo Alto, Calif.
| | - H Barrett Fromme
- Faculty Development in Medical Education (H Barrett Fromme), University of Chicago Pritzker School of Medicine, Chicago, Ill.
| | - Nicola Orlov
- University of Chicago Pritzker School of Medicine (N Orlov), Chicago, Ill.
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Sarabipour S, Niemi NM, Burgess SJ, Smith CT, Bisson Filho AW, Ibrahim A, Clark K. The faculty-to-faculty mentorship experience: a survey on challenges and recommendations for improvements. Proc Biol Sci 2023; 290:20230983. [PMID: 38087923 PMCID: PMC10716655 DOI: 10.1098/rspb.2023.0983] [Citation(s) in RCA: 1] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 05/07/2023] [Accepted: 11/15/2023] [Indexed: 12/18/2023] Open
Abstract
Faculty at research institutions play a central role in advancing knowledge and careers, as well as promoting the well-being of students and colleagues in research environments. Mentorship from experienced peers has been touted as critical for enabling these myriad roles to allow faculty development, career progression, and satisfaction. However, there is little information available on who supports faculty and best ways to structure a faculty mentorship programme for early- and mid-career academics. In the interest of advocating for increased and enhanced faculty mentoring and mentoring programmes, we surveyed faculty around the world to gather data on whether and how they receive mentoring. We received responses from 457 early- and mid-career faculty and found that a substantial portion of respondents either reported having no mentor or a lack of a formal mentoring scheme. Qualitative responses on the quality of mentorship revealed that the most common complaints regarding mentorship included lack of mentor availability, unsatisfactory commitment to mentorship, and non-specific or non-actionable advice. On these suggestions, we identify a need for training for faculty mentors as well as strategies for individual mentors, departments, and institutions for funding and design of more intentional and supportive mentorship programmes for early- and mid-career faculty.
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Affiliation(s)
- Sarvenaz Sarabipour
- Institute for Computational Medicine and Department of Biomedical Engineering, Johns Hopkins University, Baltimore, MD, USA
| | - Natalie M. Niemi
- Department of Biochemistry and Molecular Biophysics, Washington University School of Medicine, Saint Louis, MO, USA
| | - Steven J. Burgess
- Carl R. Woese Institute for Genomic Biology and Department of Plant Biology, University of Illinois at Urbana-Champaign, Urbana, IL, USA
| | - Christopher T. Smith
- Office of Research and Innovation, Virginia Polytechnic Institute and State University, Blacksburg, VA, USA
| | | | - Ahmed Ibrahim
- Center for Teaching Excellence and Innovation, Johns Hopkins University, Baltimore, MD, USA
| | - Kelly Clark
- Center for Teaching Excellence and Innovation, Johns Hopkins University, Baltimore, MD, USA
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Lin D, Schmidt RM, Shah C, Caruso A, Huang X, Staggers KA, Fisher J. A Facilitated Peer Mentoring Program With a Dedicated Curriculum to Foster Career Advancement of Academic Hospitalists. MEDEDPORTAL : THE JOURNAL OF TEACHING AND LEARNING RESOURCES 2023; 19:11366. [PMID: 38076293 PMCID: PMC10704005 DOI: 10.15766/mep_2374-8265.11366] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Figures] [Subscribe] [Scholar Register] [Received: 04/14/2023] [Accepted: 09/14/2023] [Indexed: 12/18/2023]
Abstract
Introduction In the field of hospital medicine, there is both a limited pool of senior faculty to mentor the rapidly growing number of junior faculty and a lack of career development curricula focused on scholarly activities specific to the needs of the hospitalist. These deficits have resulted in a disproportionately low number of academic hospitalists being promoted to associate and full professor. We implemented a facilitated peer mentoring program with a dedicated curriculum to foster career advancement of academic hospitalists. Methods We recruited 29 academic hospitalists and divided them into five small groups, each guided by one senior faculty. Peer members participated in a 9-month curriculum consisting of alternating large- and small-group sessions that reviewed topics important for academic advancement. Quantitative analysis assessed feasibility of the program, as measured by participation and knowledge improvement on curriculum topics, with pre- and postprogram surveys. Results Results demonstrated feasibility of the large-group sessions as measured through participation. Small-group participation was more variable. Pre- and postsurvey results showed significant knowledge improvement (p < .05) in nearly all of the curriculum topics. Discussion Currently, there is a gap in both mentorship and scholarly skills of academic hospitalists. Our facilitated peer mentoring program with a dedicated curriculum can be used as a framework for other hospitalist programs to support career development.
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Affiliation(s)
- Doris Lin
- Associate Professor, Department of Medicine, Baylor College of Medicine
| | | | - Chirayu Shah
- Associate Professor, Department of Medicine, Baylor College of Medicine
| | - Andrew Caruso
- Assistant Professor, Department of Medicine, Michael E. DeBakey Veterans Affairs Medical Center and Baylor College of Medicine
| | - Xiaofan Huang
- Statistician, Institute for Clinical and Translational Research, Baylor College of Medicine
| | - Kristen A. Staggers
- Statistician, Institute for Clinical and Translational Research, Baylor College of Medicine
| | - Joslyn Fisher
- Associate Professor, Department of Medicine, Baylor College of Medicine
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Abdou SA, Sharif-Askary B, Sayyed AA, Charipova K, Song DH, Fan KL, Evans KK. Can Mentorship Shatter the Glass Ceiling in Academic Microsurgery? A National Survey of Microsurgery Fellowship-Trained Women. Plast Reconstr Surg 2023; 152:1143e-1153e. [PMID: 37075287 DOI: 10.1097/prs.0000000000010570] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 04/21/2023]
Abstract
BACKGROUND The "leaky pipeline" phenomenon has caused women to remain underrepresented at higher levels of academic plastic surgery. No study has considered the availability of mentorship within any subset of academic plastic surgery. The purpose of this study was to evaluate the current representation of women in academic microsurgery and to determine the impact of mentorship on career progression. METHODS An electronic survey was designed to determine the availability and quality of mentorship respondents received at different stages of their career (from medical student to attending physician). The survey was distributed to women who completed a microsurgery fellowship and were current faculty at an academic plastic surgery program. RESULTS Twenty-seven of 48 survey recipients participated (56.3% response rate). Most held an associate professor (20.0%) or assistant professor (40.0%) position. Respondents had an average of 4.1 ± 2.3 mentors throughout their entire training. A minority of mentors were microsurgery trained (28.3%), and only 29.2% of respondents reported female mentorship throughout their training. Attending physicians least often received formative mentorship (52.0%). Fifty percent of respondents sought female mentors, citing that they desired female insight. Of those who did not seek female mentors, 72.7% cited a lack of access to female mentors. CONCLUSIONS Evidenced by female trainees being unable to find female mentors and low rates of mentorship at the attending physician level, there is currently not enough capacity to meet the demand for female mentorship by women pursuing academic microsurgery. Many individual and structural barriers to quality mentorship and sponsorship exist within this field.
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Affiliation(s)
- Salma A Abdou
- From the Department of Plastic and Reconstructive Surgery, MedStar Georgetown University Hospital
| | - Banafsheh Sharif-Askary
- From the Department of Plastic and Reconstructive Surgery, MedStar Georgetown University Hospital
| | - Adaah A Sayyed
- Institute for Plastic Surgery, Southern Illinois University School of Medicine
| | - Karina Charipova
- From the Department of Plastic and Reconstructive Surgery, MedStar Georgetown University Hospital
| | - David H Song
- From the Department of Plastic and Reconstructive Surgery, MedStar Georgetown University Hospital
| | - Kenneth L Fan
- From the Department of Plastic and Reconstructive Surgery, MedStar Georgetown University Hospital
| | - Karen K Evans
- From the Department of Plastic and Reconstructive Surgery, MedStar Georgetown University Hospital
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Enani GN, Brydges R, MacRae HM, Louridas M. Exploring mentorship in surgery: An interview study on how people stick together. MEDICAL EDUCATION 2023; 57:1028-1035. [PMID: 37485632 DOI: 10.1111/medu.15157] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [MESH Headings] [Grants] [Track Full Text] [Subscribe] [Scholar Register] [Received: 02/07/2023] [Revised: 06/01/2023] [Accepted: 06/10/2023] [Indexed: 07/25/2023]
Abstract
OBJECTIVE The objective is to explore the processes contributing to how and why mentors and mentees initiate, maintain and grow in their mentorship relationships in surgery. BACKGROUND To explore the processes contributing to how and why mentors and mentees initiate, maintain and grow their mentorship relationships in surgery. Evidence suggests that mentorship has a positive impact on physicians' success. Consequently, mentorship programmes have been incorporated into many medicine environments, albeit with variable success. METHODS We designed an interview-based study using a constructivist grounded theory approach to explore the dynamics of mentorship between junior and experienced surgeons. Recruited mentees were asked to nominate a senior surgeon they identified as a mentor. Both mentee and mentors were then interviewed separately. Transcripts were analysed using constant comparison to a create a final coding framework and to generate themes. RESULTS We interviewed nine faculty mentors and 10 junior faculty mentees. Our analysis identified key themes describing how to initiate, maintain and grow a mentorship relationship. Mentorship starts with ensuring a 'good fit', persists through satisfying a reciprocal loop with timely communication and deepens the relationship through cycles of mutual investment, learning, and success. Participants also discussed how to navigate through tensions to avoid relationship breakdown, balancing formality and friendship, knowing when to transition a relationship to a new dynamic and finding areas of realistic contribution. CONCLUSIONS We found that successful mentorship relationships are viewed as dynamic and thus require active investment and shared responsibility between mentees and mentors. Our results also emphasise the value of co-regulation in the relationship, where cycles of mutual investment can contribute to mutual learning and growth.
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Affiliation(s)
- Ghada N Enani
- Department of Surgery, University of Toronto, Toronto, Ontario, Canada
| | - Ryan Brydges
- Department of Surgery, University of Toronto, Toronto, Ontario, Canada
| | - Helen M MacRae
- Department of Surgery, University of Toronto, Toronto, Ontario, Canada
| | - Marisa Louridas
- Department of Surgery, University of Toronto, Toronto, Ontario, Canada
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Briggs LG, Riew GJ, Kim NH, Aharon S, Klickstein JA, Cao AQ, Lites C, Sedlacek V, Seward MW, Soled DR, Palamara K. Racial and Gender Differences in Medical Student Burnout: A 2021 National Survey. Mayo Clin Proc 2023; 98:723-735. [PMID: 37137644 DOI: 10.1016/j.mayocp.2022.11.003] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [MESH Headings] [Track Full Text] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Received: 06/20/2022] [Revised: 11/01/2022] [Accepted: 11/03/2022] [Indexed: 05/05/2023]
Abstract
OBJECTIVE To measure racial and gender differences in medical student burnout and identify possible contributing factors. PATIENTS AND METHODS Electronic surveys were distributed to medical students at 9 US medical schools from December 27, 2020, through January 17, 2021. Questions covered demographic characteristics, stressors contributing to burnout, and the 2-item Maslach Burnout Inventory. RESULTS Of 5500 invited students, 1178 (21%) responded (mean age, 25.3 years; 61% identified as female). Fifty-seven percent of respondents identified as White, 26% as Asian, and 5% as Black. Overall, 75.6% of students met the criteria for burnout. Women reported more burnout (78% vs 72%; P=.049). There were no differences in burnout prevalence by race. Students commonly reported that lack of sleep (42%), decreased engagement in hobbies or self-care (41%), stress about grades (37%), feeling socially disconnected (36%), and lack of exercise (35%) contributed to burnout. Compared with students of other races, Black students reported that their feelings of burnout were affected significantly more by lack of sleep and poor diet, and Asian students more by stress about grades, residency, and publishing pressure (all P<.05). Female students were more affected than male students by stress about grades, poor diet, and feelings of social disconnectedness and inadequacy (all P<.05). CONCLUSION Burnout (75.6%) was higher than historical norms, and female students reported higher burnout than male students. There was no difference in burnout prevalence by race. There were racial and gender differences in self-identified contributors of burnout. Additional research is needed to confirm whether stressors were contributors to or consequences of burnout, as well as how to address them.
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Affiliation(s)
- Logan G Briggs
- Department of Urologic Surgery, Mayo Clinic, Phoenix, AZ.
| | | | | | - Shani Aharon
- Department of General Surgery, Virginia Mason Franciscan Health, Seattle, WA
| | | | | | | | | | | | - Derek R Soled
- Department of Medicine and Pediatrics, Brigham and Women's Hospital, Boston Children's Hospital, and Boston Medical Center, Boston, MA
| | - Kerri Palamara
- Harvard Medical School, Boston, MA; Department of Medicine, Massachusetts General Hospital, Boston, MA
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Samora JB, Ghanayem AJ, Lewis VO, Weber K. AOA Critical Issues Symposium: Mind the Gap: Addressing Confidence, Imposter Syndrome, and Perfectionism in Surgical Training. J Bone Joint Surg Am 2023:00004623-990000000-00732. [PMID: 36724249 DOI: 10.2106/jbjs.22.01101] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Indexed: 02/03/2023]
Abstract
ABSTRACT Orthopaedic surgeons in training and in their careers can experience a lack of confidence and imposter syndrome. Confidence is built early through continuous improvement, accomplishments, support, and reinforcement. Although it is normal to lack confidence at times, the goal is to recognize this issue, work on visualizing success, and know when to seek help. Mentors can help mentees to build confidence and to normalize thoughts of insecurity and imposter syndrome. It is critical to develop and to maintain resilience, grit, emotional intelligence, courage, and vulnerability during training and throughout one's entire orthopaedic career. Leaders in the field must be aware of these phenomena, be able to talk about such issues, have methods to combat the harmful effects of imposter syndrome, and create a safe, supportive environment conducive to learning and working. Leading well builds not only confidence in oneself but also self-confidence in others. Leaders who are able to build the confidence of individuals will enhance team dynamics, wellness, and overall productivity as well as individual and organizational success.
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Affiliation(s)
- Julie B Samora
- Department of Orthopedic Surgery, Nationwide Children's Hospital, Columbus, Ohio
| | - Alexander J Ghanayem
- Loyola Medical Group, Loyola Medicine, Berwyn, Illinois.,Department of Orthopaedic Surgery and Rehabilitation, Loyola University, Chicago, Illinois
| | - Valerae O Lewis
- Department of Orthopaedic Oncology, University of Texas MD Anderson Cancer Center, Houston, Texas
| | - Kristy Weber
- Department of Orthopaedics, University of Pennsylvania, Philadelphia, Pennsylvania
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Crites GE, Ward WL, Archuleta P, Fornari A, Hill SEM, Westervelt LM, Raymond N. A Scoping Review of Health Care Faculty Mentorship Programs in Academia: Implications for Program Design, Implementation, and Outcome Evaluation. THE JOURNAL OF CONTINUING EDUCATION IN THE HEALTH PROFESSIONS 2023; 43:42-51. [PMID: 36215162 DOI: 10.1097/ceh.0000000000000459] [Citation(s) in RCA: 2] [Impact Index Per Article: 2.0] [Reference Citation Analysis] [Abstract] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 06/16/2023]
Abstract
INTRODUCTION Formal mentoring programs have direct benefits for academic health care institutions, but it is unclear whether program designs use recommended components and whether outcomes are being captured and evaluated appropriately. The goal of this scoping review is to address these questions. METHODS We completed a literature review using a comprehensive search in SCOPUS and PubMed (1998-2019), a direct solicitation for unpublished programs, and hand-searched key references, while targeting mentor programs in the United States, Puerto Rico, and Canada. After three rounds of screening, team members independently reviewed and extracted assigned articles for 40 design data items into a comprehensive database. RESULTS Fifty-eight distinct mentoring programs were represented in the data set. The team members clarified specific mentor roles to assist the analysis. The analysis identified mentoring program characteristics that were properly implemented, including identifying program goals, specifying the target learners, and performing a needs assessment. The analysis also identified areas for improvement, including consistent use of models/frameworks for program design, implementation of mentor preparation, consistent reporting of objective outcomes and career satisfaction outcomes, engagement of program evaluation methods, increasing frequency of reports as programs as they mature, addressing the needs of specific faculty groups (eg, women and minority faculty), and providing analyses of program cost-effectiveness in relation to resource allocation (return on investment). CONCLUSION The review found that several mentor program design, implementation, outcome, and evaluation components are poorly aligned with recommendations, and content for URM and women faculty members is underrepresented. The review should provide academic leadership information to improve these discrepancies.
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Affiliation(s)
- Gerald E Crites
- Dr. Crites: Campus Associate Dean for Faculty Affairs and Development, Professor of Medicine, AU/UGA Medical Partnership: Augusta University and University of Georgia Medical Partnership, UGA Health Science Campus, Athens, GA. Dr. Ward: Associate Provost for Faculty, Professor of Medicine, University of Arkansas for Medical Sciences, Little Rock, AR. Ms. Archuleta: Clinical Instructor, Department of Medicine, University of Colorado Anschutz Medical Campus, Aurora, CO. Ms. Fornari: Associate Dean for Educational Skills Development, Professor of Science Education, Family Medicine and Occupational Health, Donald and Barbara Zucker School of Medicine at Hofstra/Northwell, 500 Hofstra University, Hempstead, NY. Ms. Hill : College of Medicine, University of Arkansas for Medical Sciences, Little Rock, AR. Ms. Westervelt: Director, Office of Faculty Affairs and Leadership Development, University of North Carolina at Chapel Hill, Chapel Hill, NC. Dr. Raymond: Associate Dean of Faculty Affairs and Development, Professor of Psychiatry, School of Medicine and Public Health, University of Wisconsin-Madison, 4125A Health Sciences Learning Center, Madison, WI
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Briggs LG, Riew GJ, Seward MW. Combatting Burnout by Maximizing Medical Student Participation in Exercise Events. Am J Lifestyle Med 2022; 16:779-784. [PMID: 36389050 PMCID: PMC9644146 DOI: 10.1177/15598276211042821] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.5] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 02/23/2024] Open
Abstract
Physicians have a higher risk of burnout than many other professions, and burnout is associated with less altruistic professional values, worse patient-doctor relationships, and increased medical errors. Burnout begins in medical school, such that institutions should intervene early to facilitate increased engagement in forms of self-care, including but not limited to exercise. Exercise is negatively associated with burnout, but there is limited research on what motivates students to participate in exercise events and how events could be optimally designed to maximize attendance. Students from nine medical schools across the United States were invited to complete an online survey assessing the effectiveness of various factors at increasing participation in exercise events. Of 5500 invited students, 1182 (21%) responded. Mean age was 25 years, 61% were female, and 38% male. Fifty-seven percent identified as White, 26% Asian, and 5% Black. Students reported financial discounts (56%), having all logistics planned by event organizers (46%), and opportunities to find informal mentors (40%) as most likely to increase participation. To increase student participation in wellness events, institutions should prioritize available funding toward strategies that save students time and money while building community across levels of training and departments.
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Affiliation(s)
- Logan G. Briggs
- Harvard Medical School, Boston, MA, USA; Department of Orthopedic Surgery, Mayo Clinic, Rochester, MN, USA
| | - Grant J. Riew
- Harvard Medical School, Boston, MA, USA; Department of Orthopedic Surgery, Mayo Clinic, Rochester, MN, USA
| | - Michael W. Seward
- Harvard Medical School, Boston, MA, USA; Department of Orthopedic Surgery, Mayo Clinic, Rochester, MN, USA
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Lin D, Gomez DR, Zhang YH, Gennarelli R, Efstathiou JA, Barker CA, Gelblum DY, Shah MK, Liberman L, Hirsch AE, Cahlon O, Gillespie EF. Radiation Oncology AcaDemic Mentorship Program (ROADMAP) for Junior Faculty: One-Year Results of a Prospective Single Institution Initiative. Int J Radiat Oncol Biol Phys 2022; 114:21-29. [PMID: 35644504 PMCID: PMC9396442 DOI: 10.1016/j.ijrobp.2022.05.012] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [MESH Headings] [Grants] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 03/21/2022] [Revised: 04/21/2022] [Accepted: 05/07/2022] [Indexed: 10/18/2022]
Abstract
PURPOSE Although mentorship has been associated with promotion, job satisfaction, and retention, data are limited on the mentorship experience of clinical- versus research-track physicians as well as feasibility and relative priority of formal program components. METHODS AND MATERIALS Within a single-institution, multi-site, academic network, we implemented a Radiation Oncology AcaDemic Mentorship Program (ROADMAP) for junior faculty. Validated surveys assessing mentee satisfaction were distributed at baseline and 1 year. The statistical analysis included Wilcoxon rank sum and signed tests. Mentees assessed the likelihood to recommend each program component (10-point Likert-type scale), and means with standard error (SE) are reported. RESULTS Among 42 eligible junior faculty, 36 (86%) opted into the program. The median time since residency was 2.5 years (interquartile range, 1.75-5.25) on the clinical track (n = 12) and 3 years (interquartile range, 2.75-5.00) on the research track (n = 24). At baseline, research-track physicians reported higher satisfaction with mentoring than physicians on the clinical track (2.92 vs 2.16; P = .02). Among 32 physicians completing 1 year, overall satisfaction with mentoring increased compared with baseline (2.72 vs 3.87; P < .001), which persisted on subset analysis for both clinical- (2.16 vs 4.03; P < .001) and research-track physicians (2.99 vs 3.77; P = .005). At 1 year, 28 mentees (88%) opted to continue the program. Program components were rated 8.25 (SE, 0.37) for mentor-mentee pairings, 7.22 (SE, 0.39) for goal setting, 6.84 (SE, 0.47) for administrative support, 6.69 (SE, 0.44) for peer mentoring, and 6.53 (SE, 0.45) for steering committee oversight. Ratings of peer mentoring were not associated with track (P = .59) or years in practice (P = .29). CONCLUSIONS Clinical-track physicians may be less satisfied with mentorship than research-track faculty. However, all junior faculty, regardless of track, appeared to benefit from formalizing dyadic mentor-mentee relationships, goal setting, and peer mentoring. Further work is needed to determine the role of mentorship in addressing physician burnout.
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Affiliation(s)
- Diana Lin
- Department of Radiation Oncology, Memorial Sloan Kettering Cancer Center, New York, New York
| | - Daniel R Gomez
- Department of Radiation Oncology, Memorial Sloan Kettering Cancer Center, New York, New York
| | - Yue Helen Zhang
- Department of Radiation Oncology, Memorial Sloan Kettering Cancer Center, New York, New York
| | - Renee Gennarelli
- Department of Epidemiology and Biostatistics, Memorial Sloan Kettering Cancer Center, New York, New York; Center for Health Policy and Outcomes, Memorial Sloan Kettering Cancer Center, New York, New York
| | - Jason A Efstathiou
- Department of Radiation Oncology, Massachusetts General Hospital, Harvard Medical School, Boston, Massachusetts
| | - Chris A Barker
- Department of Radiation Oncology, Memorial Sloan Kettering Cancer Center, New York, New York
| | - Daphna Y Gelblum
- Department of Radiation Oncology, Memorial Sloan Kettering Cancer Center, New York, New York
| | - Monika K Shah
- Office of the Deputy Physician-in-Chief, Education and Faculty Affairs, Memorial Sloan Kettering Cancer Center, New York, New York
| | - Laura Liberman
- Office of the Deputy Physician-in-Chief, Education and Faculty Affairs, Memorial Sloan Kettering Cancer Center, New York, New York
| | - Ariel E Hirsch
- Department of Radiation Oncology, Boston University, Boston, Massachusetts
| | - Oren Cahlon
- Department of Radiation Oncology, Memorial Sloan Kettering Cancer Center, New York, New York
| | - Erin F Gillespie
- Department of Radiation Oncology, Memorial Sloan Kettering Cancer Center, New York, New York; Center for Health Policy and Outcomes, Memorial Sloan Kettering Cancer Center, New York, New York.
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Using the "Coach Approach": A Novel Peer Mentorship Program for Pediatric Faculty. Acad Pediatr 2022; 22:1257-1259. [PMID: 35381378 DOI: 10.1016/j.acap.2022.03.020] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.5] [Reference Citation Analysis] [Key Words] [Track Full Text] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Received: 01/25/2022] [Revised: 03/27/2022] [Accepted: 03/30/2022] [Indexed: 01/19/2023]
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Lin D, Schmidt RM. Strategies to Improve Mentorship and Foster Career Advancement in Academic Hospital Medicine. J Gen Intern Med 2022; 37:2556-2558. [PMID: 35015262 PMCID: PMC9360283 DOI: 10.1007/s11606-021-07371-7] [Citation(s) in RCA: 5] [Impact Index Per Article: 2.5] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Received: 10/17/2021] [Accepted: 12/16/2021] [Indexed: 10/19/2022]
Affiliation(s)
- Doris Lin
- Department of Medicine, Baylor College of Medicine, 1504 Taub Loop, 2PA 71009, Houston, TX, 77030, USA.
| | - R Michelle Schmidt
- Department of Medicine, Baylor College of Medicine, 1504 Taub Loop, 2PA 71009, Houston, TX, 77030, USA
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The Importance of Mentorship in Shaping the Careers of Academic Leaders in Plastic Surgery. Plast Reconstr Surg 2022; 150:224-232. [PMID: 35587915 DOI: 10.1097/prs.0000000000009263] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/25/2022]
Abstract
BACKGROUND The majority of successful academic physicians cite mentorship as a critical element of their achievements. The goal of this study was to survey established leaders in plastic surgery to identify the importance that mentorship played in their career development, and to identify common themes that enabled them to "pay it forward" in helping to develop the next generation of leaders in plastic surgery. METHODS The authors performed a qualitative survey of 14 established leaders in plastic surgery (mentors) in the United States with a strong reputation for mentorship. The authors asked each to identify a key mentor (senior mentor) and mentee, grouping them in triads of a senior mentor, mentor, and mentee. The authors then submitted a similar survey to the mentee. RESULTS Thirteen mentor-mentee pairs for which both members had responded were included. After reviewing responses to these questions, the authors elicited a number of recurring themes. All respondents emphasized the importance of mentorship to their success in academic plastic surgery. Additional themes included encouraging mentees to find their passion, leading by example, discussing complex cases with residents/students, and using research time as an opportunity. CONCLUSIONS Strong patterns of mentorship are highlighted among the careers of leaders in academic plastic surgery. The authors advocate for formation of mentorship relationships within training programs and more national mentorship programs such as those emerging through the American Society of Plastic Surgeons and the Plastic Surgery Research Council for interested medical students, residents, and junior faculty.
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Renner CS, Sumarsono A, Mathew A, Warsi M, Niaz U, Patel V, Chu ES. Scholarly productivity and growth of academic hospital medicine full professors. J Hosp Med 2022; 17:509-516. [PMID: 35761782 DOI: 10.1002/jhm.12894] [Citation(s) in RCA: 2] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Abstract] [MESH Headings] [Track Full Text] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Received: 03/08/2022] [Revised: 05/23/2022] [Accepted: 05/25/2022] [Indexed: 11/10/2022]
Abstract
BACKGROUND Scholarship remains the principal currency for faculty promotion in academic medicine. Reference points for scholarly growth and productivity at academic medical centers (AMCs) are lacking. METHODS We identified hospital medicine full professors (HMFPs) at AMCs ranked in research by US News & World Report. Scopus was used to identify each HMFP's publications, citations, and Hirsch-index (H-index). Publications; citations; and first, middle, and senior author papers were measured in 3-year intervals postresidency. Scholarly productivity was analyzed by quintile based on publications, AMC research ranking, years postresidency, and grant funding. RESULTS Data were extracted for 128 HMFPs from 54 AMCs. HMFPs were a mean of 20.5 (SD: 5.4) years postresidency. The median H-index was 7.0 (interquartile range [IQR]: 2.0-16.0); the median number of publications was 15.0 (IQR: 4.0-51.0). Top quintile HMFPs had a median of 175.5 (IQR: 101.5-248.0) publications, whereas fifth quintile HMFPs had a median of 0.0 (IQR: 0.0-1.0) (p < .001). HMFPs on faculty at the top 20 AMCs had a median of 35.5 (IQR: 11.0-108.0) publications, whereas HMFPs in AMCs ranked 81-122 had a median of 3.0 (IQR: 1.0-9.0) (p < .001). Grant-funded HMFPs had a median of 177.0 (IQR: 71.0-278.0) publications, while nongrant-funded HMFPs had a median of 11.0 (IQR: 3.0-25.0) (p < .001). At 3, 6, and 9 years postresidency, HMFPs had a median of 0.0 (IQR: 0.0-1.0), 1.5 (IQR: 0.0-5.0), and 3.5 (IQR: 0.0-11.0) publications. Fellowship training, additional degrees, and top 25 residency programs correlated with the top half of scholarly productivity. CONCLUSIONS Scholarly productivity among HMFPs varies considerably. At 3, 6, and 9 years postresidency, it is minimal to modest. Grant funding and AMC research rank may establish separate frames of reference for scholarly growth.
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Affiliation(s)
- Christiana S Renner
- Department of Internal Medicine, Division of Hospital Medicine at Parkland Memorial Hospital, University of Texas Southwestern Medical Center, Dallas, Texas, USA
| | - Andrew Sumarsono
- Department of Internal Medicine, Division of Hospital Medicine at Parkland Memorial Hospital, University of Texas Southwestern Medical Center, Dallas, Texas, USA
| | - Achsah Mathew
- Department of Internal Medicine, University of Texas Health Science Center at Tyler, Tyler, Texas, USA
| | - Maryam Warsi
- Fred Hutchinson Cancer Research Center, University of Washington School of Medicine, Seattle, Washington, USA
| | - Usman Niaz
- Department of Internal Medicine, Division of Hospital Medicine at Parkland Memorial Hospital, University of Texas Southwestern Medical Center, Dallas, Texas, USA
| | - Vivek Patel
- Department of Internal Medicine, Division of Hospital Medicine at Parkland Memorial Hospital, University of Texas Southwestern Medical Center, Dallas, Texas, USA
| | - Eugene S Chu
- Department of Internal Medicine, Division of Hospital Medicine at Parkland Memorial Hospital, University of Texas Southwestern Medical Center, Dallas, Texas, USA
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Tsai AH, Bodmer NJ, Gupta K, Caruso TJ. It Takes a Village: A Narrative Review of Anesthesiology Mentorship. Anesthesiol Clin 2022; 40:301-313. [PMID: 35659402 DOI: 10.1016/j.anclin.2022.01.005] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 06/15/2023]
Abstract
Mentorships play a critical role in the development of physician careers and should be tailored within a structured, evidence-based mentoring program to ensure mutual benefit and avoidance of pitfalls. We offer a narrative review of the current literature and commentary on mentoring at the medical student, GME trainee, and early career faculty levels within anesthesiology, and propose a framework on which an effective mentoring program can be implemented.
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Affiliation(s)
- Albert H Tsai
- Department of Anesthesiology, Perioperative and Pain Medicine, Stanford University School of Medicine, 300 Pasteur Drive, Room H3580, MC 5640, Stanford, CA 94305, USA.
| | - Natalie J Bodmer
- Department of Anesthesiology, Perioperative and Pain Medicine, Stanford University School of Medicine, 300 Pasteur Drive, Room H3580, MC 5640, Stanford, CA 94305, USA
| | - Kush Gupta
- Class of 2022, Stanford University School of Medicine, 300 Pasteur Drive, Room H3580, MC 5640, Stanford, CA 94305, USA
| | - Thomas J Caruso
- Department of Anesthesiology, Perioperative and Pain Medicine, Stanford University School of Medicine, 300 Pasteur Drive, Room H3580, MC 5640, Stanford, CA 94305, USA
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Highet A, Kendrick DE, Bandeh-Ahmadi H, Vitous A, Yang K, Ernst C, George BC. Pragmatic Mentoring Strategies for the Busy Surgeon Scientist. JOURNAL OF SURGICAL EDUCATION 2022; 79:695-707. [PMID: 35144902 DOI: 10.1016/j.jsurg.2022.01.003] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.5] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Subscribe] [Scholar Register] [Received: 09/24/2021] [Revised: 12/13/2021] [Accepted: 01/08/2022] [Indexed: 06/14/2023]
Abstract
OBJECTIVE The value of research mentorship in academic medicine is well-recognized, yet there is little practical advice for how to develop and sustain effective mentoring partnerships. Gaining research skill and mentorship is particularly critical to success in academic surgery, yet surgeon scientists are challenged in their mentorship efforts by time constraints and lack of education on how to mentor. To address this gap, this study explored the strategies that award-winning faculty mentors utilize in collaborating with their medical student mentees in research. DESIGN, SETTING, AND PARTICIPANTS For this qualitative study, the authors invited physician recipients of an institution-wide mentorship award to participate in individual, semi-structured interviews during July and August 2018. Following interview transcription, the authors independently coded the text and collaboratively identified common mentoring strategies and practices via a process of thematic analysis. RESULTS Nine physician mentors, representing a mix of genders, medical specialties and types of research (basic science, clinical, translational, and health services), participated in interviews. The authors identified 12 strategies and practices from the interview transcripts that fell into 5 categories: Initiating the partnership; Determining the research focus; Providing project oversight; Developing mentee research competence; and Supporting mentee self-efficacy. CONCLUSION Award-winning mentors employ a number of shared strategies when mentoring medical trainees in research. These strategies can serve as a guide for academic surgeons who wish to improve their research mentoring skills.
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Affiliation(s)
- Alexandra Highet
- Department of Surgery, University of California, San Francisco, San Francisco, California
| | - Daniel E Kendrick
- Department of Surgery, University of Minnesota, Minneapolis, Minnesota
| | - Hoda Bandeh-Ahmadi
- Center for Surgical Training and Research, Michigan Medicine, Ann Arbor, Michigan
| | - Ann Vitous
- Center for Health Outcomes and Policy, Michigan Medicine, Ann Arbor, Michigan
| | - Katherine Yang
- Center for Surgical Training and Research, Michigan Medicine, Ann Arbor, Michigan
| | - Caleb Ernst
- Center for Surgical Training and Research, Michigan Medicine, Ann Arbor, Michigan
| | - Brian C George
- Center for Surgical Training and Research, Michigan Medicine, Ann Arbor, Michigan; Center for Health Outcomes and Policy, Michigan Medicine, Ann Arbor, Michigan.
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17
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Next Steps: Advocating for Women in Orthopaedic Surgery. J Am Acad Orthop Surg 2022; 30:377-386. [PMID: 34780383 DOI: 10.5435/jaaos-d-21-00932] [Citation(s) in RCA: 13] [Impact Index Per Article: 6.5] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Received: 09/05/2021] [Accepted: 10/12/2021] [Indexed: 02/01/2023] Open
Abstract
Orthopaedic surgery is the least diverse of all medical specialties, by both sex and race. Diversity among orthopaedic trainees is the lowest in medicine, and growth in percentage representation is the lowest of all surgical subspecialties. Women comprise only 6% of orthopaedic surgeons and 16% of orthopaedic surgery trainees. This extreme lack of diversity in orthopaedics limits creative problem-solving and the potential of our profession. Women in orthopaedics encounter sexual harassment, overt discrimination, and implicit bias, which create barriers to training, career satisfaction, and success. Women are underrepresented in leadership positions, perpetuating the lack of diversity through poor visibility to potential candidates, which impedes recruitment. Correction will require a concerted effort, as acknowledged by the American Academy of Orthopaedic Surgeons leadership who included a goal and plan to increase diversity in the 2019 to 2023 Strategic Plan. Recommended initiatives include support for pipeline programs that increase diversity of the candidate pool; sexual harassment and implicit bias acknowledgement, education, and corrective action; and the active sponsorship of qualified, capable women by organizational leaders. To follow, women will lend insight from their diverse viewpoints to research questions, practice problems, and clinical conundrums of our specialty, augmenting the profession and improving patient outcomes.
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Shen MR, Tzioumis E, Andersen E, Wouk K, McCall R, Li W, Girdler S, Malloy E. Impact of Mentoring on Academic Career Success for Women in Medicine: A Systematic Review. ACADEMIC MEDICINE : JOURNAL OF THE ASSOCIATION OF AMERICAN MEDICAL COLLEGES 2022; 97:444-458. [PMID: 34907962 DOI: 10.1097/acm.0000000000004563] [Citation(s) in RCA: 24] [Impact Index Per Article: 12.0] [Reference Citation Analysis] [Abstract] [MESH Headings] [Grants] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 05/12/2023]
Abstract
PURPOSE Research has shown that barriers to career success in academic medicine disproportionately affect women. These barriers include inadequate mentoring, which may perpetuate the underrepresentation of women in senior leadership positions. The purpose of this review was to summarize the qualitative and quantitative evidence of the impact of mentoring on women's career outcomes and to inform future interventions to support the promotion and retention of women in academic medicine. METHOD The authors conducted a systematic review of original research published in English-language, peer-reviewed journals through March 20, 2020. Search terms related to mentorship, women, and academic medicine. The authors searched MEDLINE, Embase, Scopus, Current Contents Connect via Web of Science, Cochrane Library, and PsycINFO. They excluded studies not specifically addressing women and those without gender-stratified outcomes. They extracted and analyzed the following data: study design, population, sample size, response rate, participant age, percentage of women, mentoring prevalence, and outcomes. RESULTS Of 2,439 citations identified, 91 studies met the inclusion criteria, including 65 quantitative and 26 qualitative studies. Mentoring was associated with objective and subjective measures of career success. Women perceived mentorship to be more valuable to their career development yet were more likely to report having no mentor. Additionally, women were more likely to report lower levels of research productivity, less career satisfaction, and greater barriers to promotion. Qualitative results indicated that women had less access to informal mentoring and family responsibilities had a greater effect on their career outcomes. Professional networking, female mentors, and relational aspects of mentoring were common themes. CONCLUSIONS This review examined gender disparities in mentoring and the impact on research productivity, promotion success, and career satisfaction for women in academic medicine. Institution-supported mentoring programs are needed to facilitate identification of appropriate mentors and promotion of a more equitable academic career environment for women.
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Affiliation(s)
- Mary R Shen
- M.R. Shen is a resident, Department of Surgery, University of Michigan, Ann Arbor, Michigan; ORCID: https://orcid.org/0000-0002-8923-4174
| | - Emma Tzioumis
- E. Tzioumis is assistant professor, Department of Nutrition, University of North Carolina at Chapel Hill, Chapel Hill, North Carolina
| | - Elizabeth Andersen
- E. Andersen is assistant professor, Department of Psychiatry, University of North Carolina at Chapel Hill, Chapel Hill, North Carolina
| | - Kathryn Wouk
- K. Wouk is a postdoctoral research fellow, Carolina Global Breastfeeding Institute, and adjunct associate professor, Department of Maternal and Child Health, University of North Carolina at Chapel Hill, Chapel Hill, North Carolina
| | - Rebecca McCall
- R. McCall is clinical librarian, Health Sciences Library, University of North Carolina at Chapel Hill, Chapel Hill, North Carolina
| | - Winston Li
- W. Li is assistant professor, Department of Psychiatry, University of North Carolina at Chapel Hill, Chapel Hill, North Carolina
| | - Susan Girdler
- S. Girdler is professor, Department of Psychiatry, University of North Carolina at Chapel Hill, Chapel Hill, North Carolina
| | - Erin Malloy
- E. Malloy is professor, Department of Psychiatry, University of North Carolina at Chapel Hill, Chapel Hill, North Carolina
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Marsiglio JA, Rosenberg DM, Rooney MK, Goodman CR, Gillespie EF, Hirsch AE, Holliday EB, Kimple RJ, Thomas CR, Golden DW. Mentorship Initiatives in Radiation Oncology: A Scoping Review of the Literature. Int J Radiat Oncol Biol Phys 2021; 110:292-302. [PMID: 33412265 DOI: 10.1016/j.ijrobp.2020.12.049] [Citation(s) in RCA: 6] [Impact Index Per Article: 2.0] [Reference Citation Analysis] [Abstract] [MESH Headings] [Grants] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 07/10/2020] [Revised: 12/21/2020] [Accepted: 12/30/2020] [Indexed: 02/06/2023]
Abstract
PURPOSE Although mentorship is described extensively in academic medical literature, there are few descriptions of mentorship specific to radiation oncology. The goal of the current study was to investigate the state of mentorship in radiation oncology through a scoping review of the literature. METHODS AND MATERIALS A search protocol was defined according to Preferred Reporting Items for Systematic Reviews and Meta Analyses extension for scoping reviews (PRISMA-ScR) guidelines. Predefined search terms and medical subject headings were used to search PubMed for English language articles published after January 1, 1990, on mentorship in radiation oncology. Additionally, in-press articles from major radiation oncology and medical education journals were searched. Three reviewers determined article eligibility. Included articles were classified based on predefined evaluation criteria. RESULTS Fourteen publications from 2008 to 2019 met inclusion criteria. The most commonly described form of mentorship was the dyad (64.3%), followed by team (14.3%) and peer (7.1%); 2 articles did not specify mentorship type (14.3%). The most commonly mentored participants were residents (35.7%), followed by medical students (35.7%) and attendings (21.4%); 1 study included participants of all levels (7.1%). Thirteen studies (92.9%) identified an experimental study design, most of which were cross-sectional (42.9%), followed by cohort studies (28.6%) and before/after (21.4%). Median sample size, reported in 12 of 13 experimental studies, was 132 (coefficient of variation, 1.06). Although outcomes varied widely, the majority described successful implementation of mentorship initiatives with high levels of participant satisfaction. CONCLUSIONS Although few initiatives are currently reported, the present study suggests that these initiatives are successful in promoting career development and increasing professional satisfaction. The interventions overwhelmingly described mentorship dyads; other forms of mentorship are either less common or understudied. Limitations included interventions not being evaluated in a controlled setting, and many were assessed using surveys with low response rates. This review highlights rich opportunities for future scholarship to develop, evaluate, and disseminate radiation oncology mentorship initiatives.
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Affiliation(s)
- John A Marsiglio
- College of Medicine, University of Illinois at Chicago, Chicago, Illinois
| | - David M Rosenberg
- Department of Radiation Oncology, Memorial Sloan Kettering Cancer Center, New York, New York
| | - Michael K Rooney
- Department of Radiation Oncology, The University of Texas MD Anderson Cancer Center, Houston, Texas
| | - Chelain R Goodman
- Department of Radiation Oncology, Northwestern University Feinberg School of Medicine, Chicago, Illinois
| | - Erin F Gillespie
- Department of Radiation Oncology, Memorial Sloan Kettering Cancer Center, New York, New York
| | - Ariel E Hirsch
- Department of Radiation Oncology, Boston University School of Medicine, Boston, Massachusetts
| | - Emma B Holliday
- Department of Radiation Oncology, The University of Texas MD Anderson Cancer Center, Houston, Texas
| | - Randall J Kimple
- Department of Human Oncology, University of Wisconsin, Madison, Wisconsin
| | - Charles R Thomas
- Department of Radiation Medicine, Oregon Health & Science University, Portland, Oregon
| | - Daniel W Golden
- Department of Radiation and Cellular Oncology, University of Chicago, Chicago, Illinois.
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Varpio L, Harvey E, Jaarsma D, Dudek N, Hay M, Day K, Bader Larsen K, Cleland J. Attaining full professor: Women's and men's experiences in medical education. MEDICAL EDUCATION 2021; 55:582-594. [PMID: 33034082 DOI: 10.1111/medu.14392] [Citation(s) in RCA: 12] [Impact Index Per Article: 4.0] [Reference Citation Analysis] [Abstract] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 05/01/2020] [Revised: 09/09/2020] [Accepted: 10/03/2020] [Indexed: 06/11/2023]
Abstract
INTRODUCTION The underrepresentation of women among senior faculty members in medical education is a longstanding problem. The purpose of this international qualitative investigation was to explore women and men's experiences of attaining full professorship and to investigate why women remain underrepresented among the senior faculty ranks. METHODS Conducted within a social constructionist orientation, our qualitative study employed narrative analysis. Two female and two male participants working in medical education were recruited from five nations: Australia, Canada, the Netherlands, United Kingdom and United States. All participants held an MD or PhD. During telephone interviews, participants narrated the story of their careers. The five faculty members on the research team were also interviewed. Their narratives were included in analysis, rendering their experiences equal to those of the participants. RESULTS A total of 24 full professors working in medical education were interviewed (n = 15 females and n = 9 males). While some aspects were present across all narratives (ie personal events, career milestones and facilitating and/or impeding factors), participants' experience of those aspects differed by gender. Men did not narrate fatherhood as a role navigated professionally, but women narrated motherhood as intimately connected to their professional roles. Both men and women narrated career success in terms of hard work and overcoming obstacles; however, male participants described promotion as inevitable, whereas women narrated promotion as a tenuous navigation of social structures towards uncertain outcomes. Female and male participants encountered facilitators and inhibitors throughout their careers but described acting on those experiences differently within the cultural contexts they faced. DISCUSSION Our data suggest that female and male participants had different experiences of the work involved in achieving full professor status. Understanding these gendered experiences and their impact on career progression is an important advancement for better understanding what leads to the underrepresentation of women among senior faculty members in medical education.
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Affiliation(s)
- Lara Varpio
- Faculty of Medicine, Center for Health Professions Education, Uniformed Services University of the Health Sciences, Bethesda, MD, USA
| | - Emily Harvey
- Department of Medicine, Uniformed Services University of the Health Sciences, Bethesda, MD, USA
| | - Debbie Jaarsma
- University Medical Center, University of Groningen, Groningen, The Netherlands
| | - Nancy Dudek
- Faculty of Medicine, University of Ottawa, Ottawa, ON, Canada
| | - Margaret Hay
- Faculty of Medicine, Nursing and Health Sciences, Monash University, Clayton, Vic., Australia
| | - Kathy Day
- Faculty of Medicine, University of Ottawa, Ottawa, ON, Canada
| | - Karlen Bader Larsen
- Department of Medicine, Uniformed Services University of the Health Sciences, Bethesda, MD, USA
| | - Jennifer Cleland
- LKC School of Medicine, Nanyang Technological University, Singapore, Singapore
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House A, Dracup N, Burkinshaw P, Ward V, Bryant LD. Mentoring as an intervention to promote gender equality in academic medicine: a systematic review. BMJ Open 2021; 11:e040355. [PMID: 33500280 PMCID: PMC7839843 DOI: 10.1136/bmjopen-2020-040355] [Citation(s) in RCA: 12] [Impact Index Per Article: 4.0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Download PDF] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Indexed: 12/15/2022] Open
Abstract
BACKGROUND Mentoring is frequently suggested as an intervention to address gender inequalities in the workplace. OBJECTIVES To systematically review evidence published since a definitive review in 2006 on the effectiveness of mentoring interventions aimed at achieving gender equality in academic medicine. DESIGN Systematic Review, using the Template for Intervention Description and Replication as a template for data extraction and synthesis. SAMPLE Studies were included if they described a specific mentoring intervention in a medical school or analogous academic healthcare organisation and included results from an evaluation of the intervention. ELIGIBILITY CRITERIA Mentoring was defined as (1) a formally organised intervention entailing a supportive relationship between a mentor, defined as a more senior/experienced person and a mentee defined as a more junior/inexperienced person; (2) mentoring intervention involved academic career support (3) the mentoring relationship was outside line management or supervision of performance and was defined by contact over an extended period of time. OUTCOMES The impact of mentoring was usually reported at the level of individual participants, for example, satisfaction and well-being or self-reported career progression. We sought evidence of impact on gender equality via reports of organisation-level effectiveness, of promotion or retention, pay and academic performance of female staff. RESULTS We identified 32 publications: 8 review articles, 20 primary observational studies and 4 randomised controlled trials. A further 19 discussed mentoring in relation to gender but did not meet our eligibility criteria. The terminology used, and the structures and processes reported as constituting mentoring, varied greatly. We identified that mentoring is popular with many who receive it; however, we found no robust evidence of effectiveness in reducing gender inequalities. Primary research used weak evaluation designs. CONCLUSIONS Mentoring is a complex intervention. Future evaluations should adopt standardised approaches used in applied health research to the design and evaluation of effectiveness and cost-effectiveness.
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Affiliation(s)
- Allan House
- Leeds Institute of Health Sciences, University of Leeds School of Medicine, Leeds, UK
| | - Naila Dracup
- Library (Allied Health and Social Care), University of Derby, Derby, UK
| | - Paula Burkinshaw
- Leeds University Business School, University of Leeds, Leeds, West Yorkshire, UK
| | - Vicky Ward
- School of Management, University of St Andrews, St Andrews, UK
| | - Louise D Bryant
- Leeds Institute of Health Sciences, University of Leeds School of Medicine, Leeds, UK
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Lin D. In Search of a Femtor: The Complexities of Female Mentorship in Academic Medicine. South Med J 2020; 113:495-497. [PMID: 33005963 DOI: 10.14423/smj.0000000000001154] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/23/2022]
Affiliation(s)
- Doris Lin
- From the Department of Medicine, Baylor College of Medicine, Houston, Texas
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Weis HB, Pickett ML, Weis JJ, Dorsey O, Bailey LW, Gardner AK, Napier R, AbdelFattah KR. Faculty Emotional Intelligence Matters for Resident Education. JOURNAL OF SURGICAL EDUCATION 2020; 77:1132-1137. [PMID: 32522560 DOI: 10.1016/j.jsurg.2020.03.019] [Citation(s) in RCA: 2] [Impact Index Per Article: 0.5] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 12/30/2019] [Revised: 03/26/2020] [Accepted: 03/26/2020] [Indexed: 06/11/2023]
Abstract
OBJECTIVE This study aimed to determine the emotional intelligence (EI) of surgical faculty and evaluate its relationship with resident evaluations of faculty behaviors. DESIGN This study retrospectively collected faculty EI scores as well as general surgery resident evaluations of faculty. Parametric and nonparametric tests were used for statistical analysis. SETTING The study was conducted at the University of Texas Southwestern in the Department of Surgery in Dallas, Texas. This is an academic, tertiary care center. PARTICIPANTS Surgical faculty members at a single institution in 2018 completed the Emotional Intelligence Appraisal, a 28-item, electronic assessment with possible scores ranging from zero to 100. Aggregate, anonymous resident evaluations of faculty members were collected from the program director's office. Faculty with fewer than 8 resident evaluations were excluded. RESULTS In total, 59 faculty members participated (89%). The sample was mostly white (69.2%), male (63.5%), with an average of 47 ± 10 years of age, 12.2 ± 10 years in practice, and 44 ± 24 evaluations per faculty member. The group's mean EI score was 76 ± 7.7. Faculty EI scores were found to have a moderate, positive correlation with resident rotational evaluations of faculty (r(51) = 0.52, p < 0.001). Faculty EI scores did not significantly correlate with resident evaluations of faculty intraoperative behaviors. CONCLUSIONS The results of this study suggest that a majority of our faculty are competent with regard to EI. Furthermore, faculty EI is an important factor in the clinical learning environment and correlates with resident rotational evaluations of teaching behaviors.
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Affiliation(s)
- Holly B Weis
- Department of Surgery, University of Texas Southwestern, Dallas, Texas
| | | | - Joshua J Weis
- Department of Surgery, University of Texas Southwestern, Dallas, Texas
| | - Olivia Dorsey
- Department of Population and Data Science, University of Texas Southwestern, Dallas, Texas
| | - Lisa W Bailey
- Department of Surgery, University of Texas Southwestern, Dallas, Texas
| | - Aimee K Gardner
- Department of Health Professions, Surgery, Baylor College of Medicine, Houston, Texas
| | - Rebecca Napier
- Department of Surgery, University of Texas Southwestern, Dallas, Texas
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Yukawa M, Gansky SA, O'Sullivan P, Teherani A, Feldman MD. A new Mentor Evaluation Tool: Evidence of validity. PLoS One 2020; 15:e0234345. [PMID: 32544185 PMCID: PMC7297334 DOI: 10.1371/journal.pone.0234345] [Citation(s) in RCA: 8] [Impact Index Per Article: 2.0] [Reference Citation Analysis] [Abstract] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 12/28/2019] [Accepted: 05/23/2020] [Indexed: 11/17/2022] Open
Abstract
Background Mentorship plays an essential role in enhancing the success of junior faculty. Previous evaluation tools focused on specific types of mentors or mentees. The main objective was to develop and provide validity evidence for a Mentor Evaluation Tool (MET) to assess the effectiveness of one-on-one mentoring for faculty in the academic health sciences. Methods Evidence was collected for the validity domains of content, internal structure and relationship to other variables. The 13 item MET was tested for internal structure evidence with 185 junior faculty from Schools of Dentistry, Medicine, Nursing, and Pharmacy. Finally, the MET was studied for additional validity evidence by prospectively enrolling mentees of three different groups of faculty (faculty nominated for, or winners of, a lifetime achievement in mentoring award; faculty graduates of a mentor training program; and faculty mentors not in either of the other two groups) at the University of California San Francisco (UCSF) and asking them to rate their mentors using the MET. Mentors and mentees were clinicians, educators and/or researchers. Results The 13 MET items mapped well to the five mentoring domains and six competencies described in the literature. The standardized Cronbach’s coefficient alpha was 0.96. Confirmatory factor analysis supported a single factor (CFI = 0.89, SRMR = 0.05). The three mentor groups did not differ in the single overall assessment item (P = 0.054) or mean MET score (P = 0.288), before or after adjusting for years of mentoring. The mentorship score means were relatively high for all three groups. Conclusions The Mentor Evaluation Tool demonstrates evidence of validity for research, clinical, educational or career mentors in academic health science careers. However, MET did not distinguish individuals nominated as outstanding mentors from other mentors. MET validity evidence can be studied further with mentor-mentee pairs and to follow prospectively the rating of mentors before and after a mentorship training program.
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Affiliation(s)
- Michi Yukawa
- Department of Medicine, University of California San Francisco, Division of Geriatrics, San Francisco, California, United States of America.,San Francisco VA Medical Center, Department of Medicine, Geriatrics, Palliative and Extended Care Service, San Francisco, California, United States of America
| | - Stuart A Gansky
- Department of Dentistry, University of California San Francisco, San Francisco, California, United States of America
| | - Patricia O'Sullivan
- Department of Medicine, University of California San Francisco, Division of Geriatrics, San Francisco, California, United States of America
| | - Arianne Teherani
- Department of Medicine, University of California San Francisco, Division of Geriatrics, San Francisco, California, United States of America
| | - Mitchell D Feldman
- Department of Medicine, University of California San Francisco, Division of Geriatrics, San Francisco, California, United States of America
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Di Frances CD, Childs E, Fetterman JL, Villanti AC, Stanton CA, Russo AR, Hirsch GA, Solis AC, Benjamin EJ. Implementing and Evaluating a Mentor Training to Improve Support for Early-Career Scholars in Tobacco Regulatory Science. Nicotine Tob Res 2020; 22:1041-1045. [PMID: 31095330 DOI: 10.1093/ntr/ntz083] [Citation(s) in RCA: 5] [Impact Index Per Article: 1.3] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 12/21/2018] [Accepted: 05/15/2019] [Indexed: 11/14/2022]
Abstract
INTRODUCTION To implement and evaluate a blended online and in-person training to help mentors of early-career researchers appreciate the complexities of Tobacco Regulatory Science (TRS), refine TRS mentoring skills, and become acquainted with resources for providing effective guidance to TRS mentees. METHODS TRS mentors engaged in a two-part pilot test of the training program. Authors evaluated both the online and in-person training using retrospective pre-post evaluations, which measure learning at the conclusion of a training program, and post-program focus groups. Twenty learners completed the online training, and 16 learners attended the in-person training module. Nine participants completed evaluations for the online module, and 12 participants completed evaluations for the in-person module. RESULTS Program assessments revealed that participants found that the training achieved its overall goals. The majority of respondents (87.5%) rated the online portion of the training as valuable. For the in-person training, participants reported statistically significant improvements regarding confidence in: helping mentees to identify skills and training to effectively pursue TRS, assisting mentees in weighing career trajectories, and guiding mentees in conducting research responsive to TRS regulatory priorities. CONCLUSIONS The novel mentoring program was well received by faculty seeking to strengthen skills for mentoring early-career TRS researchers to navigate the complex landscape of TRS, explore diverse funding opportunities, and discern potential career trajectories. It provided unique content to address issues outside the traditional tobacco research training curriculum and offered specific information on regulatory policies, priorities, and opportunities. IMPLICATIONS This research documents the deployment and evaluation of a blended online and in-person training program for investigators mentoring early-career researchers working in TRS. Our assessment discovered that participants found the training to be valuable to their overall mentoring objectives. The training comprises a novel curriculum for investigators engaged in mentoring early-career researchers in a unique field, thus filling a deficit in the published literature by presenting a curriculum that has been customized to the unique needs of TRS mentors.
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Affiliation(s)
| | - Ellen Childs
- Health Law, Policy & Management, School of Public Health, Boston University, Boston, MA
| | | | - Andrea C Villanti
- Department of Psychiatry, University of Vermont Larner College of Medicine, Burlington, VA
| | - Cassandra A Stanton
- Behavioral Health Group, Westat, Rockville, MD.,Department of Oncology, Georgetown University Medical Center Cancer Prevention and Control Program, Lombardi Comprehensive Cancer Center, Washington, DC
| | - Abigail R Russo
- Global Health Research, Boston Children's Hospital, Boston, MA
| | - Glenn A Hirsch
- Division of Cardiovascular Medicine, Department of Medicine, National Jewish Health, Denver, CO
| | - Amy C Solis
- Behavioral Health Group, Westat, Rockville, MD
| | - Emelia J Benjamin
- Department of Medicine, Boston University School of Medicine, Boston, MA.,Department of Epidemiology School of Public Health, Boston University School of Public Health, Boston, MA
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An environmental scan of emergency medicine research support, training, and infrastructure across Canada. CAN J EMERG MED 2020; 22:477-485. [PMID: 32390584 DOI: 10.1017/cem.2020.18] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/07/2022]
Abstract
OBJECTIVE Our study objective was to describe the Canadian emergency medicine (EM) research community landscape prior to the initiation of a nationwide network. METHODS A two-phase electronic survey was sent to 17 Canadian medical schools. The Phase 1 Environmental Scan was administered to department chairs/hospital EM chiefs, to identify EM physicians conducting clinical or educational research. The Phase 2 Survey was sent to the identified EM researchers to assess four themes: 1) geographic distribution, 2) training/career satisfaction, 3) time/financial compensation, and 4) research facilitators/barriers. Descriptive analyses were conducted, and results were stratified by Canadian regions. RESULTS A total of 92 EM researchers were identified in Phase 1; 67 (73%) responded to the Phase 2 Survey. Of those, 42 (63%) reported being clinical researchers, and 19 (45%) had a graduate degree. Three provinces encompassed most of the researchers (n = 35). Of the respondents, 61% had a research degree, 66% felt adequately trained for their research career, 73% had financial support, 83% had access to office spaces, 52% had no mentor during their first years of their career, 69% felt satisfied with their research career, and 82% suggested that they will still be conducting research in 5 years. CONCLUSION EM researchers reported being adequately trained, even though only a little over half had a graduate degree. Only two-thirds had financial support, and mentorship was lacking in one-third of the participants. Not all respondents had a form of infrastructure, but most felt optimistic about their careers. The Canadian EM research environment could be improved to ensure better research capacity.
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Assessing mentoring: A scoping review of mentoring assessment tools in internal medicine between 1990 and 2019. PLoS One 2020; 15:e0232511. [PMID: 32384090 PMCID: PMC7209188 DOI: 10.1371/journal.pone.0232511] [Citation(s) in RCA: 37] [Impact Index Per Article: 9.3] [Reference Citation Analysis] [Abstract] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 02/12/2020] [Accepted: 04/16/2020] [Indexed: 01/07/2023] Open
Abstract
BACKGROUND Mentoring's success in enhancing a mentee's professional and personal development, and a host organisations' reputation has been called into question, amidst a lack of effective tools to evaluate mentoring relationships and guide oversight of mentoring programs. A scoping review is proposed to map available literature on mentoring assessment tools in Internal Medicine to guide design of new tools. OBJECTIVE The review aims to explore how novice mentoring is assessed in Internal Medicine, including the domains assessed, and the strengths and limitations of the assessment methods. METHODS Guided by Levac et al.'s framework for scoping reviews, 12 reviewers conducted independent literature reviews of assessment tools in novice mentoring in PubMed, Embase, Scopus, ERIC, Cochrane, GreyLit, Web of Science, Open Dissertations and British Education Index databases. A 'split approach' saw research members adopting either Braun and Clarke's approach to thematic analysis or directed content analysis to independently evaluate the data and improve validity and objectivity of the findings. RESULTS 9662 abstracts were identified, 187 full-text articles reviewed, and 54 full-text articles included. There was consensus on the themes and categories identified through the use of the split approach, which were the domains assessed and methods of assessment. CONCLUSION Most tools fail to contend with mentoring's evolving nature and provide mere snap shots of the mentoring process largely from the mentee's perspective. The lack of holistic, longitudinal and validated assessments propagate fears that ethical issues in mentoring are poorly recognized and addressed. To this end, we forward a framework for the design of 'fit for purpose' multi-dimensional tools. PRACTICE POINTS Most tools focus on the mentee's perspective, do not consider mentoring's evolving nature and fail to consider mentoring holistically nor longitudinallyA new tool capable of addressing these gaps must also consider inputs from all stakeholders and take a longitudinal perspective of mentoring.
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Cheong CWS, Chia EWY, Tay KT, Chua WJ, Lee FQH, Koh EYH, Chin AMC, Toh YP, Mason S, Krishna LKR. A systematic scoping review of ethical issues in mentoring in internal medicine, family medicine and academic medicine. ADVANCES IN HEALTH SCIENCES EDUCATION : THEORY AND PRACTICE 2020; 25:415-439. [PMID: 31705429 DOI: 10.1007/s10459-019-09934-0] [Citation(s) in RCA: 10] [Impact Index Per Article: 2.5] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 02/17/2019] [Accepted: 10/16/2019] [Indexed: 06/10/2023]
Abstract
Mentoring's role in medical education is threatened by the potential abuse of mentoring relationships. Particularly affected are mentoring relationships between senior clinicians and junior doctors which lie at the heart of mentoring. To better understand and address these concerns, a systematic scoping review into prevailing accounts of ethical issues and professional lapses in mentoring is undertaken. Arksey and O'Malley's (Int J Soc Res Methodol 8(1):19-32, 2005. https://doi.org/10.1080/1364557032000119616) methodological framework for conducting scoping reviews was employed to explore the scope of ethical concerns in mentoring in general medicine. Databases searcheed included PubMed, ScienceDirect, ERIC, Embase, Scopus, Mednar and OpenGrey. 3391 abstracts were identified from the initialy search after removal of duplicates, 412 full-text articles were reviewed, 98 articles were included and thematically analysed. Unsatisfactory matching, misaligned expectations, inadequate mentor training, cursory codes of conduct, sketchy standards of practice, meagre oversight and unstructured processes have been identified as potential causes for ethical and professional breaches in mentoring practice. Changes in how professionalism is viewed suggest further studies of educational culture should also be carried out. The host organization plays a major role in establishing codes of conduct, expectations, and holistically, longitudinally oversight of the mentoring process and mentoring relationships.
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Affiliation(s)
| | - Elisha Wan Ying Chia
- Yong Loo Lin School of Medicine, National University of Singapore, Singapore, Singapore
| | - Kuang Teck Tay
- Yong Loo Lin School of Medicine, National University of Singapore, Singapore, Singapore
| | - Wen Jie Chua
- Yong Loo Lin School of Medicine, National University of Singapore, Singapore, Singapore
| | - Fion Qian Hui Lee
- Yong Loo Lin School of Medicine, National University of Singapore, Singapore, Singapore
| | - Eugene Yong Hian Koh
- Yong Loo Lin School of Medicine, National University of Singapore, Singapore, Singapore
| | | | - Ying Pin Toh
- Family Medicine Residency, National University Hospital Singapore, 1E Kent Ridge Rd, Singapore, 119228, Singapore.
| | - Stephen Mason
- Marie Curie Palliative Care Institute, University of Liverpool, Liverpool, UK
| | - Lalit Kumar Radha Krishna
- Yong Loo Lin School of Medicine, National University of Singapore, Singapore, Singapore
- Marie Curie Palliative Care Institute, University of Liverpool, Liverpool, UK
- Division of Supportive and Palliative Care, National Cancer Centre Singapore, Singapore, Singapore
- Centre of Biomedical Ethics, National University of Singapore, Singapore, Singapore
- Duke- NUS Medical School, Singapore, Singapore
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Scott SE, Cook S, Farmer MA, Kim SK, Pomfret RW, Samardzic K, Hartzell JD, Hutchinson JW. The Rising Physicians Program: A Novel Approach for Mentoring Medical Students. Mil Med 2020; 184:e164-e167. [PMID: 30423166 DOI: 10.1093/milmed/usy289] [Citation(s) in RCA: 5] [Impact Index Per Article: 1.3] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 08/01/2018] [Revised: 09/16/2018] [Accepted: 10/10/2018] [Indexed: 11/13/2022] Open
Abstract
INTRODUCTION The transition to medical school is a particularly challenging time for new students as they are faced with significant academic responsibilities. Moreover, for many students at the Uniformed Services University they are adjusting to being on active duty in the military. Mentoring has been considered a way to help with the transition and professional development. Prior to 2015, there was no formal mentoring program for new students at the Uniformed Services University. MATERIALS AND METHODS In order to address the demands and challenges facing matriculating medical students, the Rising Physicians Program was created. This student initiated program enabled pre-clerkship medical students to connect with residents at the Walter Reed National Military Medical Center via a secure database with resident profiles. Residents were recruited and voluntarily agreed to serve as mentors. Students were then able to access the database and reach out to mentors based on their specific goals. The program was introduced to students during orientation and student participation was completely voluntary. A survey was designed using best survey practices and sent to the 175 students participating in the program for the 2015 academic (class of 2019) year to determine participation and characteristics of the program. RESULTS Sixty-four percent (112/175) of the students from the class of 2019 participated in the post-implementation survey. Fifteen percent of the class (26/175) reported participating in the voluntary mentoring program. The three most commonly used communication methods with mentors in precedence were in-person, e-mail, and text messages. The majority of the students found their interactions in this program were beneficial and did not get in the way of their academic performance. The most common topics of discussion were academics (20%), mentor's past experience (22%), military lifestyle (7%), medical school pathways (23%), and specialty selections (23%). Limitations of the program included a lack of U.S. Air Force mentors and mentors within certain residency specialties. CONCLUSIONS The Rising Physician Program provides a near-peer mentoring model for new medical students. Students preferred to communicate with their mentors in person, but the flexibility of communication appears to be important. New students have a variety of academic and professional development concerns that could partially be addressed through mentoring by residents.
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Affiliation(s)
- Sean E Scott
- F. Edward Hébert School of Medicine, Uniformed Services University, 4301 Jones Bridge Road, Bethesda, MD.,Department of Medicine, Assistant Dean for Faculty Development, Uniformed Services University, 4301 Jones Bridge Road, Bethesda, MD
| | - Stacy Cook
- F. Edward Hébert School of Medicine, Uniformed Services University, 4301 Jones Bridge Road, Bethesda, MD
| | - Maria Alejandra Farmer
- F. Edward Hébert School of Medicine, Uniformed Services University, 4301 Jones Bridge Road, Bethesda, MD.,Department of Medicine, Assistant Dean for Faculty Development, Uniformed Services University, 4301 Jones Bridge Road, Bethesda, MD
| | - Shawn K Kim
- F. Edward Hébert School of Medicine, Uniformed Services University, 4301 Jones Bridge Road, Bethesda, MD.,Department of Medicine, Assistant Dean for Faculty Development, Uniformed Services University, 4301 Jones Bridge Road, Bethesda, MD
| | - Roland W Pomfret
- F. Edward Hébert School of Medicine, Uniformed Services University, 4301 Jones Bridge Road, Bethesda, MD
| | - Kristen Samardzic
- F. Edward Hébert School of Medicine, Uniformed Services University, 4301 Jones Bridge Road, Bethesda, MD
| | - Joshua D Hartzell
- F. Edward Hébert School of Medicine, Uniformed Services University, 4301 Jones Bridge Road, Bethesda, MD.,Department of Medicine, Assistant Dean for Faculty Development, Uniformed Services University, 4301 Jones Bridge Road, Bethesda, MD
| | - Jeffrey W Hutchinson
- F. Edward Hébert School of Medicine, Uniformed Services University, 4301 Jones Bridge Road, Bethesda, MD.,Department of Pediatrics, Interim Chair, and Chief Diversity Officer, Uniformed Services University, 4301 Jones Bridge Road, Bethesda, MD
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Krishna LKR, Tan LHE, Ong YT, Tay KT, Hee JM, Chiam M, Chia EWY, Sheri K, Tan XH, Teo YH, Kow CS, Mason S, Toh YP. Enhancing Mentoring in Palliative Care: An Evidence Based Mentoring Framework. JOURNAL OF MEDICAL EDUCATION AND CURRICULAR DEVELOPMENT 2020; 7:2382120520957649. [PMID: 33015366 PMCID: PMC7517982 DOI: 10.1177/2382120520957649] [Citation(s) in RCA: 29] [Impact Index Per Article: 7.3] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Subscribe] [Scholar Register] [Received: 07/23/2020] [Accepted: 08/19/2020] [Indexed: 05/13/2023]
Abstract
BACKGROUND Growing concerns over ethical issues in mentoring in medicine and surgery have hindered efforts to reinitiate mentoring for Palliative Care (PC) physicians following the easing of COVID-19 restrictions. Ranging from the misappropriation of mentee's work to bullying, ethical issues in mentoring are attributed to poor understanding and structuring of mentoring programs, underlining the need for a consistent approach to mentoring practices. METHODS Given diverse practices across different settings and the employ of various methodologies, a novel approach to narrative reviews (NR)s is proposed to summarize, interpret, and critique prevailing data on novice mentoring. To overcome prevailing concerns surrounding the reproducibility and transparency of narrative reviews, the Systematic Evidenced Based Approach (SEBA) adopts a structured approach to searching and summarizing the included articles and employed concurrent content and thematic analysis that was overseen by a team of experts. RESULTS A total of 18 915 abstracts were reviewed, 62 full text articles evaluated and 41 articles included. Ten themes/categories were ascertained identified including Nature; Stakeholders; Relationship; Approach; Environment; Benefits; Barriers; Assessments; Theories and Definitions. CONCLUSION By compiling and scrutinizing prevailing practice it is possible to appreciate the notion of the mentoring ecosystem which sees each mentee, mentor, and host organization brings with them their own microenvironment that contains their respective goals, abilities, and contextual considerations. Built around competency based mentoring stages, it is possible to advance a flexible yet consistent novice mentoring framework.
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Affiliation(s)
- Lalit Kumar Radha Krishna
- Yong Loo Lin School of Medicine, National University of Singapore, Singapore
- Division of Supportive and Palliative Care, National Cancer Centre Singapore, Singapore
- The Palliative Care Centre for Excellence in Research and Education, Singapore
- Division of Cancer Education, National Cancer Centre Singapore, Singapore
- Palliative Care Institute Liverpool, Academic Palliative & End of Life Care Centre, University of Liverpool, Liverpool, UK
- Duke-NUS Medical School, National University of Singapore, Singapore
- Centre of Biomedical Ethics, National University of Singapore, Singapore
- Lalit Kumar Radha Krishna, Palliative Care Institute Liverpool, Academic Palliative & End of Life Care Centre, University of Liverpool, UK and Cancer Research Centre, 200 London Rd, Liverpool L3 9TA, UK.
| | - Lorraine Hui En Tan
- Yong Loo Lin School of Medicine, National University of Singapore, Singapore
- Division of Supportive and Palliative Care, National Cancer Centre Singapore, Singapore
| | - Yun Ting Ong
- Yong Loo Lin School of Medicine, National University of Singapore, Singapore
- Division of Supportive and Palliative Care, National Cancer Centre Singapore, Singapore
| | - Kuang Teck Tay
- Yong Loo Lin School of Medicine, National University of Singapore, Singapore
- Division of Supportive and Palliative Care, National Cancer Centre Singapore, Singapore
| | - Jia Min Hee
- National University Hospital, National University Health System, Singapore
| | - Min Chiam
- Division of Cancer Education, National Cancer Centre Singapore, Singapore
| | - Elisha Wan Ying Chia
- Yong Loo Lin School of Medicine, National University of Singapore, Singapore
- Division of Supportive and Palliative Care, National Cancer Centre Singapore, Singapore
| | - Krish Sheri
- Yong Loo Lin School of Medicine, National University of Singapore, Singapore
- Division of Supportive and Palliative Care, National Cancer Centre Singapore, Singapore
| | - Xiu Hui Tan
- Yong Loo Lin School of Medicine, National University of Singapore, Singapore
- Division of Supportive and Palliative Care, National Cancer Centre Singapore, Singapore
| | - Yao Hao Teo
- Yong Loo Lin School of Medicine, National University of Singapore, Singapore
- Division of Supportive and Palliative Care, National Cancer Centre Singapore, Singapore
| | - Cheryl Shumin Kow
- Yong Loo Lin School of Medicine, National University of Singapore, Singapore
- Division of Supportive and Palliative Care, National Cancer Centre Singapore, Singapore
| | - Stephen Mason
- Palliative Care Institute Liverpool, Academic Palliative & End of Life Care Centre, University of Liverpool, Liverpool, UK
| | - Ying Pin Toh
- National University Hospital, National University Health System, Singapore
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31
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Sandi G, Chubinskaya S. A Faculty Development Model that Promotes Success of Early Career Faculty in Academic Medicine. THE JOURNAL OF CONTINUING EDUCATION IN THE HEALTH PROFESSIONS 2020; 40:69-72. [PMID: 32149950 DOI: 10.1097/ceh.0000000000000282] [Citation(s) in RCA: 7] [Impact Index Per Article: 1.8] [Reference Citation Analysis] [Abstract] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 06/10/2023]
Abstract
INTRODUCTION Medical school offices of faculty development aim to facilitate the academic growth of junior faculty by fostering independent research, enhancing teaching skills, and bolstering career opportunities. The Rush Research Mentoring Program aims to achieve this goal at Rush University medical center by offering a broad resource armamentarium and creating an environment that fosters productive relationships between mentees and mentors. This article describes the program's structure, evaluation, outcomes, and the university vision for its future. METHODS The program's contributions to the overall success of the University were measured by scholarly productivity, intramural and extramural funding, junior faculty retention, and mentee satisfaction with the program from its inception in 2006 until 2018. RESULTS Over 12 years, mentees have collectively received 639 grants. Of the 130 mentees who have completed the 5-year program and transitioned to program alumni, 65% have been retained as faculty members, with 40% receiving promotions to associate professor and 5% to full professor. Mentees report frequent use of the available resources and high satisfaction with the program. DISCUSSION We anticipate that structured mentoring programs with institutionally supported professional development activities and strategic mentor-mentee partnerships can be successfully adopted at similar academic medical centers.
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Affiliation(s)
- Giselle Sandi
- Faculty Affairs Rush University Medical Center, Chicago, IL
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32
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Chia EWY, Tay KT, Xiao S, Teo YH, Ong YT, Chiam M, Toh YP, Mason S, Chin AMC, Krishna LKR. The Pivotal Role of Host Organizations in Enhancing Mentoring in Internal Medicine: A Scoping Review. JOURNAL OF MEDICAL EDUCATION AND CURRICULAR DEVELOPMENT 2020; 7:2382120520956647. [PMID: 33062895 PMCID: PMC7536487 DOI: 10.1177/2382120520956647] [Citation(s) in RCA: 4] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Subscribe] [Scholar Register] [Received: 06/24/2020] [Accepted: 08/14/2020] [Indexed: 05/27/2023]
Abstract
In undergraduate and postgraduate medical education, mentoring offers personalized training and plays a key role in continuing medical education and the professional development of healthcare professionals. However, poor structuring of the mentoring process has been attributed to failings of the host organization and, as such, we have conducted a scoping review on the role of the host organization in mentoring programs. Guided by Levac et al's methodological framework and a combination of thematic and content analysis, this scoping review identifies their "defining" and secondary roles. Whilst the "defining" role of the host is to set standards, nurture, and oversee the mentoring processes and relationships, the secondary roles comprise of supporting patient care and specific responsibilities toward the mentee, mentor, program, and organization itself. Critically, striking a balance between structure and flexibility within the program is important to ensure consistency in the mentoring approach whilst accounting for the changing needs and goals of the mentees and mentors.
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Affiliation(s)
- Elisha Wan Ying Chia
- Yong Loo Lin School of Medicine,
National University of Singapore, Singapore
- Division of Supportive and Palliative
Care, National Cancer Centre Singapore, Singapore
| | - Kuang Teck Tay
- Yong Loo Lin School of Medicine,
National University of Singapore, Singapore
- Division of Supportive and Palliative
Care, National Cancer Centre Singapore, Singapore
| | - Shiwei Xiao
- Yong Loo Lin School of Medicine,
National University of Singapore, Singapore
- Division of Supportive and Palliative
Care, National Cancer Centre Singapore, Singapore
| | - Yao Hao Teo
- Yong Loo Lin School of Medicine,
National University of Singapore, Singapore
- Division of Supportive and Palliative
Care, National Cancer Centre Singapore, Singapore
| | - Yun Ting Ong
- Yong Loo Lin School of Medicine,
National University of Singapore, Singapore
- Division of Supportive and Palliative
Care, National Cancer Centre Singapore, Singapore
| | - Min Chiam
- Division of Cancer Education, National
Cancer Centre Singapore, Singapore
| | - Ying Pin Toh
- Department of Family Medicine, Yong Loo
Lin School of Medicine, National University of Singapore, Singapore
- Star PALS, HCA Hospice Care,
Singapore
| | - Stephen Mason
- Palliative Care Institute Liverpool,
Academic Palliative & End of Life Care Centre, University of Liverpool,
Liverpool, UK
| | - Annelissa Mien Chew Chin
- Medical Library, National University of
Singapore Libraries, National University of Singapore, Singapore
| | - Lalit Kumar Radha Krishna
- Yong Loo Lin School of Medicine,
National University of Singapore, Singapore
- Division of Supportive and Palliative
Care, National Cancer Centre Singapore, Singapore
- Division of Cancer Education, National
Cancer Centre Singapore, Singapore
- Palliative Care Institute Liverpool,
Academic Palliative & End of Life Care Centre, University of Liverpool,
Liverpool, UK
- Centre for Biomedical Ethics, National
University of Singapore, Singapore
- Duke-NUS Graduate Medical School,
Singapore
- PalC, The Palliative Care Centre for
Excellence in Research and Education, Singapore
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33
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Harker K, O’Toole E, Keshmiripour S, McIntosh M, Sassen C. Mixed-Methods Assessment of a Mentoring Program. JOURNAL OF LIBRARY ADMINISTRATION 2019. [DOI: 10.1080/01930826.2019.1661745] [Citation(s) in RCA: 3] [Impact Index Per Article: 0.6] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 10/26/2022]
Affiliation(s)
- Karen Harker
- Collection Assessment Librarian, University of North Texas Libraries, Denton, TX, USA
| | - Erin O’Toole
- Science Reference Librarian, University of North Texas Libraries, Denton, TX, USA
| | | | - Marcia McIntosh
- Digital Production Librarian, University of North Texas Libraries, Denton, TX, USA
| | - Catherine Sassen
- Principal Cataloger, University of North Texas Libraries, Denton, TX, USA
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34
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Laurence JM, Hong J, Storey DW. Surgical mentorship in a new landscape. ANZ J Surg 2019; 89:800-801. [PMID: 31379082 DOI: 10.1111/ans.15165] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 02/20/2019] [Accepted: 03/01/2019] [Indexed: 11/30/2022]
Affiliation(s)
- Jerome M Laurence
- Institute of Academic Surgery, Royal Prince Alfred Hospital, Central Clinical School, The University of Sydney, Sydney, New South Wales, Australia
| | - Jonathan Hong
- Institute of Academic Surgery, Royal Prince Alfred Hospital, Central Clinical School, The University of Sydney, Sydney, New South Wales, Australia
| | - David W Storey
- Institute of Academic Surgery, Royal Prince Alfred Hospital, Central Clinical School, The University of Sydney, Sydney, New South Wales, Australia
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35
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Choi AM, Moon JE, Steinecke A, Prescott JE. Developing a Culture of Mentorship to Strengthen Academic Medical Centers. ACADEMIC MEDICINE : JOURNAL OF THE ASSOCIATION OF AMERICAN MEDICAL COLLEGES 2019; 94:630-633. [PMID: 31026234 PMCID: PMC6493700 DOI: 10.1097/acm.0000000000002498] [Citation(s) in RCA: 61] [Impact Index Per Article: 12.2] [Reference Citation Analysis] [Abstract] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 05/06/2023]
Abstract
Mentorship is central to academic medicine and its missions, and it has long played a critical role in the training and career development of physicians and scientists. A growing body of literature has documented the positive impact of mentorship on various outcomes, including research productivity, academic promotion, faculty retention, and career satisfaction. These benefits span academic medical centers' missions and have the potential to enhance biomedical research, patient care, education, and faculty diversity and leadership.In this Invited Commentary, the authors argue that a dynamic culture of mentorship is essential to the success of academic medical centers and should be elevated to the level of a major strategic priority. This culture of mentorship would capitalize on an institution's intellectual resources and seek to develop leaders in biomedical discovery, patient care, and education. The bidirectional transmission of knowledge between mentors and mentees, through both formal programs and informal relationships, can foster the growth of faculty members needed to meet the complex challenges currently confronting medical schools and teaching hospitals.Developing a culture of mentorship requires a strong commitment by leaders at all levels to nurture the next generation of physicians and scientists as well as grassroots efforts by trainees and faculty to seek out and create mentorship opportunities. The authors conclude by outlining possible mechanisms and incentives for elevating mentorship to the level of a strategic priority to strengthen academic medical centers across their missions.
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Affiliation(s)
- Augustine M.K. Choi
- A.M.K. Choi is Stephen and Suzanne Weiss Dean, Weill Cornell Medicine, and provost for medical affairs, Cornell University, New York, New York
| | - Jennifer E. Moon
- J.E. Moon is director, Dean’s Office Initiatives, Weill Cornell Medicine, New York, New York
| | - Ann Steinecke
- A. Steinecke is senior director, Academic Affairs Programs and Engagement, Association of American Medical Colleges, Washington, DC
| | - John E. Prescott
- J.E. Prescott is chief academic officer, Association of American Medical Colleges, Washington, DC
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Cross M, Lee S, Bridgman H, Thapa DK, Cleary M, Kornhaber R. Benefits, barriers and enablers of mentoring female health academics: An integrative review. PLoS One 2019; 14:e0215319. [PMID: 30998791 PMCID: PMC6472752 DOI: 10.1371/journal.pone.0215319] [Citation(s) in RCA: 39] [Impact Index Per Article: 7.8] [Reference Citation Analysis] [Abstract] [MESH Headings] [Grants] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 12/06/2018] [Accepted: 03/30/2019] [Indexed: 11/20/2022] Open
Abstract
This integrative literature review synthesizes the primary research evidence on mentoring female health academics published from 2000 to 2018, to identify the benefits, enablers and barriers to mentoring women. The need for this review is underpinned by the magnitude of change in higher education, the high number of women in health disciplines, limited progress in advancing women’s academic careers, escalating role expectations, faculty shortages and staff turnover. Data were sourced from Scopus, PubMed, EMBASE and Cumulative Index of Nursing and Allied Health Literature. Twenty-seven studies were included. Although effective mentoring facilitates personal and career development, academic craftsmanship, psychosocial support and job satisfaction, it is complicated by organizational factors and personal and relational dynamics. Enablers of mentoring are mentor availability and expertise, supportive relationships, mutuality and responsiveness. Lack of, or inadequate mentoring compromise women’s job satisfaction, career development and academic productivity. Providing female health academics access to experienced, well-connected mentors with common interests who are committed to advancing their career, is an investment in optimizing potential, promoting supportive work environments and increasing productivity and retention. Realizing the institutional potential that mentoring female health academics offers, is contingent on academic leaders valuing mentorship as faculty business and understanding the role that the contemporary academic environment plays in achieving mentoring outcomes. Further empirical and longitudinal research is needed to evaluate effective approaches for mentoring women in the contemporary academic environment.
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Affiliation(s)
- Merylin Cross
- Centre for Rural Health, School of Health Sciences, University of Tasmania, Australia Launceston, Tasmania, Australia
- * E-mail:
| | - Simone Lee
- Centre for Rural Health, School of Health Sciences, University of Tasmania, Australia Launceston, Tasmania, Australia
| | - Heather Bridgman
- Centre for Rural Health, School of Health Sciences, University of Tasmania, Australia Launceston, Tasmania, Australia
| | - Deependra Kaji Thapa
- College of Health and Medicine, University of Tasmania, Australia Alexandria, NSW, Australia
| | - Michelle Cleary
- College of Health and Medicine, University of Tasmania, Australia Alexandria, NSW, Australia
| | - Rachel Kornhaber
- College of Health and Medicine, University of Tasmania, Australia Alexandria, NSW, Australia
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Academic Advancement in the Current Era: Integrating and Empowering Clinician Educators. J Am Coll Cardiol 2019; 73:620-623. [PMID: 30732717 DOI: 10.1016/j.jacc.2018.11.032] [Citation(s) in RCA: 2] [Impact Index Per Article: 0.4] [Reference Citation Analysis] [Key Words] [Track Full Text] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Received: 04/09/2018] [Revised: 10/31/2018] [Accepted: 11/27/2018] [Indexed: 12/20/2022]
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Reducing Implicit Bias: Association of Women Surgeons #HeForShe Task Force Best Practice Recommendations. J Am Coll Surg 2019; 228:303-309. [PMID: 30611895 DOI: 10.1016/j.jamcollsurg.2018.12.011] [Citation(s) in RCA: 67] [Impact Index Per Article: 13.4] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 12/10/2018] [Revised: 12/27/2018] [Accepted: 12/27/2018] [Indexed: 10/27/2022]
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Salinaro JR, Puechl AM, Havrilesky LJ, Davidson BA. Gender trends in gynecologic oncology authorship: Implications for the critical evaluation of gender distribution in academic rank and leadership positions. Gynecol Oncol 2018; 151:542-546. [DOI: 10.1016/j.ygyno.2018.10.009] [Citation(s) in RCA: 12] [Impact Index Per Article: 2.0] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 09/07/2018] [Revised: 09/27/2018] [Accepted: 10/06/2018] [Indexed: 11/30/2022]
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Efstathiou JA, Drumm MR, Paly JP, Lawton DM, O’Neill RM, Niemierko A, Leffert LR, Loeffler JS, Shih HA. Long-term impact of a faculty mentoring program in academic medicine. PLoS One 2018; 13:e0207634. [PMID: 30496199 PMCID: PMC6264475 DOI: 10.1371/journal.pone.0207634] [Citation(s) in RCA: 29] [Impact Index Per Article: 4.8] [Reference Citation Analysis] [Abstract] [MESH Headings] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 08/06/2018] [Accepted: 11/02/2018] [Indexed: 11/18/2022] Open
Abstract
The authors conducted a prospective longitudinal study from 2009 to 2016 to assess the short and long-term impact of a formal mentorship program on junior faculty satisfaction and productivity. Junior faculty mentees enrolled in the program and junior faculty without formal mentorship were administered surveys before and after the program to assess satisfaction with their mentoring experiences. Long-term retention, promotion, and funding data were also collected. Twenty-three junior faculty mentees and 91 junior faculty controls were included in the study. Mentees came from the Departments of Radiation Oncology and Anesthesia, Critical Care, and Pain Management. After participating in the mentorship program, mentees demonstrated an increase in satisfaction from baseline in five of seven domains related to mentoring, while controls experienced no significant change in satisfaction in six of the seven domains. At long-term follow up, mentees were more likely than controls to hold senior faculty positions (percent senior faculty: 47% vs. 13%, p = 0.030) despite no difference in initial administrative rank. When comparing the subset of faculty who were Instructors at baseline, mentees were more likely to be funded and/or promoted than controls (p = 0.030). A majority of mentees reported that the program strengthened their long-term success, and many maintained their original mentoring relationships and formed new ones, highlighting the strong culture of mentorship that was instilled. Several short-term and long-term benefits were fostered from this formal mentorship program. These findings highlight the potential impact of mentorship programs in propagating a culture of mentorship and excellence.
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Affiliation(s)
- Jason A. Efstathiou
- Department of Radiation Oncology, Massachusetts General Hospital, Harvard Medical School, Boston, Massachusetts, United States of America
- * E-mail:
| | - Michael R. Drumm
- Department of Radiation Oncology, Massachusetts General Hospital, Harvard Medical School, Boston, Massachusetts, United States of America
| | - Jonathan P. Paly
- Department of Radiation Oncology, Massachusetts General Hospital, Harvard Medical School, Boston, Massachusetts, United States of America
| | - Donna M. Lawton
- Center for Faculty Development, Massachusetts General Hospital, Boston, Massachusetts, United States of America
| | - Regina M. O’Neill
- Sawyer Business School, Suffolk University, Boston, Massachusetts, United States of America
| | - Andrzej Niemierko
- Department of Radiation Oncology, Division of Biostatistics, Massachusetts General Hospital, Boston, Massachusetts, United States of America
| | - Lisa R. Leffert
- Department of Anesthesia, Critical Care & Pain Medicine, Massachusetts General Hospital, Harvard Medical School, Boston, Massachusetts, United States of America
| | - Jay S. Loeffler
- Department of Radiation Oncology, Massachusetts General Hospital, Harvard Medical School, Boston, Massachusetts, United States of America
| | - Helen A. Shih
- Department of Radiation Oncology, Massachusetts General Hospital, Harvard Medical School, Boston, Massachusetts, United States of America
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Kirsch JD, Duran A, Kaizer AM, Buum HT, Robiner WN, Weber-Main AM. Career-Focused Mentoring for Early-Career Clinician Educators in Academic General Internal Medicine. Am J Med 2018; 131:1387-1394. [PMID: 30076827 DOI: 10.1016/j.amjmed.2018.07.028] [Citation(s) in RCA: 11] [Impact Index Per Article: 1.8] [Reference Citation Analysis] [Key Words] [MESH Headings] [Track Full Text] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Received: 04/30/2018] [Accepted: 07/25/2018] [Indexed: 11/17/2022]
Affiliation(s)
- Jonathan D Kirsch
- Division of General Internal Medicine, University of Minnesota Medical School, Minneapolis.
| | - Alisa Duran
- Section of Women's Health and General Internal Medicine, Minneapolis VA Health Care System, Minn
| | - Alexander M Kaizer
- Department of Biostatistics and Informatics, University of Colorado School of Public Health, Aurora
| | - Heather Thompson Buum
- Division of General Internal Medicine, University of Minnesota Medical School, Minneapolis
| | - William N Robiner
- Division of General Internal Medicine, University of Minnesota Medical School, Minneapolis
| | - Anne Marie Weber-Main
- Division of General Internal Medicine, University of Minnesota Medical School, Minneapolis
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Paetow G, Zaver F, Gottlieb M, Chan TM, Lin M, Gisondi MA. Online Mastermind Groups: A Non-hierarchical Mentorship Model for Professional Development. Cureus 2018; 10:e3013. [PMID: 30397564 PMCID: PMC6207281 DOI: 10.7759/cureus.3013] [Citation(s) in RCA: 4] [Impact Index Per Article: 0.7] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/30/2022] Open
Abstract
Mentorship is an important driver of professional development and scholarship in academic medicine. Several mentorship models have been described in the medical education literature, with the majority featuring a hierarchical relationship between senior and junior members of an institution. ‘Mastermind Groups’, popularized in the business world, offer an alternative model of group mentorship that benefits from the combined intelligence and accumulated experience of the participants involved. We describe an online application of the Mastermind model, used as an opportunity for faculty development by a globally distributed team of health professions educators. The majority of our participants rated their experiences over two online Mastermind group mentoring sessions as ‘very valuable’, resulting in recommendations of specific developmental resources, professional referrals, and identifiable immediate ‘next steps’ for their careers. Our experience suggests that online Mastermind groups are an effective, feasible, zero-cost model for group mentorship and professional development in medicine.
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Affiliation(s)
- Glenn Paetow
- Emergency Medicine, Hennepin County Medical Center, Minneapolis, USA
| | - Fareen Zaver
- Emergency Medicine, University of Calgary, Calgary, CAN
| | - Michael Gottlieb
- Emergency Medicine, Rush University Medical Center, Chicago, USA
| | - Teresa M Chan
- Faculty of Health Sciences, McMaster University, Hamilton, CAN
| | - Michelle Lin
- Department of Emergency Medicine, UCSF School of Medicine, San Francisco, USA
| | - Michael A Gisondi
- Emergency Medicine, Stanford University School of Medicine, Palo Alto, USA
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Raymond NC, Wyman JF, Dighe S, Harwood EM, Hang M. Process Evaluation for Improving K12 Program Effectiveness: Case Study of a National Institutes of Health Building Interdisciplinary Research Careers in Women's Health Research Career Development Program. J Womens Health (Larchmt) 2018; 27:775-781. [PMID: 29583062 DOI: 10.1089/jwh.2016.6174] [Citation(s) in RCA: 2] [Impact Index Per Article: 0.3] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/13/2022] Open
Abstract
INTRODUCTION Process evaluation is an important tool in quality improvement efforts. This article illustrates how a systematic and continuous evaluation process can be used to improve the quality of faculty career development programs by using the University of Minnesota's Building Interdisciplinary Research Careers in Women's Health (BIRCWH) K12 program as an exemplar. METHODS Data from a rigorous process evaluation incorporating quantitative and qualitative measurements were analyzed and reviewed by the BIRCWH program leadership on a regular basis. RESULTS Examples are provided of how this evaluation model and processes were used to improve many aspects of the program, thereby improving scholar, mentor, and advisory committee members' satisfaction and scholar outcomes. CONCLUSIONS A rigorous evaluation plan can increase the effectiveness and impact of a research career development plan.
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Affiliation(s)
- Nancy C Raymond
- 1 Department of Psychiatry, School of Medicine and Public Health, University of Wisconsin , Madison, Madison, Wisconsin
| | - Jean F Wyman
- 2 Center for Aging Science and Care Innovation, School of Nursing, University of Minnesota , Minneapolis, Minnesota
| | - Satlaj Dighe
- 3 Department of Organizational Leadership, Policy, and Development, College of Education and Human Development, University of Minnesota , Minneapolis, Minnesota
| | - Eileen M Harwood
- 4 Division of Epidemiology and Community Health, School of Public Health, University of Minnesota , Minneapolis, Minnesota
| | - Mikow Hang
- 5 Program in Health Disparities Research, Department of Family Medicine and Community Health, University of Minnesota , Minneapolis, Minnesota
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Burlew CC. Surgical education: Lessons from parenthood. Am J Surg 2017; 214:983-992. [PMID: 28964404 DOI: 10.1016/j.amjsurg.2017.09.014] [Citation(s) in RCA: 9] [Impact Index Per Article: 1.3] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 04/26/2017] [Accepted: 09/18/2017] [Indexed: 10/18/2022]
Abstract
Although one might think surgery and parenting have little in common, there are clear parallels. Historically there has been little formal education for either role. Educators and parents relied on modelling the behavior of others, or trial and error techniques. Mentorship and role models have played a critical role in professional development and continue to have a profound impact. Over the past two decades there has been a marked increase in the resources that are available. Coaching, debriefing, deliberate practice, and formal training are now incorporated in residency programs. Specific lessons from parenthood that can be applied to surgical education include: providing a framework, learning through graduated responsibility, communicating expectations, creating a culture, setting the example, encouraging resilience, promoting autonomy, providing feedback, and navigating failure. The final lesson from parenthood: trust that you have taught them well. And you have to let them go.
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Affiliation(s)
- Clay Cothren Burlew
- The Department of Surgery, Denver Health Medical Center and the University of Colorado School of Medicine, Denver, CO, USA.
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Sng JH, Pei Y, Toh YP, Peh TY, Neo SH, Krishna LKR. Mentoring relationships between senior physicians and junior doctors and/or medical students: A thematic review. MEDICAL TEACHER 2017; 39:866-875. [PMID: 28562193 DOI: 10.1080/0142159x.2017.1332360] [Citation(s) in RCA: 55] [Impact Index Per Article: 7.9] [Reference Citation Analysis] [Abstract] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 05/13/2023]
Abstract
INTRODUCTION Mentoring relationships are pivotal to the outcome of the mentoring process. This thematic review seeks to study the key aspects of mentoring relationships between senior physicians and junior doctors and/or medical students to inform efforts to improve mentoring programs. METHODS Literature search was performed on publications across PubMed, ERIC, Cochrane Database of Systematic Reviews, OVID and ScienceDirect databases between 1 January 2000 and 31 December 2015 by three independent reviewers. The BEME guide and STORIES statement were used to develop a narrative from the articles selected. RESULTS Thematic analysis of 49 articles reveals five semantic themes of initiation process, developmental process, evaluation process, sustaining mentoring relationship, and obstacles to effective mentoring. The evolving and relational-dependent nature of mentoring pivots upon the compatibility of mentors and mentees and the quality of their interactions, which in turn depend on mentoring environments and awareness of mentor-, mentee-, organizational-related factors and changes in context and goals. CONCLUSIONS Embrace of a consistent mentoring approach to ensure effective oversight of the mentoring process must be balanced with sufficient flexibility to ensure a mentee-centered approach. Efforts must be made to optimize the key aspects of mentoring relationships in order to ensure successful mentoring processes and outcomes.
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Affiliation(s)
- Julia Huina Sng
- a Yong Loo Lin School of Medicine , National University of Singapore , Singapore , Singapore
| | - Yiying Pei
- b Assisi Hospice , Singapore , Singapore
| | | | - Tan Ying Peh
- c Division of Palliative Medicine , National Cancer Centre Singapore , Singapore , Singapore
- d Duke-NUS Medical School , Singapore , Singapore
| | - Shirlyn Huishan Neo
- c Division of Palliative Medicine , National Cancer Centre Singapore , Singapore , Singapore
- d Duke-NUS Medical School , Singapore , Singapore
| | - Lalit Kumar Radha Krishna
- c Division of Palliative Medicine , National Cancer Centre Singapore , Singapore , Singapore
- d Duke-NUS Medical School , Singapore , Singapore
- e Centre for Biomedical Ethics , National University of Singapore , Singapore , Singapore
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Aylor M, Cruz M, Narayan A, Yu CC, Lopreiato J, Mann KJ, Acholonu RG, Turner TL, Serwint JR, Sectish TC, Anderson MS, Spector ND. Optimizing Your Mentoring Relationship: A Toolkit for Mentors and Mentees. MEDEDPORTAL : THE JOURNAL OF TEACHING AND LEARNING RESOURCES 2016; 12:10459. [PMID: 31008237 PMCID: PMC6464436 DOI: 10.15766/mep_2374-8265.10459] [Citation(s) in RCA: 6] [Impact Index Per Article: 0.8] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Subscribe] [Scholar Register] [Received: 03/02/2016] [Accepted: 08/25/2016] [Indexed: 06/02/2023]
Abstract
INTRODUCTION Mentorship is a vital component of academic and professional development. Mentees report positive impacts from mentorship programs, yet institutions and societies may struggle to meet their mentees' needs due to factors such as mentor fatigue and lack of mentor training. To address this in our own professional society, the Association of Pediatric Program Directors, we developed a mentor toolkit in order to utilize a variety of mentoring models, provide faculty development for midlevel mentors, and offer guidance to mentees. METHODS Most of these tools were designed to be administered in an interactive format such as a workshop or seminar with think-pair-share opportunities. The toolkit begins by providing a definition of mentoring and reinforcing the benefits and the characteristics of effective mentoring relationships. Next, we discuss the important role that mentees have in creating and maintaining effective mentoring relationships (i.e., mentee-driven mentoring). We then introduce a mentoring mosaic activity designed to help mentees examine their professional network and think about how they might expand it to fulfill the spectrum of their mentoring needs. Next, we present guidelines for the implementation of four mentoring models that can be used within one's institution: traditional dyadic mentoring, peer group mentoring, meet the professor mentoring, and speed mentoring. We then provide tools that can be used to help facilitate effective mentoring development. RESULTS This toolkit has successfully served as a self-guided resource at national meetings for many years, garnering positive feedback from mentors and mentees alike. DISCUSSION The principles and methods are easily generalizable and may be used to guide mentorship programs within institutional and professional societies, as well as to assist mentors and mentees in optimizing their individual mentoring relationships.
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Affiliation(s)
- Megan Aylor
- Clinical Associate Professor, Department of Pediatrics, Oregon Health & Science University School of Medicine
| | - Mario Cruz
- Community Pediatrician, St. Christopher's Hospital for Children
- Assistant Professor, Department of Pediatrics, St. Christopher's Hospital for Children
| | - Aditee Narayan
- Associate Professor, Department of Pediatrics, Duke University Medical Center
| | - Col. Clifton Yu
- Director of Graduate Medical Education, Walter Reed National Military Medical Center
- Associate Professor of Pediatrics, Uniformed Services University of the Health Sciences
| | - Joseph Lopreiato
- Professor, Department of Pediatrics and Medicine, Uniformed Services University of the Health Sciences
| | - Keith J. Mann
- Professor, Department of Pediatrics, University of Missouri-Kansas City School of Medicine
- Professor, Department of Pediatrics, Children's Mercy Hospital
| | - Rhonda Graves Acholonu
- Clinical Assistant Professor, Department of Pediatrics, New York University School of Medicine
| | - Teri Lee Turner
- Associate Professor, Department of Pediatrics, Baylor College of Medicine
| | - Janet R. Serwint
- Professor, Department of Pediatrics, Johns Hopkins University School of Medicine
| | | | - Marsha S. Anderson
- Professor, Department of Pediatrics, University of Colorado School of Medicine
| | - Nancy D. Spector
- Professor, Department of Pediatrics, Drexel University College of Medicine
- Professor, Department of Pediatrics, St. Christopher's Hospital for Children
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Abstract
Given the diversity of those affected by HIV, increasing diversity in the HIV biomedical research workforce is imperative. A growing body of empirical and experimental evidence supports the importance of strong mentorship in the development and success of trainees and early career investigators in academic research settings, especially for mentees of diversity. Often missing from this discussion is the need for robust mentoring training programs to ensure that mentors are trained in best practices on the tools and techniques of mentoring. Recent experimental evidence shows improvement in mentor and mentee perceptions of mentor competency after structured and formalized training on best practices in mentoring. We developed a 2-day "Mentoring the Mentors" workshop at UCSF to train mid-level and senior HIV researchers from around the country [recruited mainly from Centers for AIDS Research (CFARs)] on best practices, tools and techniques of effective mentoring. The workshop content was designed using principles of Social Cognitive Career Theory (SCCT) and included training specifically geared towards working with early career investigators from underrepresented groups, including sessions on unconscious bias, microaggressions, and diversity supplements. The workshop has been held three times (September 2012, October 2013 and May 2015) with plans for annual training. Mentoring competency was measured using a validated tool before and after each workshop. Mentoring competency skills in six domains of mentoring-specifically effective communication, aligning expectations, assessing understanding, fostering independence, addressing diversity and promoting development-all improved as assessed by a validated measurement tool for participants pre- and -post the "Mentoring the Mentors" training workshops. Qualitative assessments indicated a greater awareness of the micro-insults and unconscious bias experienced by mentees of diversity and a commitment to improve awareness and mitigate these effects via the mentor-mentee relationship. Our "Mentoring the Mentors" workshop for HIV researchers/mentors offers a formal and structured curriculum on best practices, tools and techniques of effective mentoring, and methods to mitigate unconscious bias in the mentoring relationship. We found quantitative and qualitative improvements in mentoring skills as assessed by self-report by participants after each workshop and plan additional programs with longitudinal longer-term assessments focused on objective mentee outcomes (grants, papers, academic retention). Mentoring training can improve mentoring skills and is likely to improve outcomes for optimally-mentored mentees.
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Affiliation(s)
- Monica Gandhi
- HIV, Infectious Diseases, and Global Medicine Division, Department of Medicine, University of California, San Francisco (UCSF), San Francisco, CA, USA.
| | - Mallory Johnson
- Center for AIDS Prevention Studies, Department of Medicine, University of California, San Francisco (UCSF), San Francisco, CA, USA
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Development and initial results of a mandatory department of surgery faculty mentoring pilot program. J Surg Res 2016; 205:234-7. [DOI: 10.1016/j.jss.2016.06.048] [Citation(s) in RCA: 21] [Impact Index Per Article: 2.6] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 02/04/2016] [Revised: 04/30/2016] [Accepted: 06/09/2016] [Indexed: 11/19/2022]
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Hofler LG, Hacker MR, Dodge LE, Schutzberg R, Ricciotti HA. Comparison of Women in Department Leadership in Obstetrics and Gynecology With Those in Other Specialties. Obstet Gynecol 2016; 127:442-447. [PMID: 26855110 DOI: 10.1097/aog.0000000000001290] [Citation(s) in RCA: 75] [Impact Index Per Article: 9.4] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/25/2022]
Abstract
OBJECTIVE To compare the representation of women in obstetrics and gynecology department-based leadership to other clinical specialties while accounting for proportions of women in historical residency cohorts. METHODS This was a cross-sectional observational study. The gender of department-based leaders (chair, vice chair, division director) and residency program directors was determined from websites of 950 academic departments of anesthesiology, diagnostic radiology, general surgery, internal medicine, neurology, obstetrics and gynecology, pathology, pediatrics, and psychiatry. Each specialty's representation ratio-proportion of leadership roles held by women in 2013 divided by proportion of residents in 1990 who were women-and 95% confidence interval (CI) were calculated. A ratio of 1 indicates proportionate representation. RESULTS Women were significantly underrepresented among chairs for all specialties (ratios 0.60 or less, P≤.02) and division directors for all specialties except anesthesiology (ratio 1.13, 95% CI 0.87-1.46) and diagnostic radiology (ratio 0.97, 95% CI 0.81-1.16). The representation ratio for vice chair was below 1.0 for all specialties except anesthesiology; this finding reached statistical significance only for pathology, pediatrics, and psychiatry. Women were significantly overrepresented as residency program directors in general surgery, anesthesiology, obstetrics and gynecology, and pediatrics (ratios greater than 1.19, P≤.046). Obstetrics and gynecology and pediatrics had the highest proportions of residents in 1990 and department leaders in 2013 who were women. CONCLUSION Despite having the largest proportion of leaders who were women, representation ratios demonstrate obstetrics and gynecology is behind other specialties in progression of women to departmental leadership. Women's overrepresentation as residency program directors raises concern because education-based academic tracks may not lead to major leadership roles.
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Affiliation(s)
- Lisa G Hofler
- Department of Obstetrics and Gynecology, Beth Israel Deaconess Medical Center, Harvard Medical School, Harvard School of Public Health, Boston, Massachusetts; and the Department of Gynecology and Obstetrics, Emory University School of Medicine, Atlanta, Georgia
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Robinson GFWB, Schwartz LS, DiMeglio LA, Ahluwalia JS, Gabrilove JL. Understanding Career Success and Its Contributing Factors for Clinical and Translational Investigators. ACADEMIC MEDICINE : JOURNAL OF THE ASSOCIATION OF AMERICAN MEDICAL COLLEGES 2016; 91:570-82. [PMID: 26509600 PMCID: PMC4811729 DOI: 10.1097/acm.0000000000000979] [Citation(s) in RCA: 27] [Impact Index Per Article: 3.4] [Reference Citation Analysis] [Abstract] [MESH Headings] [Grants] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 05/17/2023]
Abstract
PURPOSE To understand the factors that facilitate career success for career development awardees in clinical and translational science and reconceptualize understand ing of career success for this population. METHOD In 2013-2014, the authors conducted semistructured interviews with former NIH KL2 or K12 scholars from nine Clinical and Translational Science Award-funded institutions. Participants either had or had not secured independent funding at least two years after the end of their last K award. Questions covered the factors that facilitate or hinder junior investigators' transition to independent funding. Interviews were recorded and transcribed, and the transcripts were analyzed thematically. RESULTS Forty individuals participated, with equal representation by men and women and by independently and not independently funded investigators. Personal factors that facilitated success included networks, persistence and resilience, initiative, autonomy, and personal and professional balance. Organizational factors included appropriate mentorship, protected research time, and institutional resources and support.Even independently funded participants described challenges regarding career direction. Five participants without independent funding modeled a broad spectrum of successful career paths, having assumed leadership positions not reliant on grant funding. Alternative definitions of career success included improving public health, enjoying work, seeing mentees succeed, and receiving external acknowledgment of successes. CONCLUSIONS Awareness of the factors that facilitate or hinder career success can help junior faculty, mentors, and institutional leaders support career development in clinical and translational science. New definitions of career success are needed, as are career paths for faculty who want to engage in research in roles other than principal investigator.
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Affiliation(s)
- Georgeanna F W B Robinson
- G.F.W.B. Robinson is assistant director, Institute for Clinical Research Education, University of Pittsburgh School of Medicine, Pittsburgh, Pennsylvania. L.S. Schwartz is assistant research professor, Department of Clinical Research and Leadership, and associate director of research education, training, and career development, Clinical and Translational Science Institute, Children's National Health System, George Washington University School of Medicine and Health Sciences, Washington, DC. L.A. DiMeglio is professor of pediatrics, Department of Pediatrics, Section of Pediatric Endocrinology/Diabetology, Riley Hospital for Children, Indiana University School of Medicine, and director of career development, Indiana University Clinical and Translational Sciences Institute, Indianapolis, Indiana. J.S. Ahluwalia is dean, School of Public Health, Rutgers University, New Brunswick, New Jersey. J.L. Gabrilove is James F. Holland Professor of Medicine and Oncological Sciences and associate director of education and training, Tisch Cancer Institute; and director, Clinical Research Education Programs, and codirector, KL2 Scholars and PORTAL Programs, Icahn School of Medicine at Mount Sinai and Graduate School of Biomedical Sciences, New York, New York
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