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Pakhmode S, Pusdekar Y, Gupta M, Wilkinson A, Uppu S, Wasnik S. The Effectiveness of a Tailored Faculty Development Program for Undergraduate Mentoring and Its Impact on Mentor's Perceptions: A Mixed Methods Study. Cureus 2024; 16:e58863. [PMID: 38800309 PMCID: PMC11116277 DOI: 10.7759/cureus.58863] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Accepted: 04/23/2024] [Indexed: 05/29/2024] Open
Abstract
OBJECTIVE "Anubandh" the existing mentorship program at our institute used to start with enthusiasm but lacked sustainability throughout the year. This study aimed to assess the need for designing and conducting a faculty development program (FDP) and evaluating its impact on effective mentoring. METHODOLOGY FDP was designed by assessing the perception of 50 teachers regarding undergraduate (UG) mentoring at a tertiary care teaching institute in central India, the NKP Salve Institute of Medical Sciences and Research Center and Lata Mangeshkar Hospital, Nagpur, India. It was developed and conducted by focusing on the global overview, mentoring policies of the institute and rationale while implementing mentorship. The effectiveness of FDP was tested by a change in pretest-posttest scores for assessing their knowledge and reflections on undergraduate mentoring. RESULTS In the pre-FDP perceptions by mentors, the majority agreed that mentorship should be an integral part of the UG curriculum. Teachers felt that mentorship is an additional workload that needs to be given weightage in self-appraisal forms. A total of 81.2% of mentors emphasized on need for academic, social, and personal mentoring. After the FDP, there was a statistically significant improvement in the knowledge and attitude of mentors in all the assessed domains (χ2=2.648; df=6; p<0.05) like the need for UG mentoring in medical college and the role of faculties as a mentor. FDP sessions were appreciated by mentors for being motivating, interactive, and highly engaging with speakers having good oratory skills and using inspiring techniques with an overall rating of 9.2/10. CONCLUSION There was an overall positive attitude about mentoring but many expressed the need for training in mentorship. The FDP was highly effective in improving the knowledge and attitude of mentors for effective mentoring.
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Affiliation(s)
- Smita Pakhmode
- Department of Biochemistry, Narendra Kumar Prasadrao (NKP) Salve Institute of Medical Sciences and Research Center and Lata Mangeshkar Hospital, Nagpur, IND
| | - Yamini Pusdekar
- Department of Community Medicine, Narendra Kumar Prasadrao (NKP) Salve Institute of Medical Sciences and Research Center and Lata Mangeshkar Hospital, Nagpur, IND
| | - Madhur Gupta
- Department of Biochemistry, Narendra Kumar Prasadrao (NKP) Salve Institute of Medical Sciences and Research Center and Lata Mangeshkar Hospital, Nagpur, IND
| | - Anne Wilkinson
- Department of Pathology, Narendra Kumar Prasadrao (NKP) Salve Institute of Medical Sciences and Research Center and Lata Mangeshkar Hospital, Nagpur, IND
| | - Satyadevi Uppu
- Department of Biochemistry, Narendra Kumar Prasadrao (NKP) Salve Institute of Medical Sciences and Research Center and Lata Mangeshkar Hospital, Nagpur, IND
| | - Sheel Wasnik
- Department of Biochemistry, Narendra Kumar Prasadrao (NKP) Salve Institute of Medical Sciences and Research Center and Lata Mangeshkar Hospital, Nagpur, IND
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DeLuca J, Girand HL, Hilaire ML, Lindsey CC, Evans J, Prescott WA. A Call to Action for the Professional Development of Mid-Career Faculty. AMERICAN JOURNAL OF PHARMACEUTICAL EDUCATION 2023; 87:100044. [PMID: 37714663 DOI: 10.1016/j.ajpe.2023.01.005] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 10/20/2022] [Revised: 12/23/2022] [Accepted: 01/04/2023] [Indexed: 09/17/2023]
Abstract
Despite taking on heavier teaching and service loads, an expanding research program, and serving as mentors to junior faculty, mid-career faculty often feel unsupported. Providing a solid foundation through resource allocation and sharing between and within institutions can facilitate establishment or improvement of faculty development initiatives, workload equity, transparent policies, routine performance evaluation, a process for faculty recognition, and a system of mentoring to create an environment where this essential group of faculty can continue to grow. The following discussion, which includes suggested methods to achieve these goals with a focus on mid-career faculty, serves as a call to action for pharmacy school administrators to assess the state of mid-career faculty at their institution, and if indicated, implement systems that promote success among this group.
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Affiliation(s)
| | - Heather L Girand
- Ferris State University, College of Pharmacy, Big Rapids, MI, USA
| | | | | | - Jeffery Evans
- University of Louisiana Monroe, College of Pharmacy, Monroe, LA, USA
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3
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Kinney S, Janzen KM, Shields KM, Tetenbaum-Novatt J, Mandal M, Owens RE, Seeger CM, Smith S, Tran E, Wagner JL, Zitko K, Kinney J, Eiland LS. Mentorship Landscape and Common Practices in an Academic Pharmacy Association. AMERICAN JOURNAL OF PHARMACEUTICAL EDUCATION 2023; 87:100049. [PMID: 37288679 DOI: 10.1016/j.ajpe.2022.10.010] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Subscribe] [Scholar Register] [Received: 05/10/2022] [Revised: 10/14/2022] [Accepted: 10/18/2022] [Indexed: 06/09/2023]
Abstract
OBJECTIVES To explore the landscape of mentorship within professional associations in pharmacy academia, including reviewing available literature and describing currently available programs within the American Association of Colleges of Pharmacy, and recommend key considerations for the development of mentorship programs within professional associations. FINDINGS A literature review of mentorship programs within professional associations for pharmacy academics was conducted, with a total of 5 articles identified and summarized. Additionally, a survey was conducted to determine the landscape of available mentorship programs within American Association of Colleges of Pharmacy affinity groups to capture unpublished experiences. Information regarding common characteristics and assessment methods was collected for groups that have mentorship programs, while needs and barriers were collected for those who did not. SUMMARY Literature, while limited, supports positive perceptions of mentorship programs within professional associations. Based on the responses and working group experience, several recommendations are proposed for mentorship program development, including the need for clearly defined goals, relevant program outcomes, association support to reduce redundancies and promote participation, and, in some cases, implementation of an association-wide program to ensure access to mentorship.
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Affiliation(s)
- Shannon Kinney
- Western New England University, College of Pharmacy and Health Sciences, Springfield, MA
| | - Kristin M Janzen
- University of Texas at Austin College of Pharmacy, Dell Seton Medical Center at the University of Texas, Austin, TX.
| | | | | | - Manas Mandal
- Roseman University of Health Sciences, Henderson, NV
| | - Ryan E Owens
- American Society of Health-System Pharmacists, Bethesda, MD
| | | | - Susan Smith
- University of Georgia, College of Pharmacy, Athens, GA
| | - Emmeline Tran
- Medical University of South Carolina, College of Pharmacy, Charleston, SC
| | - Jamie L Wagner
- University of Mississippi, School of Pharmacy, Oxford, MS
| | | | - Justin Kinney
- Loma Linda University, School of Pharmacy, Loma Linda, CA
| | - Lea S Eiland
- Auburn University, Harrison College of Pharmacy, Auburn, AL
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Gibson CM, Larson S, Behnen EM, Dugan SE, Moody AE, Wagner JL. Feeding the Soul via Creation of a Suborganization to Promote a Sense of Community. AMERICAN JOURNAL OF PHARMACEUTICAL EDUCATION 2023; 87:ajpe8927. [PMID: 35318246 PMCID: PMC10159595 DOI: 10.5688/ajpe8927] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 10/14/2021] [Accepted: 03/17/2022] [Indexed: 05/06/2023]
Abstract
Pharmacy faculty commonly report feeling stressed, overwhelmed, exhausted, and burnt out. Women may be disproportionally impacted by personal and professional demands. The purpose of this commentary is to describe one mechanism for creating a suborganization (Circle) that establishes a supportive community to combat burnout and promote professional fulfillment. This commentary is a description of one American Academy of Colleges of Pharmacy (AACP) Women Faculty Special Interest Group (SIG) Circle. The authors describe how one Circle sought to enhance the well-being of its members through the various domains of the Stanford Model of Professional Fulfillment, including personal resilience, workplace efficiency, and creating a culture of well-being. Circles and similar frameworks may be effective tools for combatting burnout, improving fulfillment, and promoting wellness and well-being among women and other groups of faculty.
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Affiliation(s)
- Caitlin M Gibson
- Virginia Commonwealth University, School of Pharmacy, Richmond, Virginia
| | - Suzanne Larson
- Midwestern University, College of Pharmacy, Glendale Campus, Glendale, Arizona
| | - Erin M Behnen
- Belmont University, College of Pharmacy, Nashville, Tennessee
| | - Sara E Dugan
- Northeast Ohio Medical University, Rootstown, Ohio
| | - Ashley E Moody
- Notre Dame of Maryland University, School of Pharmacy, Baltimore, Maryland
| | - Jamie L Wagner
- University of Mississippi, School of Pharmacy, Jackson, Mississippi
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Bruce CD, Flatt PM, Kirk SR, Roberts-Kirchhoff E, Schepmann HG. The Value of Peer Mentoring Networks for Developing Leaders and Inspiring Change. J Chem Inf Model 2022; 62:6292-6296. [PMID: 35213161 PMCID: PMC9796170 DOI: 10.1021/acs.jcim.2c00155] [Citation(s) in RCA: 3] [Impact Index Per Article: 1.5] [Reference Citation Analysis] [Abstract] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 01/07/2023]
Abstract
A peer-mentoring network, funded by the National Science Foundation ADVANCE program, profoundly impacted the career trajectory of five women chemistry faculty at predominantly undergraduate institutions. By providing each other support, encouragement, information, and accountability, we advanced our careers, became leaders in our own right, and implemented change at our institutions. To extend this benefit to more women STEM faculty, we have developed and implemented a model to support 74 faculty and administrators representing 51 institutions across the country.
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Affiliation(s)
- Chrystal D. Bruce
- John
Carroll University, 1 John Carroll Boulevard, University Heights, Ohio 44118, United States,
| | - Patricia M. Flatt
- Western
Oregon University, 345 Monmouth Avenue N, Monmouth, Oregon 97361, United
States
| | - Sarah R. Kirk
- Willamette
University, 900 State
Street, Salem, Oregon 97301, United States
| | | | - Hala G. Schepmann
- Southern
Oregon University, Department of Chemistry, 1250 Siskiyou Boulevard, Ashland, Oregon 97520, United States
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Kolb HR, Pineda TD, Sow A, Hinton M, Noguera M, Ramirez-Hiller T, McCaslin G, Jones CT. DEI co-mentoring circles for clinical research professionals: A pilot project and toolkit. J Clin Transl Sci 2022; 7:e25. [PMID: 36721400 PMCID: PMC9884546 DOI: 10.1017/cts.2022.517] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Grants] [Track Full Text] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 10/06/2022] [Revised: 11/23/2022] [Accepted: 11/27/2022] [Indexed: 12/24/2022] Open
Abstract
Background There have been a number of federal policies and guidance's impacting diversity, equity, inclusion, and accessibility (DEI) in clinical research. While these are needed, they have not diminished the gaps related to clinical trial recruitment, research professional's capacity for cultural competence, and clinical research professional role development. Mentoring and co-mentoring circles have traditionally been used in Medicine, but until now had not been used for workforce development of clinical research professionals (CRPs). Materials/Methods We designed a six-session, monthly co-mentoring circle to take place at two academic medical centers to pilot an interinstitutional co-mentoring circle centered on storytelling videos of Black Voices in Clinical Research. This provided a DEI framework for discussions on role experiences, cultural competence, and role progression. Results Seven CRPs completed the DRC pilot. The participants positively evaluated the experience and made recommendations for future iterations. Discussion: Co-mentoring circles can be useful tools to connect CRPs across complex research medical centers and provide support that may have a positive impact on role satisfaction and retention. Conclusion This framework for developing co-mentoring circles can serve as a toolkit for future CRP co-mentoring circles within and across institutions for workforce development. The Black Voices in Clinical Research storytelling videos provide a rich foundation for future discussion on DEI issues for CRPs and collaborating with participants.
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Affiliation(s)
- H. Robert Kolb
- University of Florida, Clinical Translational Science Institute, College of Medicine, Gainesville, FL, USA
| | - Tiffany Danielle Pineda
- University of Florida, Clinical Translational Science Institute, College of Medicine, Gainesville, FL, USA
| | - Angela Sow
- Ohio State University, Center for Clinical Translational Science, Columbus, OH, USA
- Ohio State University, College of Nursing, Columbus, OH, USA
| | - Michael Hinton
- Ohio State University, Comprehensive Cancer Center, Columbus, OH, USA
| | - Martin Noguera
- University of Florida, Clinical Translational Science Institute, College of Medicine, Gainesville, FL, USA
| | - Tatiana Ramirez-Hiller
- University of Florida, Clinical Translational Science Institute, College of Medicine, Gainesville, FL, USA
| | - Gailine McCaslin
- University of Florida, Clinical Translational Science Institute, College of Medicine, Gainesville, FL, USA
| | - Carolynn Thomas Jones
- Ohio State University, Center for Clinical Translational Science, Columbus, OH, USA
- Ohio State University, College of Nursing, Columbus, OH, USA
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Planas LG. Women in academic pharmacy: Remembering, committing, and investing. J Am Pharm Assoc (2003) 2022. [DOI: 10.1016/j.japh.2022.09.021] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/07/2022]
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McLaughlin JE, Morbitzer KA, Hahn F, Minshew L, Brouwer KLR. Qualitative evaluation of postdoctoral trainee and faculty advisor experiences within a research-intensive school of pharmacy. BMC MEDICAL EDUCATION 2022; 22:691. [PMID: 36153521 PMCID: PMC9509594 DOI: 10.1186/s12909-022-03750-8] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 04/20/2022] [Accepted: 09/13/2022] [Indexed: 06/16/2023]
Abstract
BACKGROUND Postdoctoral trainees play a vital role in securing grant funding, building alliances, and mentoring graduate students under the guidance of a mentor who can help develop their intellectual independence. However, the experiences of postdoctoral trainees, particularly within health professions schools, is largely unexplored. The purpose of this study was to investigate the experiences of postdoctoral trainees and faculty advisors at a public four-year school of pharmacy and identify areas of opportunity to improve postdoctoral training. METHODS Focus groups and interviews were conducted to elicit participants' experiences, perceptions, and suggestions for improvement. Stakeholder groups included postdoctoral trainees and faculty who serve as postdoctoral advisors. Thematic coding was used to identify semantic themes, and summaries of participant perceptions were generated. Results were mapped to the identity-trajectory framework. RESULTS Participants described various experiences related to intellectual growth, networking opportunities, and institutional support. In addition, participant agency was critical for developing career goals and navigating transitions. COVID-19 introduced unique challenges associated with transitioning to remote work and managing goals/motivation. Areas of opportunity were identified, such as improving infrastructure, enhancing mentoring, and enhancing communication. CONCLUSION Postdoctoral trainees play a critical role in the success of academic institutions. Scholarly endeavors that explore postdoctoral experiences, specifically those utilizing qualitative methods, can help pharmacy education better understand and meet the needs of postdoctoral trainees and faculty advisors. This study provides insight into the experiences of postdoctoral scholars and provides evidence for improving these training programs in schools of pharmacy.
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Affiliation(s)
- JE McLaughlin
- Division of Practice Advancement and Clinical Education, Center for Innovative Pharmacy Education and Research, UNC Eshelman School of Pharmacy, University of North Carolina at Chapel Hill, Chapel Hill, NC 27599 USA
| | - KA Morbitzer
- Division of Practice Advancement and Clinical Education, Center for Innovative Pharmacy Education and Research, UNC Eshelman School of Pharmacy, University of North Carolina at Chapel Hill, Chapel Hill, NC 27599 USA
| | - F Hahn
- Department of Clinical and Administrative Sciences, Xavier University of Louisiana College of Pharmacy, New Orleans, LA USA
| | - L Minshew
- Department of Clinical Sciences, MCW Pharmacy School, Human-Centered Design Lab, Robert and Patricia Kern Institute for the Transformation of Medical Education, Medical College of Wisconsin, Milwaukee, WI USA
| | - KLR Brouwer
- Division of Pharmacotherapy and Experimental Therapeutics, UNC Eshelman School of Pharmacy, UNC Chapel Hill, Chapel Hill, NC USA
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Hill SEM, Ward WL, Seay A, Buzenski J. The Nature and Evolution of the Mentoring Relationship in Academic Health Centers. J Clin Psychol Med Settings 2022; 29:557-569. [PMID: 35761033 PMCID: PMC9243938 DOI: 10.1007/s10880-022-09893-6] [Citation(s) in RCA: 11] [Impact Index Per Article: 5.5] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Download PDF] [Journal Information] [Subscribe] [Scholar Register] [Accepted: 06/01/2022] [Indexed: 01/09/2023]
Abstract
Mentoring has a long tradition in academic health centers, and from an institutional perspective can positively impact retention, wellness, promotion success, work satisfaction, and more. On the individual level, mentorship can provide professional growth and personal satisfaction for both participants. However, mentors may struggle with how to build their mentorship skills, navigating challenges with mentees over time, or if/how/when to conclude a mentor-mentee relationship. Mentees may not understand how to find a mentor, what the nature of that relationship is, or what their role is (what characterizes a "good" mentee). As important as mentorship is, it can be challenging for both to find and maintain a high-quality mentor-mentee relationship. This article reviews the qualities that are most critical in developing a successful mentoring relationship, the longitudinal nature of this relationship, common problems that arise, and the potential rewards that exist for each person involved in the relationship.
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Affiliation(s)
- Sarah E M Hill
- University of Arkansas for Medical Sciences, College of Medicine, Little Rock, AR, USA
| | - Wendy L Ward
- Department of Pediatrics, University of Arkansas for Medical Sciences, College of Medicine, Little Rock, AR, USA.
- Academic Affairs, University of Arkansas for Medical Sciences, College of Medicine, 4301 W. Markham #849, Little Rock, AR, USA.
| | - A Seay
- Department of Pediatrics, University of Arkansas for Medical Sciences, College of Medicine, Little Rock, AR, USA
| | - J Buzenski
- Department of Pediatrics, Emory University School of Medicine and Children's Healthcare of Atlanta, Atlanta, GA, USA
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Smith JM, Smith J, McLuckie A, Szeto ACH, Choate P, Birks LK, Burns VF, Bright KS. Exploring Mental Health and Well-Being Among University Faculty Members: A Qualitative Study. J Psychosoc Nurs Ment Health Serv 2022; 60:17-25. [DOI: 10.3928/02793695-20220523-01] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/20/2022]
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