Formal Mentoring Research Articles

Cataloging with Confidence

Mentorship provides opportunities for both novice and experienced catalogers to develop their skills and learn what it means to catalog in a cooperative environment. Often libraries do not have the resources to provide specialized training for the new cataloger, making a formal mentorship program outside one’s institution particularly useful. This paper will examine key elements that ensure a successful mentorship pairing, how the authors integrated these components into practice, and how the authors customized their program to address the mentee’s greatest area of need: finding practical solutions to both common and challenging serials cataloging questions.

Crossing boundaries: Beginner teachers transitioning from university graduates to full legitimate participants in the teaching profession

This paper stems from a broader study that foregrounded an existing mentoring programme against the backdrop of low teacher retention in the South African schooling system. It works from the premise that beginner teachers are exiting the teaching profession within the first three to five years of teaching. This research suggests that one way of addressing low teacher retention is through a formal mentoring programme that will assist in the transition from university graduates into school practitioners. Data was produced through semi-structured individual and group interviews with a principal, two mentors, and two mentees. Theoretically, we drew on the work of Lave & Wenger (1991) whose constructs of Community of Practice (CoP) and Legitimate Peripheral Participation (LPP) were used as analytical tools to frame this study conceptually. The data revealed that beginner teachers come into the profession with marked inadequacies stemming from their initial training at universities which meant that they were insufficiently prepared for the realities of schooling. Furthermore, the data reveals multiple and overlapping CoPs in operation, pointing to viewing mentoring as multidimensional and not only in dyadic terms as a relationship between a mentor and mentee as it has traditionally been viewed.

To mentor and be mentored in Grade R

Research suggests that beginner teachers face challenges when transitioning from pre-service to in-service teaching. Both nternational and local research found that transitioning from preservice to newly qualified teachers can be problematic. This study explores the learning experiences of beginner foundation phase Grade R teachers. The study utilises a qualitative research design embedded in the interpretivist paradigm. Data were collected from six foundation phase Grade R teachers using semi-structured interviews and reflective journals. The findings show that beginner teachers face enormous challenges early in their careers, and their sustainability in the classroom depends on how well they address these challenges. The findings have significant implications for the implementation of formal mentoring in practice.

A mixed-methods assessment of the Australasian Society of Genetic Counselors (ASGC) Mentor Program

PurposeIn Australia and New Zealand, one third of genetic counselors have less than 5 years’ experience. Sharing experienced practitioners’ professional knowledge is needed as the profession grows. Formal mentoring is an important facilitator of career progression and shared knowledge. In 2022, the Australasian Society of Genetic Counselors developed a 6-month mentor program, matching mentees with experienced genetic counselors (>10 years). We aimed to evaluate and assess the overall satisfaction and acceptability of the program, the matching process, and barriers to participation. MethodsWe used an explanatory mixed-method design with cross-sectional surveys deployed at baseline and follow-up and opt-in semi-structured interviews. Interview transcripts were analyzed using codebook thematic analysis, and data were integrated in a narrative approach. ResultsFifteen mentors and 15 mentees (N = 30) from 17 dyads were included in the analysis (response rate 83%). Eighteen completed the postprogram survey, and 12 were interviewed. The majority were female (93%), European (90%), and worked clinically in public hospitals (63%). Mentors’ main reason for participating was “to give back to the next generation,” whereas mentees sought “help with career progression.” Time was a barrier to participating. The majority (89%) achieved their goals, and all participants would recommend the program. Most (61%) found the mentor/mentee matching to be excellent, and 44% believed they would continue the relationship after the program. ConclusionThe Australasian Society of Genetic Counselors Mentor Program filled a gap in professional development within the Australian and New Zealand genetic counseling community and highlighted a general desire to share knowledge with new members of the profession.

Committed to Success: A Structured Mentoring Program for Clinically Oriented Physicians

ObjectiveTo examine impacts of a structured mentorship committee program on academic promotion and participant perceptions because impacts of formal mentorship programs for clinical faculty are unknown. Participants and MethodsThis prospective cohort study at a Midwestern Veterans Affairs tertiary care system from December 17, 2019 to December 31, 2022 included clinical track faculty in the Medicine Service below the rank of Clinical Associate Professor. Mentoring meetings (mentee, committee chair, and mentors) were generally held twice annually. All participants were surveyed after each meeting (response rate: 100%). ResultsAll 23 of 23 (100%) eligible faculty were enrolled as mentees, and 49 distinct meetings occurred. Three (13%) mentees were promoted, and the remaining 20 (87%) continued in the program. Mean scores (SD), scaled 1 (strongly disagree) to 5 (strongly agree), for mentors and mentees were 4.71 (0.51) and 4.80 (0.54) for “effective use of my time”; 4.58 (0.64) and 4.37 (0.49) for “appropriate progress since last meeting”; 4.52 (0.66) and 4.31 (0.64) for “program increased my work satisfaction”; and 4.07 (0.96) and 3.75 (0.92) for “program reduced my work burnout,” respectively. ConclusionClinically oriented physicians viewed the program positively. It appeared to help junior faculty get promoted and led to improved work satisfaction and reduced burnout.

Developing linguistics educators: A qualitative study of graduate linguist professional development

Abstract: In this article, we report on findings from an ongoing study of graduate students in linguistics regarding the approaches they take to develop as professional educators and how faculty and programs in linguistics can better support graduate student teaching professionalization. In focus groups with current linguistics graduate students, we identified three key themes: formal institutional training, mentor relationships (i.e. instructor and TA relationships), and peer relationships. Mentor relationships provide students with a range of experiences and degrees of support across faculty, which influences how they develop as educators. Peer socialization is also a critical component of growth and well-being, providing graduate student teachers with both practical guidance and ongoing emotional support. We illustrate this point with a case study—a weekly teaching journal club for graduate students within our own Linguistics program, which became an important space for pedagogical development. While our results point to graduate student success and resilience through socialization, they also illustrate a common issue of professionalization in academia: students gain professional skills through noninstitutional mechanisms. Teaching professionalization largely falls to the ‘hidden curriculum’, which puts students at a disadvantage, especially those from minoritized backgrounds (Smith 2013). We join other scholars in our field in calling for greater institutionalized mechanisms for professionalization to promote equitable access to vital skills for graduate students (Calhoun 2020). To that end, we conclude by suggesting ways in which faculty and departments can close this gap in graduate training.

Facilitating a More Diverse Workforce: The Value of Mentorship in Cardiothoracic Surgery

BackgroundCardiothoracic surgery (CTS) is one of the least diverse surgical specialties in both gender and race. Aside from the inherent benefits of a diverse working environment, mitigating this diversity gap improves patient care. Mentorship is important for creating a diverse, nurturing environment for trainees. This review appraises the impact of formal mentorship for trainees and specifically assesses its significance for underrepresented groups in CTS. MethodsA literature search was performed using keywords relating to CTS, mentorship, and underrepresented groups. Principal findings were extracted and synthesized; supporting literature discussing mentorship in other surgical specialties was also included. ResultsMentorship is desired by CTS residents. Its benefits include aiding the matching process, decreasing stress, and increasing academic productivity. Mentorship programs can be used to increase the recruitment and retention of women and others underrepresented in medicine. ConclusionsMentorship is a valuable tool for which implementation must be prioritized in CTS; this requires more education on mentorship for trainees. Institutions should be using mentorship programs to diversify trainees in CTS with the objective being equality.

Describing a novel, national, vertical mentorship program for women in emergency medicine across Canada.

Mentorship models deviating from traditional staff-student dyads are beginning to emerge, and the CAEP Women in Emergency Medicine (WEM) Committee has implemented a novel, vertical mentorship program in the hopes of increasing mentorship accessibility across Canada for students, residents, and attending physicians. The vertical mentorship consisted of an attending physician, resident, and medical student all practicing or interested in EM. Groups were created based on location or niche preference. Early and post-mentorship surveys were sent to all 60 participants to gauge overall impact on career development, academic promotion, emotional wellbeing, and niche development. Overall, the implementation of an innovative, national, vertical mentorship program was largely beneficial for the personal wellbeing and professional development of participants. Academic institutions are strongly encouraged to implement formal vertical mentorship to increase access to mentorship for trainees at all stages in their career.

Predictors of mentoring relationship quality in a college peer mentoring program: associations with mentors’ and mentees’ perceptions of family relationships

PurposePeer mentoring programs in higher education settings support incoming students in their transition and adaptation to college life. Mentoring program evaluation research primarily focuses on student outcomes and documents mentoring relationship quality (MRQ) as an important component of programs that facilitate change. The current study examines MRQ in a college peer mentoring program and explores its association with mentors’ and mentees’ perceptions of family relationships.Design/methodology/approachThe sample included 629 first-year students (Mage = 18.4 and 54.2% female) and 88 mentors (Mage = 20.6 and 65.9% female). Each mentor was matched with eight to 10 incoming students in the same department. Dyadic data were collected prior to the program (pre-test) and at the end of the fall semester (mid-program) and spring semester (post-test). At pre-test assessment, mentors and mentees rated their family relationships, perceived trust, loyalty, and fairness in their families. At follow-up assessments, mentees reported their MRQ, mentoring duration, and mentoring activities.FindingsA multilevel modeling analysis revealed that mentees’ and mentors’ perceptions of loyalty in their families predicted higher levels of MRQ at the end of the program. However, mentors’ perceived trust in their families was negatively associated with MRQ.Originality/valueThis study adds to the youth mentoring literature by focusing on family-of-origin experiences of both mentors and mentees from a dyadic and relational perspective. These findings have implications for future research and the practice of formal mentoring programs in college settings.

Experiences of junior dental faculty transitioning from clinician to educator.

Dental faculty enter academia, after a career in practice or directly from school, without any formal education training. Faculty development programs have been designed based on survey needs assessments, but not on in-depth descriptions of junior faculty transition experiences. The purpose of this research project is to describe the transition experiences of dental faculty from clinician to educator within the last 5 years. A qualitative multiple case study approach from an emic perspective was used. An emic approach is an analysis from the perspective of one who participates in the group being studied. Data were collected through semi-structured interviews with 12 junior dental faculty. Thematic analysis identified common themes in the data through the lens of the social cognitive career theory. Three salient themes were extracted from the data: guidance, job satisfaction, and motivating factors. Guidance was the main theme with participants revealing their need for more formal preparation regarding teaching, formal mentorship, and career progression goals. Participants find academia highly rewarding, and a unique finding was that physical injury was a major factor to entering academia. This study reveals that junior dental faculty members feel unprepared for their teaching role and highlights the benefits of mentorship in helping them develop their vocational goals and advance their careers. This study illuminates why clinicians choose to leave clinical practice, the preparation they receive, the areas in which they feel unprepared, and how they develop their teaching skills. These insights can help academic institutions better support their faculty and improve student learning outcomes.

Designing a Mentorship Program for APRNs in Specialty Palliative Care Practice.

As advanced practice registered nurses (APRNs) enter practice, support is crucial for success. Formal mentorship has been shown to improve employee turnover, job satisfaction, and clinical competence. In the wake of the COVID-19 pandemic, an APRN team specializing in palliative care experienced an unprecedented rate of staff turnover. As a result, the team decided to create a formal mentorship program to support newly hired colleagues and assist their transition to practice. A subcommittee of APRNs within the palliative care practice met to establish a mentorship practice framework, expectations for the program, and a methodology for matching mentors and mentees. The mentorship program was implemented with two cohorts comprising a total of five mentors and six mentees. It was evaluated by participants using surveys asking open-ended, qualitative questions. Both mentors and mentees reported finding the program valuable. Mentees felt the program helped their transition to practice, created a forum for peer support, and improved their clinical competence. Mentors said the program furthered their own professional development, advanced their clinical growth, and fostered a connection to colleagues. Employee engagement and alignment improved, and staff turnover decreased. Further work is needed to improve on the program framework and analyze the outcomes of mentorship.

Parents’ attitudes toward and experiences with seeking informal mentors for their children

Supportive relationships with non-parental adult role models (akainformal mentors) are important contributors to positive development for children. Absent from research on informal mentoring relationships are studies examining parents’ role in the formation and maintenance of these relationships. In this study, we examined parents’ attitudes about and experiences with their children’s involvement in informal mentoring relationships in two phases. Participating in phase 1 were 161 parents of children enrolled in a formal mentoring program in Canada (ages 27–69, M = 40.25 years; 93.2 % female; 6.8 % male). Participating in phase 2 was a convenience sample of 425 parents in a midwestern state in the United States (ages 23–70, M = 44.95 years; 65.9 % female; 34.1 % male). Parents completed a one-time 20-minute online survey. Parents generally held positive attitudes towards informal mentors but also reported limited involvement in − and several barriers to − fostering children’s informal mentoring relationships. Barriers ranged from not wanting to be a burden on others to believing children would rather spend time with friends. Most parents reported their child had had at least one informal mentor at some point. In both phases, frequency of their child having a mentor was related to their parents having positive attitudes toward informal mentoring and to having directly asked a nonparental adult to be an informal mentor. In phase 2, parents who reported a greater sense of community and supportive social network and higher self-efficacy for facilitating mentoring relationships were more likely to have children with informal mentoring relationships. The findings have implications for including parents in efforts to increase children’s access to supportive mentoring relationships.

Encouraging entrepreneurship in dietetics: A qualitative exploration of the experiences of new graduate dietitians participating in an entrepreneurship mentoring circle.

Healthcare needs of the Australian population are changing, providing an opportunity for dietitians to embrace innovation and entrepreneurship to meet evolving demands. This study explored the expectations and experiences of participants in a 12-month mentoring circle designed to provide entrepreneurship learning and formal mentoring for the Provisional Accredited Practising Dietitians Program. A qualitative study design was employed. New graduate dietitians (<2 years) participating in the Entrepreneurial Dietetics Mentoring Circle in 2019, 2020 or 2021 were invited to participate. Baseline demographic and employment data were collected via survey. Semi-structured interviews were conducted before mentoring circle session 1 (baseline) and after the final session (completion), exploring insights into participant expectations and experiences in entrepreneurship. Thematic analysis, using methods outlined by Braun and Clark, was conducted to identify themes and subthemes. Twenty-eight dietitians participated (85% of mentees). Participants were mostly female (89%), less than 12 months post-graduation (75%), registered as Provisional Accredited Practising Dietitians (82%) and employed at least part-time (55%). Forty five interviews were conducted (28 baseline, 18 completion). Themes developed were: (1) entrepreneurial career path as a deliberate choice; (2) the value of being prepared for entrepreneurial careers; and (3) the importance of networks to support entrepreneurship. The mentoring circle at this single university was seen by participants as supporting their transition into entrepreneurial careers, while meeting their requirement to be formally mentored through their Provisional status. Future research could consider the applicability of the mentoring circle model across a wider graduate population to support innovative practice.

How We Do It: Surgery IMPACT - Integrated Mentorship Program for Advancing Clinical Training

Effective mentorship plays a crucial role in the professional development of surgical residents by providing guidance, support, networking, and facilitating personal, and career growth. This is particularly significant for female and underrepresented minority residents who often encounter additional challenges due to discrimination and historical lack of representation. Our objective is to present a framework for structuring a progressive and inclusive formal mentorship program- Surgery IMPACT- which embodies a panoramic perspective of surgery residency. A holistic mentorship program was created through the conceptualization of WISE Domains (Work-Life Balance, Interpersonal and cultural proficiency, Scholarly and career advancement, Effective learning and study techniques). Mentor-Mentee partnerships were created between current surgical faculty and general surgery residents. The foundation of the program is built upon four essential mentor roles: Core faculty mentor, research mentor, fellowship mentor, alongside a concurrent incorporation of peer mentorship. Over the academic year, we encouraged at least 3 formal mentorship meeting prefaced by a reflective exercise by the residents. The implementation of Surgery IMPACT has been successful in formalizing mentorship opportunities at our institution. By incorporating WISE domains, structured meeting centered on well-defined objectives, we have effectively created an all-inclusive mentorship program to foster resident growth and equal opportunities. Our ongoing commitment is to further refine and expand this innovative program with the aspiration of galvanizing similar mentorship models across diverse surgical programs.

The role of motivation in the initiation and maintening mentoring relationships among nurses and midwives.

To understand clinicians' motivations to engage in mentoring to support newly graduated nurses and midwives working in hospital settings. Nursing and midwifery literature has established the benefits of mentoring and challenges that affect the effectiveness of formal mentoring programmes. No studies have explored hospital nurses' and midwives' motivations to mentor in the absence of the obligatory status and associated rewards of institutionalised mentoring. A qualitative descriptive study with 35 nurses and midwives working in three public hospitals in the western, northern and northwestern parts of Uganda. Data were collected using semistructured interviews. Reflexive thematic analysis was applied to interpret the data. We have adhered to COREQ reporting guidelines. The study revealed three salient themes that capture nursing and midwifery professionals' mentoring perspectives. Participants expressed confidence in their inherent mentoring capacities and were often motivated by a desire to reciprocate prior mentoring experiences. Their mentoring approaches varied between self-focused and other-focused motivations, with some overlap in perspectives on hierarchical versus relational mentoring. Across the board, there was a strong consensus on the need of mentoring for individual clinicians, healthcare institutions and the broader profession. The study highlights five opportunities that can be harnessed to design future mentoring programmes. The findings delineate a complex interplay between self-centred and altruistic mentoring motivations, aligning with hierarchical or mutually beneficial mentoring paradigms. Nurse managers should tailor mentoring programmes to align with these intrinsic motivations, affirm the enduring need for mentoring, and leverage existing institutional resources to create both acceptable and efficient mentoring frameworks.

Desafíos a los que se enfrentan los radiólogos recién titulados en sus primeras prácticas clínicas en el suroeste de Nigeria

Background: Formal qualification does not rule out the challenges a radiographer may face by virtue of being new in the clinical practice, and does not necessarily mean acquisition of the needed competency to practice. This study was designed to evaluate challenges encountered by newly qualified Radiographers in their early clinical practice in Southwestern Nigeria. Materials and methods: A descriptive cross-sectional study was conducted among 360 newly qualified Radiographers selected hospitals in South West Nigeria. A well-designed questionnaire was used for data collection and it was analysed with descriptive and inferential statistics. Results: The major communication challenges were: effective communication with patients and careers (3.8 ± 0.8) and effective communication with members of the team (3.8 ± 1.0). The major clinical challenges identified were: cannot perform special exams unaided (1.7 ± 0.6) and cannot prioritize exams according to urgency (1.6 ± 1.0). The major technical challenges identified were: cannot take remedial actions for poor quality radiograph (2.1 ± 0.5) and restriction from access to some machines (1.9 ± 0.7). The major workload challenges identified were: assignment of too much work (2.0 ± 0.4) and poor supervision of new radiographers by superiors (1.7 ± 0.9). The major welfare challenges identified were delay in salary (2.1 ± 0.7) and difficulty in getting internship placement (2.1 ± 0.6). The result from the Chi-square test revealed that there were no statistically significant relationships between the challenges faced by newly qualified radiographers in their early clinical practice and their categories (χ2 =4.806, df=2, p= 0.09).Conclusion: Newly qualified radiographers faces numerous challenges such as technical, communication, workload, poor supervision as well as welfare challenges. There were no statistically significant relationships between the challenges faced by newly qualified radiographers in their early clinical practice and their categories. The study, therefore, recommends the need to create a formal mentorship program for newly qualified radiographers, to provide them with guidance and support. There is also need to provide opportunities for continued professional development for newly qualified radiographers, such as workshops or courses. Also, more staff should be employed so that the workloads are evenly distributed among the radiographers on staff.

Research on Bottlenecks and Countermeasures for the Development of Young Teachers in Vocational Colleges

Young teachers play a pivotal role in workforce development within vocational colleges, yet often face challenges adjusting to their new responsibilities. This study aimed to identify barriers through a questionnaire survey of 11 young teachers. Findings revealed the greatest difficulties lay in adapting instruction methods to meet the diverse needs of learners, navigating constraints on research due to insufficient laboratory facilities and funding, and uncertainty around career progression pathways. To address these issues, we proposed three countermeasure strategies. First, vocational colleges should strengthen partnerships between industry and education through joint training programs and applied research laboratories to enrich curriculum design and enhance teachers’ practical skills. Secondly, establishing formal mentorship programs pairing new educators with experienced mentors can facilitate the transition into their roles and offer careerguidance. Third, colleges should actively encourage the involvement of young teachers in skills competitions to cultivate their practical skills. This research highlights the multifaceted challenges faced by young teachers and the imperative for targeted solutions to strengthen the vocational education workforce.

Multistakeholder Perspectives of Organizational Aspects Affecting Transition to Practice for Newly Credentialed Athletic Trainers

Context Transition to practice (TTP) is a period of growth in which new athletic trainers (ATs) respond to stressful changes and develop confidence and self-efficacy. Employers have an important role in TTP. Objective To explore multiple stakeholders’ perceptions of ways for organizations to support new ATs during TTP. Design Qualitative study. Patients or Other Participants Athletic trainers from 3 stakeholder groups participated, guided by data saturation: 10 faculty members and 8 preceptors (age = 43 ± 10 years, experience = 11 ± 12 years), 16 supervisors of newly credentialed ATs (age = 52 ± 11 years), and 17 early professional ATs (age = 26 ± 5 years, experience = 9.5 ± 5 months). Data Collection and Analysis Participants were recruited via purposive sampling through an e-mail blast from the National Athletic Trainers’ Association. Participants were interviewed via phone or Web-based platform using a semistructured interview guide. Data were analyzed through consensual qualitative review. Trustworthiness was established via peer review and multianalyst triangulation. Results Four themes emerged. Employers felt they had a responsibility in mentoring new ATs and assisting with professional socialization. Onboarding described the organizational processes used to orient new ATs to their roles, including formal orientation, mentoring, evaluation, and feedback. Additionally, support was provided to new ATs through informal mentoring, relationships with coworkers, and professional development. Support often extended beyond professional needs to address personal challenges. Conflicting priorities occurred when employers wanted to provide more mentoring but were limited from other responsibilities and differences between employees’ and employers’ expectations of work-life balance. Conclusions To build on professional education, employers should provide comprehensive onboarding, formal mentoring, and informal personal and professional support. However, challenges may arise when their own clinical requirements limit the time they can spend mentoring new ATs. Organizations should ensure supervisors have adequate support to assist in the TTP for new ATs. Educators can prepare students to engage in dialog on work-life balance, expectations, and compensation to assist with TTP.

121 Impacting Clinical Research Nurses’ Intent to Stay Through Mentoring

OBJECTIVES/GOALS: Clinical Issue/ Practice Problem: A high turnover rate for research nurses was identified between 2017-2022 in the clinical research center at an urban Midwest academic health center. Inexperienced staff and high turnover are barriers to maintaining high-quality research integrity, efficacy, and safety for research projects and participants. METHODS/STUDY POPULATION: Project Implementation: A formal mentorship program was developed based on a curriculum from the International Association of Clinical Research Nursing Scope and Standards of Practice. The six-week project was implemented for research nurses with less than 2 years of experience. Mentees were paired with senior research nurses and met one-on-one weekly. Mentees completed the Anticipated Turnover Scale (ATS) survey in week 1 and week 6. All program participants completed a final evaluation survey. RESULTS/ANTICIPATED RESULTS: Outcomes: There was a one-point average reduction in pre- and post-ATS survey scores. This result supports the theory that mentees were less likely to leave their research role after a formal mentorship program. Qualitative results from the final evaluation survey demonstrate the program had a positive impact and benefits for both the mentees and the mentors. DISCUSSION/SIGNIFICANCE: Clinical Implications: By decreasing turnover rates, a highly competent and knowledgeable research nursing staff is attained to ensure appropriate nursing action and safety profiles for novel therapies.

Factors that influence scope-of-practice decisions of early-career family physicians: Focus group study in Canada.

To explore perceptions of early-career family physicians on the personal, educational, organizational, community, and system factors that had influenced their scope-of-practice decisions and to compare the similarities and differences among these factors across all 13 Canadian jurisdictions. Qualitative descriptive study. Canada. Fifty-nine early-career family physicians who were 2 to 5 years into independent practice. Data were collected using focus groups and were analyzed using deductive and inductive analysis techniques to identify patterns in the data within and across jurisdictions. Participants across all jurisdictions highlighted that personal factors (ie, interest, work-life balance and family life, financial considerations, and self-perceived competence and confidence) were most influential on scope-of-practice decisions. Educational (ie, exposure during training, mentorship), organizational (ie, collegial support), community (ie, needs), and system (ie, payment models, funding for team-based care, governance) factors also influenced decisions about scope of practice. Experiences were similar across all jurisdictions for personal factors. Differences in experiences were reported across jurisdictions for educational, organizational, community, and system factors. Decisions about scope of practice by early-career family physicians are highly influenced by personal factors followed by organizational, educational, community, and system factors. These findings suggest numerous strategies are needed to increase individuals' interest in providing comprehensive care in Canada. Educators should cultivate interest in comprehensive care among learners, strategically recruit trainees, provide targeted exposure and experiences, ensure competence and confidence are evaluated throughout and at the end of training, and introduce formal mentorship programs. Policy-makers should invest in the spread of effective team models and alternative payment models. Together, these strategies could broaden the scopes of practice of family physicians and their capacity to deliver accessible and comprehensive care to Canadians.