Formal Mentoring Programs Research Articles

Mentorship of New(er) School-Based Speech-Language Pathologists Beyond the Clinical Fellowship: A Pilot Study

Purpose: The purpose of this pilot study was to explore the perspectives of school-based speech-language pathologists (SLPs) with varying levels of experience to identify the components of a postclinical fellow (CF) school-based speech-language pathology mentorship program, barriers to implementation, and potential solutions. Method: After seeking feedback from school-based SLPs, a survey was created and distributed via e-mail and national social media sites. Topics included gathering perspectives about experiences with school-based speech-language pathology mentorship, components of a possible post-CF mentorship program, barriers to implementation, and potential solutions. Results: Sixty-five school-based SLPs with varying years of experience responded to the survey. Results suggested that respondents felt a setting-specific post-CF school-based speech-language pathology mentorship program may be valuable. Time, compensation, and filling knowledge gaps were identified as both important components of a mentor program but also potential challenges to implementation. Conclusions: A post-CF school-based speech-language pathology mentorship program has the potential to be beneficial to both parties in tangible and intangible ways. SLPs appear to be interested in mentorship not only as a way to support future generations of SLPs but also for a sense of self-fulfillment and professional development. A formal mentorship program may operationalize support related to decision making, advocacy, paperwork, scheduling, and working through challenging cases.

Give it your all or hardly give? The role of mentors' beliefs about protégé advancement potential and gender in mentoring relationships

Our research challenges assumptions about equity in formal mentoring programs. Drawing on mentoring schema and diversified mentoring theory, we theorized that mentors' beliefs about their protégés' advancement potential predict the career support they provide and the quality of their relationship, and that these effects vary by gender. Using matched-pair designs, we tested our model in two field studies of mentors and their protégés (total n = 355 dyads). Supporting theoretical predictions, mentors showed less interest in their protégés' careers, provided less career guidance, experienced less respect, and were less satisfied with their relationship when they believed their protégé had low advancement potential. Protégés also experienced less respect in their relationship when their mentor perceived them as lacking potential. Gender played a nuanced role. While mentors saw female and male protégés as having equivalent advancement potential, female protégés were seen as having less potential and experienced less respect when assigned a male rather than a female mentor. Additionally, male mentors felt more respected in their relationship when they believed their assigned protégé had high potential. Our findings challenge assumptions about the career support and respect provided in mentoring programs, offer insights about the nuanced effects of gender, and call for interventions that help organizations fulfill the promise of mentoring.

Novice clinician educator professional identity formation through a longitudinal mentorship: a qualitative study

BackgroundThe professional identity of doctors is evolving with physicians now required to be ‘scholars’, facilitating the education of students and healthcare teammates as educators. Mentoring is widely practiced and is postulated to facilitate professional identity formation (PIF) through socialization.Preliminary literature review suggested few studies looking into how formal mentoring programmes affect PIF of novice clinician educators, particularly an Asian context. I hope to understand the perceived professional identity of such educators, and what changes in professional identity are observed after longitudinal mentorship, using the social cognitive career theory (SCCT) as an underpinning framework.MethodsA qualitative study explored perspectives of mentees with less than two years teaching experience and participating in a formal mentoring programme. Semi-structured interviews were conducted at the beginning and end of the programme. Thematic analysis and coding of these taped and transcribed interviews was performed and triangulated with an elite interview. Mind maps were constructed to appreciate the inter-relatedness of themes and evaluated using the SCCT framework. Methodology was anchored to the Consolidated Criteria for Reporting Qualitative Research checklist.ResultsSeven mentees were recruited. All were Chinese except for two Indians. All had less than six months experience with educational activities. None had formal training in medical education. Median duration postgraduate was six years. One was from a surgical discipline, others were from a range of medical disciplines. Themes identified included background influences, learning experiences and outcome expectations which affected self-efficacy, leading to mentees attaining goals and performing actions which effected their professional identity development, which was in-turn affected by contextual influences. Most perceived themselves as clinicians rather than medical educators. Concepts underpinning PIF included socialisation (role modelling and mentorship, communities of practice, sense of belonging), experiential learning, the hidden curriculum and reflective practice.ConclusionsNovice clinician educators mostly have a hierarchical identity. Role modelling and mentorship, active participation in communities of practice, promotion of a sense-of-belonging, experiential learning combined with reflective practice are important components for socialisation, synergistically facilitating PIF in novice clinician educators. Overcoming contextual barriers, being cognisant of cultural practices and addressing concerns in the hidden curriculum can assist educators in development of their professional identity.

6855 Nationwide Analysis Of Mentorship In Endocrinology Fellowship

Abstract Disclosure: D. Toro-Tobon: None. H. Billings: None. I. Bancos: None. Background: Mentorship is crucial for training physicians' career development, yet evidence of its impact on endocrinology trainees is lacking. We assessed the current state of mentorship in endocrine fellowship training in the United States. Methods: We conducted a cross-sectional study between June and September 2023. Endocrine fellows were invited to complete an online questionnaire describing their mentorship experience and its influence on burnout, satisfaction, and scholarly productivity. Results: Of 153 participants (mean age 34, 69% women, 47% White, 20% Hispanic/Latino), 73% had a mentor. Having a mentor was not associated with age, gender identity, race, or ethnicity. Those without mentors were more commonly in two-year fellowships (63% vs. 81%, p=0.04), had less access to formal mentorship programs (48% vs. 21%, p<0.01), cited insufficient faculty availability for mentoring (11% vs. 26%, p=0.01), and encountered more challenges finding mentors in their training programs (11% vs. 38%, p<0.001). Mentored participants exhibited increased post-fellowship interest in academic practice (69% vs. 50%, p<0.01), higher involvement in clinical research (65% vs. 49%, p=0.01), more fellowship-dedicated scholarly time (36% vs. 22%, <0.001), a greater median number of publications (4.6 vs. 1.8, p<0.01) and abstracts (7 vs. 3.7, p<0.01), were more likely to have submitted a grant (29% vs. 5%, p=0.03) and had higher satisfaction with training (92% vs. 64%, p<0.001). Mentors were mostly chosen by mentees (70%) and shared gender identity (61%) but often had a different race or ethnicity (71.8%). The majority found mentorship relationships satisfactory (87%), contributing to increased academic productivity (84%) and reduced mentee burnout and stress levels (60%). In bivariate analysis, all mentor attributes significantly influenced higher academic productivity and mentee satisfaction. The most divergent for academic productivity were improved communication, alignment with expectations, inspiration for goal attainment, and effective networking. For mentorship satisfaction, distinctions were found in communication enhancement, goal-oriented assistance, knowledge/skill enrichment, and personalized career path development. Traits like active listening and adapting communication styles were not linked to decreased burnout, but actively supporting work-life balance independently correlated with reduced burnout. Conclusion: Mentorship positively affects endocrine fellows' scholarly productivity and career development. Yet, a significant number lack mentors or access to programs. Mentor attributes, like effective communication, goal alignment, and networking support boost productivity and satisfaction. However, reducing mentee burnout hinges on actively fostering work-life balance. Presentation: 6/3/2024

Introduction of an Online Mentoring Program for Final Professional MBBS Students

Background: Mentoring helps in the personal and professional development of mentees and helps them develop self-confidence in their work. Final-year undergraduate medical students face many challenges but they also have to gain the confidence to start working independently and plan their careers in the near future. In the coronavirus disease scenario, many of these challenges were amplified, and final-year students were in greater need of mentoring. Even though mentoring had been introduced under the new curriculum in 2019, formal online mentoring programs were nonexistent in most Indian medical colleges. Therefore, it was aimed to implement and evaluate an online mentoring program for final-year undergraduate medical students. Materials and Methods: This prospective study was conducted with 16 mentees allotted to the principal researcher. A needs assessment survey was conducted before finalizing the program. A mentoring module was designed, and subsequently, five rounds of individual mentoring sessions were conducted on “Google Meets.” Feedback was obtained from the mentees and analyzed. Results: Most mentees (93.8%) agreed that an online mentoring program should be introduced. The mentees were satisfied with the online mentoring program (5-point Likert Scale; median = 4) and felt that they had received motivation and gained confidence to overcome challenges. The majority of the respondents (80%) felt supported during mentoring, whereas 86.67% agreed that they were able to harness their positive attributes and started working toward their goals. Conclusions: The online mentorship program was successful in improving the confidence of the medical students in dealing with academic and nonacademic issues.

Orthopaedic surgery residents with a mentor report greater self-assessed theoretical and practical preparedness than residents without a mentor.

The purpose of the study was to investigate the effect of mentorship on self-perceived theoretical and practical skill levels of German-speaking residents affiliated to a scientific society with a focus on sports medicine. It was hypothesized that orthopaedic surgery residents with a mentor would report higher subjective theoretical and practical skills and less apprehension towards performing surgeries unsupervised compared to those without mentors. A 35-item questionnaire was distributed among resident members of AGA-Society for Arthroscopy and Joint-Surgery. The survey explored the current status of mentoring and self-assessed theoretical and practical skill levels as well as apprehension towards performing surgeries unsupervised (1-10 scale with higher values indicating higher skill level or greater apprehension). In total, 115 residents were included, of which 46 (40.0%) had a mentor. The majority of residents without a mentor (65.7%) reported the desire to have a mentor. Residents with a mentor reported significantly higher self-assessed theoretical (p = 0.003) and practical skill levels (p < 0.001) and less apprehension towards performing surgeries unsupervised (p < 0.001) compared to residents without a mentor. The presence of formal mentorship programs increased the likelihood of having a mentor significantly (odds ratio [OR] 7.17, p < 0.001). Male and female participants did not differ significantly in self-assessed skill level or apprehension towards performing surgeries unsupervised. Residents with a mentor reported greater subjective skill levels and stated less apprehension towards performing surgeries unsupervised compared to residents without a mentor. The majority of residents without a mentor stated that they would like to have a mentor. This may be achieved by establishing more formal mentorship programs as they facilitate mentorship. Level IV, cross-sectional study.

A phenomenological study of a formalized mentorship program assessing the experiences of undergraduate medical students at the Public Medical University in south Punjab, Pakistan

Background: Objective of this study was to explore the lived experiences of mentees, or undergraduate medical students, in a mentorship program introduced at a public medical university in south Punjab. Methods: A qualitative phenomenological research design was employed from September 2023 to June 2024. 110 undergraduate students who were part of a purposive sample provided the data. One-on-one, semi-structured interviews were carried out using an approved interview guide. The audio recordings of the interviews were appropriately transcribed. Because the data was sensitive, participants were assured of confidentiality and anonymity. After performing a manual thematic analysis, the authors agreed on the themes and subthemes. Results: Data analysis revealed four themes and ten subthemes. The psychosocial results of the mentorship program, including personal and professional growth and moral, psychological, and emotional support, were well-received by the participants mentees described mentors as their finest guides. Mentors also guided on Islam, case studies, and research methods. Mentors help mentees find solutions to their difficulties. The mentees made insightful recommendations on how to improve the current mentoring program. These included scheduling one-on-one mentoring sessions, offering career guidance, employing committed employees, and demanding verbal feedback from mentees assessing their mentors. Conclusions: The structured mentoring program was deemed satisfactory by the majority of mentees. Every medical student's personal and professional development is the main goal of mentoring. Mentees’ comments are helpful, but other ways to address personal or professional issues are needed.

The Fletcher-Cox Pathway: A Unique View on Clinical Trial Education

PurposeThere currently are no established formal mentorship and training program for radiation oncology (RO) trainees to learn trial design, creation, writing, or implementation. There only exists informal training on analyzing clinical trials in RO residency programs. The integration of a longitudinal formal training and mentorship program for clinical trialists - consisting of clinical trial education, design, mentorship, and implementation during the RO residency education will give residents not only formal teaching in the subject, but strong tools and requisite mentorship in hopes to help them succeed as future academic physicians and leaders in the field of radiation oncology. Methods and MaterialsWe developed a clinical trial training pathway in 2018 at XXX, proposing it as a pilot program. The “Fletcher-Cox Pathway” was accepted with a highly positive response by trainees. and is is now offered as a standard option to RO trainees at our institution. ResultsWith the guidance of their principal investigator (PI), residents participating in this pathway design and submit a clinical trial for institutional review board (IRB) review. In 2019, after implementation of the pilot program, 4 of the incoming 7 residents joined the pathway. The program continues, and the current cohort of trainees have received training in clinical trials design andworked with dedicated mentor(s) regarding clinical trial ideas; their studies are currently accruing patients. ConclusionsThis pilot program has been viewed by trainees and mentors as successful; it highlights how a structured approach meets a clear need within RO training. We envision the creation of a national platform to increase access, whereby programs adopt this clinical trialist educational pathway, which ultimately leads to the development of a robust clinical trial community with communal resources. We hope that this not only improves and provides educational initiatives to all trainees but also initiates further collaboration.

The Status of Canadian Radiology Mentorship Programs, Where We Stand and Where to Improve.

Background: The importance of mentorship in medicine is well-established. Access to mentors is pivotal in enhancing career opportunities and networking, increasing research productivity, and overall wellness and resilience at all career stages. Our study aims to assess the current status of radiology mentorship programs for Canadian medical students and radiology residents. Methods: We distributed an anonymous survey to Canadian radiology program directors in December 2022. The questions pertained to the existing mentorship programs' specific goals, structure, and success. Our null hypothesis was that medical students and residents have similar mentorship opportunities. Results: We have received 12 responses (a response rate of 12/16 = 75%), 9 of which had formal mentorship programs and 3 (25%) did not. Comparing the mentorship program for medical students and residents yielded a P-value = .11 > .05. This result does not reject our null hypothesis, indicating there is no significant difference between these 2 groups. Using qualitative analysis, we categorized the responses into 4 main themes: mentorship programs' goals, structures, evaluation methods, and their results. Conclusion: Although our result did not reach statistical significance (P-value = .11 > .05), the observed trend shows that one third of Canadian medical schools do not offer a radiology mentorship program for medical students, highlighting a potentially significant opportunity for improvement. Qualitative analysis shows that despite various methods for assigning mentees to mentors, developing formalized yet flexible mentorship models that allow students and residents to self-select their mentors might be more beneficial than randomly assigning mentors to them.

Assessment of the Relevance of Mentoring Roles in Nasarawa State University, Keffi

This paper assessed the relevance of mentoring roles in Nasarawa State University, Keffi. The major objectives of this paper were to assess the effects of mentoring roles in achieving the mandates of Nasarawa State University, Keffi, as well as the extent to which mentoring roles affected employees’ capacity in Nasarawa State University, Keffi. The survey method was employed with primary and secondary sources of data used. A sample size of 400 was used. After analyzing the collected data, it was revealed that mentoring at Nasarawa State University, Keffi was very relevant and had a positive effect on learning, staff relationships, innovation, and creativity. It was also found that mentoring was very relevant and had a positive effect on staff capacity development, career satisfaction, the discovery of new talents, self-confidence, motivation, and understanding of NSUK’s goals and objectives. Based on the findings, the paper recommended that there is a need to strengthen and expand mentoring programmes at Nasarawa State University, Keffi. This could be done by investing in resources and training for mentors, promoting a mentoring culture, and increasing awareness among staff and students about the benefits of mentoring. Also, NSUK should, as a matter of concern, implement a formal mentoring programme to provide opportunities for mentorship relationships to be established between experienced staff members and those seeking growth and development.

Implementation of Knowledge Management at PT Multi Phi Beta to Prevent Knowledge Loss

PT Multi Phi Beta, as an engineering consultancy, faces challenges in a competitive industry that demands operational efficiency. The company encounters high employee turnover due to the short-term nature of its projects, leading to a significant risk of knowledge loss. This research aims to evaluate the current state of knowledge management readiness at PT Multi Phi Beta, identify gaps in knowledge management implementation, and propose improvements to mitigate these knowledge loss risks and enhance overall efficiency. The primary method used to obtain data is quantitative, collected through questionnaires. To enrich the primary data, qualitative data is gathered through semi-structured interviews. The findings indicate that PT Multi Phi Beta is at the initiation level of KM readiness, recognizing the need for knowledge management but not yet fully integrating KM practices. To mitigate knowledge loss, the company should capture critical knowledge from transitioning employees, enhance its KM vision and mission, and establish a dedicated KM department. Standardized processes for managing knowledge, conducting after-action reviews, knowledge cafés, and formal mentoring programs are essential. Additionally, providing integrated knowledge repositories and implementing a rewards and recognition program will encourage knowledge sharing and strengthen the company’s KM efforts.

Building stronger foundations: exploring a collaborative faculty mentoring workshop for in-depth growth

BackgroundMentorship training programs demand a paradigm shift from theory-driven to hands-on practical approach with prioritization of preparation of mentors and mentees for their roles through self-awareness and targeted professional development planning. There is a lack of evidence generated from the health professions education institutions of global south regarding effectiveness of workshops in fostering mentorship culture.MethodsThis mixed method study with convergent parallel design was conducted through a collaborative mentoring workshop; “Faculty Mentoring-Building stronger by digging deeper” by Aga khan University Medical College, Karachi and University of Lahore, Punjab, Pakistan. Objective of the research was to emphasize the importance of faculty mentoring program, roles and responsibilities of mentors and mentees and perception of the participants regarding the associated role of institutions. It aimed to educate faculty members to develop personal development plans for becoming effective mentors and mentees. The demographic data was collected before the workshop, during the workshop data was collected from SWOT analysis, followed by goal settings and the action plans made by participants at the end. Post workshop online feedback was acquired by a questionnaire to comprehend participants’ educational attainment. Association between quantitative findings was done through ANOVA, while the qualitative data was subjected to thematic analysis.ResultsTotal of 37 faculty members participated in the hands-on workshop. All faculty equally perceived the workshop as satisfactory and reported that hands-on practice led to positive experience of setting clear goals and action plans in developing oneself both as mentor and mentee. Themes identified were; Faculty Mentorship Program, Personal development Plan of Mentors and Mentees and Building Positive Mentor-Mentee Relationships. Voluntary structured program, choice of more than one faculty mentor and portfolio development based on personal SWOT was recommended by participants for the success of formal mentoring programs.ConclusionMedical Faculty of Pakistani Universities at all career levels is interested in development of formal mentoring programs in their universities. Formal training for the same is also recommended by the participants. Institutions should cultivate a culture of mentorship that supports the professional growth and success of academics for cultivating the minds that are in turn shaping our future generations.

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 &amp; 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.

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.

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.

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.

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.