Abstract
This article was migrated. The article was not marked as recommended. Background:Ample evidence demonstrates the critical importance of mentoring in residency, but the heterogeneity of young physicians and the abundance of potential career pathways available present a challenge to formal mentoring programs. This study sought to evaluate the University of Washington Internal Medicine Resident Advising Mentoring Program (RAMP) and to describe a revised program based on results of the evaluation. Methods:A confidential, 25-question qualitative and multiple-choice IRB-approved survey was distributed by email to all UW Internal Medicine residents at the end of the 2013-14 academic year. Results:Of 161 residents surveyed, 60 responded (37.3%). Most residents (61.7%) reported having multiple mentors, while six (10.0%) reported having 0 mentors. The majority of mentoring relationships were self-initiated (69.6%). Less than a third of respondents (28.3%) agreed that RAMP played a significant role in finding the right mentor. The most significant barriers to connecting with potential mentors included scheduling difficulties (due to resident's schedule (46.7%) and/or mentor's schedule (25.0%)), followed by unknown career interests (31.7%). Most respondents agreed that their relationship with their mentor was meaningful in their professional development (70.2%), however, only half (48.3%) felt satisfied with mentorship in our residency program. Satisfaction with mentorship received was significantly associated with confidence in career plans (p=0.02) and number of mentors reported by residents (p=0.03). Free responses repeatedly touched on two themes: residents need more longitudinal career guidance and should be matched with RAMP advisers with similar interests. Conclusions:RAMP may improve resident satisfaction by matching residents with advisers in their chosen field of interest, optimizing timing of faculty and resident connections, ensuring longitudinal mentoring relationships, and defining clear responsibilities of the mentee, mentors, and advisors.
Highlights
Ample evidence suggests that mentorship during residency has a positive impact on professional development,[1,2] personal growth, research,[1] and clinical work,[1,2] as well as on residents’ lives[3] during this challenging stretch in one’s medical career
In order to fill a mentorship void perceived by the internal medicine residents in 2007, our institution developed a formal mentorship program entitled the University of Washington Internal Medicine Resident Advising Mentoring Program (UW RAMP)
The majority of respondents (n=31, 51.7%) reported that their RAMP faculty advisor facilitated meetings with 1-3 mentors, while 23 (38.3%) respondents reported that their advisor did not put them in touch with any potential mentors
Summary
Ample evidence suggests that mentorship during residency has a positive impact on professional development,[1,2] personal growth, research,[1] and clinical work,[1,2] as well as on residents’ lives[3] during this challenging stretch in one’s medical career. From 2007 until 2015, RAMP randomly assigned each three-year track internal medicine intern to a "RAMP Faculty Advisor" at the outset of the intern year (Figure 1). After introductions were made to potential career-specific mentors, individual faculty advisor and intern pairs decided whether or not to arrange additional follow-up meetings. Following its implementation in 2007, RAMP significantly increased resident satisfaction with mentoring and helped residents find the "right" mentor This is based on survey data from UW residents in the 2007-2008 and 2008-2009 academic years; the control arm consisted of residents never enrolled in a structured mentoring program.[6] despite its initial success, over the several years, interns displayed variable levels of engagement in RAMP and there were ongoing calls for program revision. This study sought to evaluate the University of Washington Internal Medicine Resident Advising Mentoring Program (RAMP) and to describe a revised program based on results of the evaluation
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