TEAching Mentoring in Radiation Oncology (TEAMRO): a ROECSG GME multi-institutional pilot study on teaching mentorship skills to residents

Abstract

Background Mentorship plays a critical role in the training and career development of medical trainees. Formalized mentorship curricula and programs have been associated with increased satisfaction in mentor-mentee experiences and earlier development of preceptor skills in the mentee. However, an apparent lack of formalized mentorship exists in radiation oncolog. Teaching-the-teacher workshops for residents can translate to positive long-term impact including higher job satisfaction and improved patient communication skill. Further, near-peer mentorship, such as between senior to junior residents, has been associated with increased satisfaction and experience, particularly among mentees of underrepresented minorities. We hypothesize that a mentorship curriculum for residents will lead to successful resident-student mentorship as well as positive impact on residents' own mentor relationships and career development. Methods A prospective pilot study will utilize the ROECSG Graduate Medical Education working group to enroll radiation oncology residents who interact with medical students during sub-internship rotations. In phase I, residents will undergo a self-administered didactic curriculum on core components of mentorship. This curriculum will include curated literature, a 60-minute didactic lecture on best practices of mentorship for medical students rotating in radiation oncology, and informal feedback sessions with faculty mentors. In phase II, a formalized mentorship program will involve a resident mentor and medical student mentee during an existing 3-4 week clinical sub-internship rotation in radiation oncology. This program will build on existing resident-medical student interactions in addition to weekly 60-minute mentorship sessions. Weekly mentorship sessions will include resident-led teaching of principles of radiation oncology, evaluation of evidence-based medicine, preparation of grand rounds presentation, and career counseling for medical student mentees. At the end of the rotation, residents will follow up with medical students at 1, 3, and 6 months after the rotation for continued career development among other interests. Results Primary endpoint will be positive change in the previously validated Mentorship Competency Assessment (MCA) before and after the proposed intervention to assess their comfort in mentorship skills (5). Secondary endpoints will assess change in pre- and post-survey assessments of perceived impacts on their own faculty-resident mentorship relationships, impact on career development, and overall well-being and experience of the program. Discussion Formalized mentorship curricula and programs may improve mentorship in radiation oncology. This multi-institutional study will investigate the potential of formalizing mentorship in existing resident-student interactions, which may serve to empower radiation oncology residents in their own mentorship relationships and overall career development. Mentorship plays a critical role in the training and career development of medical trainees. Formalized mentorship curricula and programs have been associated with increased satisfaction in mentor-mentee experiences and earlier development of preceptor skills in the mentee. However, an apparent lack of formalized mentorship exists in radiation oncolog. Teaching-the-teacher workshops for residents can translate to positive long-term impact including higher job satisfaction and improved patient communication skill. Further, near-peer mentorship, such as between senior to junior residents, has been associated with increased satisfaction and experience, particularly among mentees of underrepresented minorities. We hypothesize that a mentorship curriculum for residents will lead to successful resident-student mentorship as well as positive impact on residents' own mentor relationships and career development. A prospective pilot study will utilize the ROECSG Graduate Medical Education working group to enroll radiation oncology residents who interact with medical students during sub-internship rotations. In phase I, residents will undergo a self-administered didactic curriculum on core components of mentorship. This curriculum will include curated literature, a 60-minute didactic lecture on best practices of mentorship for medical students rotating in radiation oncology, and informal feedback sessions with faculty mentors. In phase II, a formalized mentorship program will involve a resident mentor and medical student mentee during an existing 3-4 week clinical sub-internship rotation in radiation oncology. This program will build on existing resident-medical student interactions in addition to weekly 60-minute mentorship sessions. Weekly mentorship sessions will include resident-led teaching of principles of radiation oncology, evaluation of evidence-based medicine, preparation of grand rounds presentation, and career counseling for medical student mentees. At the end of the rotation, residents will follow up with medical students at 1, 3, and 6 months after the rotation for continued career development among other interests. Primary endpoint will be positive change in the previously validated Mentorship Competency Assessment (MCA) before and after the proposed intervention to assess their comfort in mentorship skills (5). Secondary endpoints will assess change in pre- and post-survey assessments of perceived impacts on their own faculty-resident mentorship relationships, impact on career development, and overall well-being and experience of the program. Formalized mentorship curricula and programs may improve mentorship in radiation oncology. This multi-institutional study will investigate the potential of formalizing mentorship in existing resident-student interactions, which may serve to empower radiation oncology residents in their own mentorship relationships and overall career development.