Career Mentoring Research Articles

Tony Newstead (1923-2017)

Tony Newstead, who died on 6 November 2017, was a pioneering figure in Australian and worldwide telecommunications network planning, as well as in Australian trad jazz as both a trumpeter and early bandleader. This obituary attempts to do justice to his career in both fields. In an Attachment, Dr Clemens Pratt provides a short memoir in appreciation of Tony’s role as his career mentor and colleague, and John Burke provides an appreciation of Tony’s innovatory role in pioneering open planning in Australian telecommunications.

Mentorship in the engineering professoriate: exploring the role of social cognitive career theory

Purpose The purpose of this paper is to explore a new mentoring and advocacy-networking paradigm sponsored by the National Science Foundation (15-7680) Office for Broadening Participation in Engineering in the USA. The Increasing Minority Presence within Academia through Continuous Training (IMPACT) program pairs underrepresented minority (URM) faculty with emeriti faculty in engineering for career mentorship. Design/methodology/approach Researchers utilized a phenomenological qualitative research design to explore the influence of the three domains of the mentoring and advocacy-networking paradigm (career development, sponsorship, and coaching) through participant interviews of URM and emeriti faculty. Interviews, grounded by Social Cognitive Career Theory (SCCT), offered an in-depth understanding of the nature, meaning, and ways in which the IMPACT participants perceived the value of the mentoring experience. Findings Phenomenological findings suggest mentees viewed IMPACT participation as a means for career progression, and mentors saw it as an opportunity to “give back” to the engineering field. Neither believed cultural or generational gaps would hamper their mentoring relationships, as their shared academic interests would facilitate a bridge for any gaps. Research limitations/implications This paper identifies new questions related to the expectations and interests of both mentors and mentees who are engaged in a mentoring relationship. A longitudinal approach would offer deeper insight into mentoring as the relationship persists over time. Originality/value Evidence at this stage indicates that the IMPACT program has the potential to contribute to the career progression of URM faculty through the inclusion of an often overlooked resource of emeriti faculty.

Career mentoring in context: A multilevel study on differentiated career mentoring and career mentoring climate

This study explores how supervisor career mentoring contributes to contemporary organizational career development, which strives to foster employees' promotability while strengthening their intention to stay. Specifically, we focus on the implications of career mentoring in team contexts. Applying a multilevel framework, we distinguish between individual‐level differentiated mentoring (i.e., an employee's mentoring perceptions as compared to those of other team members) and group‐level career mentoring climate (i.e., the average perception across all group members). In a workplace setting, we collected data from vocational job starters (N ranged from 230 to 290) and their company supervisors (N ranged from 56 to 68). We find that career mentoring climate positively relates to promotability, more so than differentiated career mentoring. Both career mentoring climate and differentiated career mentoring are positively related to the intention to stay. At the individual level, this relationship is mediated by job satisfaction. We discuss theoretical and practical implications of differentiated and group‐level mentoring.

Bridging Nongeoscience STEM Majors to the Geoscience Workforce through a Skills Training and Enrichment Program

AbstractNew York City College of Technology has created a year-round geoscience workforce preparation and geoscience career mentoring program for nongeoscience, minority science, technology, engineering, and math (STEM) students beginning at the critical juncture of their junior year. The overall goal of the program is to create a viable pathway to the geoscience workforce by tapping into a nontraditional pool of students. Each year 12 students are recruited to participate in a structured geoscience workforce model program that consists of geoscience exposure, preparation, apprenticeship, and experience. The students not only receive support with cohort-building activities, but they also participate in two geoscience internship programs that equip them with geoscience knowledge; geoscience workforce skills; summer internships at a federal, local, or private geoscience facilities; mentoring by geoscience practitioners; and networking opportunities with geoscience companies and geoscience professional societies. The expectation through this unique initiative is that many students who would otherwise not pursue a geoscience career may now choose to follow a geoscience corridor that could lead to lucrative geoscience careers. This paper focuses on the 4-day geoscience workforce skills training and enrichment component of the program. This important enrichment component pivots students from the geoscience theory taught in class to geoscience applications and workforce preparedness. The 4-day program may serve as a model and best practice for preparing nongeoscience STEM students with the skills needed for the geoscience workforce. Preliminary results show that the nongeoscience STEM student participants increased their geoscience awareness, knowledge, and skills competencies and their interest in the geosciences was heightened.

Peer mentoring for undergraduates in a research-focused diversity initiative.

To provide multi-dimensional support for undergraduates from traditionally underrepresented backgrounds who aspire to careers in research, the BUILD EXITO project, part of a major NIH-funded diversity initiative, matches each scholar with three mentors: peer mentor (advanced student), career mentor (faculty adviser), and research mentor (research project supervisor). After describing the aims of the diversity initiative, the institutional context of the BUILD EXITO project, and the training program model, this article devotes special attention to the rationale for and implementation of the peer mentoring component within the context of the multi-faceted mentoring model.

Highly Individualized Career Mentoring for Minority Faculty within an Academic Medical Center Setting

Highly Individualized Career Mentoring for Minority Faculty within an Academic Medical Center Setting

The evolving role of cytopathology in the era of neoadjuvant chemotherapy for the accurate pathologic diagnosis of epithelial ovarian cancer.

The evolving role of cytopathology in the era of neoadjuvant chemotherapy for the accurate pathologic diagnosis of epithelial ovarian cancer.

Mentoring and Job Search Behavior: A Moderated Mediation Model of Job Search Self-Efficacy

Drawing from research on the dynamics of job search and self-regulatory theory, this study examined the relationship among career mentoring, psychosocial mentoring, job search self-efficacy, and jo...

Deployed women's illness behaviors while managing genitourinary symptoms: An exploratory theoretical synthesis of two qualitative studies

BackgroundThe recent removal of United States military combat exclusion rules resulted in more women serving in forward deployed austere conditions. In the deployed setting, women were diagnosed with genitourinary (GU) conditions five times greater than men. PurposeDescribe deployed military women's GU illness behaviors. MethodTwo qualitative descriptive studies interviewing military women and enlisted medics were synthesized using the Illness Behavior Model. DiscussionSimilar and divergent views on the impact of the military culture of the illness behaviors were described by women and medics. Both agreed appropriate attention on managing GU symptoms must continue; however differing strategies were appraised. One agreed option was to offer a health care mentor. ConclusionThe Illness Behavior Model provided an excellent framework for evaluation of military women's illness behaviors exposing areas for comparing and contrasting the perspectives provided. While significant changes have been made, additional strategies will continue to improve the women's deployed health care quality.

Career Planning and Mentorship in Health Care Education

This research has been conducted in order to assess the opinions of the administrators in educational institutions’ training personnel working in health sector and the administrators in health care institutions about career planning and mentorship. The research has been conducted via phenomenology design to be one of qualitative research designs. The working group of the research was formed of 5 administrators of the educational institutions training personnel in health sector and 7 administrators of health care institutions. The working group was determined by snowball sampling method. In order to find out the opinions of the sample group, the form of career planning and opinion assessment was used. Standardized open-ended questions was developed by the researcher. Collected data was subjected to categorical analysis.

The Benjamin H. Kean Travel Fellowship in Tropical Medicine: Assessment of Impact at 15 Years.

.The Benjamin H. Kean Fellowship in Tropical Medicine is an American Society of Tropical Medicine and Hygiene initiative that provides medical students with funding for international clinical or research experiences lasting at least 1 month. Of the 175 Kean fellows from 1998 to 2013, 140 had current available e-mails, and 70 of the 140 (50%) responded to a survey about their fellowship experience. Alumni indicated that the Kean Fellowship had a high impact on their career plans with regard to preparation for (N = 65, 94.2%) and inspiration to pursue (N = 59, 88.1%) a career in tropical medicine and global health. Continued involvement in tropical medicine and global health was common: 52 alumni (74.3%) were currently working in tropical medicine or global health, 49 (71.0%) had done so in the interim between the Kean fellowship and their current position; and 17 of 19 Kean fellows (89.4%) who had completed all medical training and were now in professional practice continued to work in tropical medicine and global health. Alumni had been highly productive academically, publishing a total of 831 PubMed-indexed manuscripts, almost all on tropical medicine or global health topics, in the period between their fellowship year and 2013. Alumni reported strengths of the fellowship including funding, networking, and flexibility, and suggested that more networking and career mentoring would enhance the program. The Benjamin H. Kean fellowship program has been highly successful at inspiring and fostering ongoing work by trainees in tropical medicine and global health.

University of Ottawa Vertical Mentorship Program: Improving Engagement through Simple Innovation

Objective: To assess the impact of simple innovations on three identified program gaps (attendance and engagement, understanding of the program, issue identification and resolution).Methods: Survey responses, event attendance, and subjective observations, were compared between the 2014 - 2015 and 2015 - 2016 academic years, providing direct and indirect measures of gap closure.Results: Attendance and engagement - Mid-year survey response rate was excellent (n=133), and increased responses from second year coordinators and mentors were seen in both 2015-2016 surveys’. Dessert night attendance increased from 2014 to 2015 (383 to 436). End of year event numbers decreased year-to-year (163 to 115). Only 5.9% of students did not attend events due to a lack of interest in the program.Issue identification and resolution - Mid-year surveys identified three groups with difficulties communicating. Knowledge of available resources in mentors rose by 5% between years, and by 55% in second year coordinators.Understanding of the program - 12 of the 52 mentorship groups actively used Facebook to engage and plan joint activities. The nominations received at the end of the year, and survey comments, focused beyond topics of career mentoring, and expanded to the impact of the field on life, life in medicine, and family.Conclusion: Identifying gaps in a program such as the VMP, through eliciting feedback from those participating may be challenging. Establishing simple innovations may be an effective way to improve participants’ experiences and overall functioning of the program.

Emotional Distress Among Physician Residents and Fellows: An Observational Study of Trainees Seeking Counseling Visits.

Emotional distress, burnout, and depression occur frequently among graduate medical education (GME) trainees and may negatively affect patient care, education, and well-being. The authors aimed to characterize the causes and severity of distress among GME trainees seeking on-site counseling services at a large, multi-site, university-based training program in the USA. The authors analyzed visits of all GME trainees seeking counseling from 2009 to 2012 and described trainee characteristics, level of distress, chief and secondary complaints, and initial visit outcomes. GME trainees (n=332; 14.1% of total population) attended 2017 counseling visits. Women comprised over half (60.7%) of the clients. Referrals originated from trainees themselves (79.8%), program leadership (16.6%), or partners (1.8%). Mean counselor-assessed distress level at intake was 4.1 (range 1-5). Mental health was the most frequent concern (46.1%), particularly depression (19.3%) or anxiety (11.5%). Other chief complaints included personal relationship (28.6%), career (21.7%), and physical health concerns (2.7%). Counselors referred nearly a quarter (22.7%) of trainees to additional services such as psychiatry, primary care provider, or career mentor. Most trainees (75.3%) returned for ≥1 follow-up counseling visits. GME trainees seen in counseling report significant emotional distress from a broad range of sources. Further research should identify effective preventative and therapeutic interventions to reduce trainee emotional distress.

Effect on return to work or education of Individual Placement and Support modified for people with mood and anxiety disorders: results of a randomised clinical trial

ObjectivesThe effect of Individual Placement and Support (IPS) on return to work or education among people with mood or anxiety disorders is unclear, while IPS increases return to work for...

Dr. Mark A. Wainberg (1945-2017): Provocateur, Activist, and Champion for AIDS Care and Research.

Dr. Mark A. Wainberg (1945-2017): Provocateur, Activist, and Champion for AIDS Care and Research.

Innovations in Biotechnology Graduate Education

Today's graduate students in biotechnology have a range of career options in the public and private sectors, including academia, industry, government and non‐profit organizations. It is not enough to be excellent researchers and university classroom teachers in today's job market; graduate students must develop a suite of transferrable professional skills that transcend STEM disciplines and academic norms.The trend toward interdisciplinary graduate education and public‐private research collaborations roughly 30 years prompted the formation of the UC Davis Biotechnology Program in 1986, and the subsequent launch of a formal doctoral degree program, the Designated Emphasis in Biotechnology (DEB) in 1997. Since that time the DEB has grown into the largest interdisciplinary degree program on campus, with a “steady‐state” of over 200 students from 29 different disciplines.Doctoral students see value in the DEB training model, which includes exposure to the “business of biotech”, including bioethics, intellectual property, regulatory affairs, project management and entrepreneurship. Through coursework, seminars, one‐on‐one career mentoring and industrial internships, DEB students gain a thorough understanding of non‐academic STEM career paths and an appreciation for the importance of interdisciplinary “team science” in developing new technologies.An overarching theme of DEB training is the development of strong communication and professional networking skills. DEB participants are presented with numerous opportunities to hone science communication skills for non‐specialist audiences (e.g. business plan competitions, K‐14 stem outreach, policy brief workshops, etc.), which is key for success in all STEM fields. This talk will elaborate on the mentoring tools and strategies we employ to help DEB doctoral students successfully transition from students to professional colleagues across a range of career paths.

Big Sister Big Brother Pilot Program: A Novel Resident Mentorship Project

Introduction: Transition from medical school into residency is difficult, particularly for foreignmedical graduates (FMGs). Early career mentoring is known to be beneficial. Although mentorshipis encouraged, formal programs are seldom in place and are often ineffective. Objective: To studythe impact of resident driven mentorship program (Big Sister Big Brother Program) in improvingmedicine residency experience of new interns. Methods: The study was conducted in the InternalMedicine Residency Program in University of Oklahoma Health Sciences Centre between September2012 and October 2013. Residents were assigned with incoming interns on 1:1 basis to act astheir mentors. Residents were to meet with the interns every month and address their concerns inan informal atmosphere. We developed a 17-item questionnaire to assess participants’ perceptions,satisfaction and experience with mentorship. Results: Overall 61% respondents were males and 43%were Caucasian. Majority (61%) were categorical internal medicine and 45% were FMGs. Only 57%interns reported satisfaction with mentorship and 60.5% said the transition was easy with respectto personal life. After introduction of mentorship program, interns reported improvement in ease oftransition with respect to personal life (OR 4.5, CI 1.1–18.4), which was more pronounced in FMGs(OR 10.5, CI 1.1–98.9). Intern class also reported improvement in ease of approaching mentor (OR4.5, CI 1.1–18.1). Conclusion: In traditional faculty driven mentorship, accessibility to faculty is thebiggest hindrance. Our study showed resident mentors have a positive impact on quality of life, ease ofapproaching mentors, and improve comfort level of new interns. This is especially beneficial for FMGswho have to adapt to new culture, and workplace. We have formally incorporated this program into ourorientation curriculum.

Evaluating an Advisor Program for Psychiatry Residents.

A formal residency advisory program was instituted in 2010 to assist psychiatry residents in achieving academic and personal goals and to help identify additional mentors. In this project the authors sought to evaluate and improve resident and faculty satisfaction with the residency advisory program. At the end of the 2013-2014 academic period, residents completed an anonymous survey to determine baseline satisfaction with the residency advisory program. A series of interventions were then implemented including the addition of a resident liaison to the program, formal recognition of faculty advisors, and email reminders regarding regular residency advisory meetings. Eight months later a follow-up survey was distributed to assess the impact of the interventions on resident and faculty satisfaction with the residency advisory program and mentoring within the residency program. There were notable improvements in overall satisfaction with a 58% increase (p<0.05) in residents meeting with their advisors. After the intervention, residents were more likely to seek their resident advisor for help in facilitating relationships with potential career mentors (28% vs 72%, OR=6.64, 95% CI =1.83-24.08). Although 87% of all residents reported having mentors outside of the formal residency advisory program, approximately half of those who are in their first year post medical school (PGY1s) reported having no mentors outside of the residency advisory program (notably all women). Resident advisory programs benefit from continuous evaluation and quality improvement with enhanced structure, including a senior resident position, leading to improved satisfaction. Residency advisory programs may be particularly useful in helping to facilitate relationships with other mentors, which may be particularly important for women early in their training.

理学療法士のキャリア発達とメンターとの関係

〔目的〕経験の浅い理学療法士のキャリア発達を促す支援策としての基礎資料を得ることを目的に，キャリア・アダプタビリティの現状を調査し，かつキャリア・アダプタビリティとメンターとの関係性について検討した．〔対象と方法〕対象は，経験年数が1年から5年までの理学療法士149名とした．質問紙にて，基本属性，キャリア・アダプタビリティ尺度，メンターの有無を調査した．〔結果〕メンターを持つものは，持たないものと比べ，キャリア・アダプタビリティの関心因子，コントロール因子，自信因子の得点が有意に高かった．〔結語〕理学療法士のキャリア発達にメンターが関与する可能性が示唆された．

Acceptance of the Society of Economic Geologists Silver Medal for 2015

Mr. President, fellow SEG members, and guests: It is a great honor for me to accept the Silver Medal from SEG, and I would like to express my appreciation to my nominators, and especially Rui Wang — we are sorry he cannot be here to give his citation speech, but I thank Jeff Hedenquist for reading it out for us. I would also like to give credit to my early career mentors, Ed Spooner, Ian Campbell, Rob Kerrich, …