Lack Of Mentors Research Articles

Academic Vascular Neurology - Lingering Effect of Gender Inequity on Compensation, Career and Burnout (P5-2.005)

<h3>Objective:</h3> NA <h3>Background:</h3> Despite rising numbers of women physicians, gender inequity in salary, promotion and leadership roles persist, resulting in disempowerment and limited career advancement. Little is known about disparity characteristics among academic vascular neurology (AVN) faculty. This study explores the disparity among AVN faculty in compensation, career development and burnout. <h3>Design/Methods:</h3> Nineteen academic neurology departments in the US were sent a standardized survey in 2021–2022 on demographics, career, compensation, equity, domestic circumstances, parental leave, and burnout as part of the Women in Neurology Collaborative Study. This study analyzed AVN faculty and used descriptive characteristics to identify disparities. <h3>Results:</h3> A total of 47 AVN faculty (29 women) responded. Most respondents were Caucasian (68%, n=32) and associate professors (44%, n=21). 51% (n=24) were satisfied with their current compensation, with 54% (n=13) being men. The majority of respondents dissatisfied with compensation were women (75%, n=15). The most common reason for dissatisfaction was compensation being below national benchmark or compared to colleagues. 60% of AVN faculty, majority of whom were females, perceived lack of gender equity in pay. 23% of respondents reported that implicit gender bias negatively affected career development. Moderate to severe burnout was reported by 26% (n=12) respondents, with 75% (n=9) being females. Those who reported burnout have been AVN faculty for 5.9±3.3 years, of which half were dissatisfied with compensation and gender bias, while 67% indicated absence of career sponsorship and 42% had no mentorship. <h3>Conclusions:</h3> In summary, majority of female vascular neurologists in early-career stage reported gender bias affecting compensation, career dissatisfaction, lack of mentorship or sponsorship and burnout. This offers preliminary information for AVN programs to determine areas of improvement in faculty pipeline development, recruitment, and retention to align with diversity, equity and inclusion efforts of academic institutions, national and international stroke organizations. Future studies should analyze how interventions can improve these disparities. <b>Disclosure:</b> Ms. He has nothing to disclose. Dr. Nobleza has nothing to disclose. Ms. Zheng has nothing to disclose. The institution of Dr. Patel has received research support from Ucb. Dr. Alick-Lindstrom has nothing to disclose. The institution of Dr. Ayub has received research support from Brown Physicians Incorporated. Dr. Grewal has nothing to disclose.

Survey on the interest and commitment of AIFM members to scientific activities (SicAS) – The initiative of the FutuRuS working group

PurposeThe “FutuRuS” working group of the Italian Association of Medical Physics and Health Physics (AIFM) designed a survey (SicAS) to get feedback from its members regarding their interests and their experience in taking part in scientific activities and events, with the objective of focusing future efforts of the AIFM towards increasing the scientific activity of the medical physics expert (MPE). MethodsSicAS was sent out in March 2022 to all AIFM members by newsletter and official communication. SicAS was structured into three sections: personal information and institution of affiliation information, involvement in scientific activities, interest in and commitment to scientific activities. Responses were collected in a fully anonymised mode from the Google Forms platform and analysed with descriptive statistics. ResultsOut of 1289 members (active at the end of 2021), 467 responded to the Survey (response rate of 36%). The Survey results highlighted that AIFM members ranked the involvement of the MPE in scientific activities as highly relevant to the profession. However, 34.7% indicated devoting less than 10% of their working time to scientific activities. 67.5% of the respondents were dissatisfied with the time spent on scientific activities. The primary barrier was the lack of time (77%), followed by a lack of mentoring (32%). ConclusionsSicAS highlighted the need for AIFM initiatives to support members’ scientific activities. National societies should help develop and support networks between members, create links among universities, hospitals, research institutions and industries, and provide guidelines and learning platforms for enhancing the MPEs’ involvement in scientific activities.

The Status of the Plastic Surgery Workforce for Women and Recommendations on How to Be Successful

Abstract Goals/Purpose The status of women in medicine has been rapidly evolving. Recent data shows that women now make up the majority of current medical students in the United States. Women now constitute 40.5% of integrated plastic surgery residents and make up 20% of the current plastic surgery workforce. The evolving face of the plastic surgery workforce warrants a deeper look at where we stand today. There has been literature published in recent years looking at women plastic surgeons in academia but little attention has been paid to the greater female plastic surgery workforce to include those in other practice settings. The purpose of this study is to look at current practices for female plastic surgeons, paths taken to get there, and advice for young female surgeons and surgical trainees. We aim to characterize and project future trends of the status of women in plastic surgery. We further outline recommendations on how to be successful as a female entering the field. Methods/Technique A survey was created using Survey Monkey with a series of 37 questions. These questions focused on demographics, what practices currently look like, paths taken to get there, individual desires for practice changes, and advice for female plastic surgeons early in their career. Email addresses were obtained through a web-based search using both the American Society of Plastic Surgeons and American Society of Aesthetic Plastic Surgeons listed board-certified female plastic surgeon members in the United States. A total of 748 surveys were emailed and survey responses were collected. Results/Complications There was a total response rate of 33%. Most respondents trained in an integrated pathway program (54%) and did not complete a fellowship (37.7%). The majority practice in a large city (44.6%), work 40-60 hours per week (63.4%) and perform 20-30 cases per month (34.05%). Most respondents work in a solo practice (32.05%). For those that previously worked in a different practice setting, the most common prior settings were small group practice (36.89%) and academia (32.04%). Fifty six percent of women did not have a female mentor. The majority of respondents are very satisfied in their current career (54.63%). The factors that ranked highest for helping women achieve success were persistence (81.14%), patient care (76.75%), patient rapport/communication (77.19%) and grit (74.89%). The highest ranked barrier to success included discrimination as a female (17.18%), lack of mentorship (16.81%), and personal/family demands (16.74%). Recommendations for women pursuing a career in private practice included starting to learn to run a business in residency/fellowship and get additional business education, finding a mentor, and to start growing your social media platform during training. Conclusion The plastic surgery workforce for women continues to evolve. Most practicing female plastic surgeons recommend for trainees to start learning how to run a business during their training and acquire additional business education. In addition, they stress the importance of mentorship throughout this process. As more women continue to enter the field of plastic surgery, mentorship and support for childcare to help with family demands will be paramount to their success. Residency programs should consider incorporating more business training into their curriculum given the majority of trainees will go on to work in a private practice setting.

Closing the gender gap in medicine: the impact of a simulation-based confidence and negotiation course for women in graduate medical education

BackgroundCurrently, 75–80% of the medical workforce worldwide consists of women. Yet, women comprise 21% of full professors and less than 20% of department chairs and medical school deans. Identified causes of gender disparities are multifactorial including work-life responsibilities, gender discrimination, sexual harassment, bias, lack of confidence, gender differences in negotiation and leadership emergence, and lack of mentorship, networking, and/or sponsorship. A promising intervention for the advancement of women faculty is the implementation of Career Development Programs (CDPs). Women physician CDP participants were shown to be promoted in rank at the same rate as men by year five, and more likely to remain in academics after eight years compared to both men and women counterparts. The objective of this pilot study is to investigate the effectiveness of a novel, simulation-based, single-day CDP curriculum for upper-level women physician trainees to teach communication skills identified as contributing to medicine’s gender advancement gap.MethodsThis was a pilot, pre/post study performed in a simulation center implementing a curriculum developed to educate women physicians on 5 identified communication skills recognized to potentially reduce the gender gap. Pre- and post-intervention assessments included confidence surveys, cognitive questionnaires, and performance action checklists for five workplace scenarios. Assessment data were analyzed using scored medians and descriptive statistics, applying Wilcoxon test estimation to compare pre- versus post-curriculum intervention scores, with p < 0.05 considered statistically significant.ResultsEleven residents and fellows participated in the curriculum. Confidence, knowledge, and performance improved significantly after completion of the program. Pre-confidence: 28 (19.0–31.0); Post-confidence: 41 (35.0–47.0); p < 0.0001. Pre-knowledge: 9.0 (6.0–11.00); Post knowledge: 13.0 (11.0–15.0); p < 0.0001. Pre-performance: 35.0 (16.0–52.0); Post-performance: 46.0 (37–53.00); p < 0.0001.ConclusionOverall, this study demonstrated the successful creation of a novel, condensed CDP curriculum based on 5 identified communication skills needed for women physician trainees. The post-curriculum assessment demonstrated improved confidence, knowledge, and performance. Ideally, all women medical trainees would have access to convenient, accessible, and affordable courses teaching these crucial communication skills to prepare them for careers in medicine to strive to reduce the gender gap.

The kaleidoscope of the glass ceiling: experiences of Pakistani female doctors - a qualitative narrative inquiry.

To explore the extent and factors leading to the glass ceiling for Pakistani female doctors in leadership positions. The qualitative narrative study was conducted the Department of Medical Education, Riphah International University, Islamabad, Pakistan from March to July 2021, and comprised female doctors with 10-15 years of professional experience who were either currently at top leadership position or had retired from such a position in public and private medical clinical setups and medical colleges. Data was collected using in-depth interviews conducted through Zoom due to the coronavirus disease-2019 pandemic. The transcribed data was processed using ATLAS.ti.9 software for thematic analysis with an inductive approach. Of the 9 subjects aged 47-72 years having professional experience of 11-39 years, 4(44.4%) were clinicians, 3(33.3%) had basic medical science background and 2(22.2%) were health profession educationists. In terms of qualifications, 4(44.4%) were PhDs, 4(44.4%) were Fellows of the College of Physicians and Surgeons, Pakistan, and 1(11.1%) had an M. Phil. Besides, 4(44.4%) subjects were from the public sector, and 5(55.5%) from the private sector, 1(11.1%) had retired from service. The extent of experiencing the glass ceiling was common to all but 1(11.1%) participant. Factors identified included 'institutional challenges', 'family support issues', 'personal challenges' and 'societal unacceptance'. Detailed analysis revealed that women in leadership positions faced 'malintent of seniors', 'discrimination', 'stereotyping', 'lack of mentors' and 'ethnic background conditioning' at the institutional level. On the personal front, they faced 'lack of support of in-laws', 'insecurity of husbands', 'need of personal attributes' and 'beauty as a barrier'. The glass ceiling was found to be a challenge faced by Pakistani female doctors in leadership positions in both clinical settings and academia.

Mentor Wasn’t Always Available: Challenges of Pre-Service Teachers on Supported Teaching in Schools

The goal of the study was to identify the difficulties that pre-service teachers encountered while participating in supported teaching in schools. Using a phenomenology design, the study utilized a qualitative approach. Convenience sampling technique was used to sample twenty (20) level 100 pre-service teachers (12 males and 8 females) who were enrolled in a bachelor of education program. Data was gathered through extensive, semi-structured interviews. The majority of the challenges encountered by student-teachers were related to the attitude of the mentors such as mentor absenteeism, mentor lateness, mentor inability to provide student-teachers with necessary information they needed, mentor inability to assist student-teachers, and mentor’s lack of devotion for student-teachers. The partner school related challenges identified were: lack of mentors, inadequate curricular materials, inadequate teaching and learning materials, inadequate textbooks, and inadequate furniture in some schools. It was found that majority of mentors in the partner schools had little knowledge of what supported teaching in schools entailed. Thus the mentors found it challenging to give student-teachers the support and direction they needed. In many instances, mentors were unfamiliar with the new Bachelor of Education Curriculum, which made it challenging for them to offer effective and knowledgeable mentorship. Some college tutors did not provide student-teachers with enough assistance through reflection.

Suggested robotic-assisted thoracic surgery training curriculum.

Robotic-assisted surgery, a technological advancement in the field of surgery, has become increasingly popular among surgeons of many specialties over time. Robotic-assisted thoracic surgery (RATS) is comparable to video-assisted thoracic surgery (VATS) in terms of patient care outcomes; however, the perception of increased operative time and a lack of cost-effectiveness have led to controversy regarding its alleged benefits. Nevertheless, robotic surgery is one of the preferred options for minimally invasive surgery by some thoracic surgeon over VATS, due to its ability to provide 3-D vision, precise wrist movements, enhanced magnification, and instrument stability and articulation. Notably, trainees in the field of thoracic surgery experience difficulty gaining knowledge and learning skills associated with RATS due to its complexity, limited access to robotic instruments, the lack of a standardized curriculum for trainees, and lack of mentorship or proctorship, thus leading to a steeper learning curve compared to laparoscopic or VATS procedures that are cost-friendly, easy to learn, and feasible to practice. Nevertheless, focusing on RATS training for thoracic surgeons will keep them familiar with robotic techniques, including the pre-operative setup and intra-operative process, which will ultimately decrease operative times. In this paper, we will review the literature, express and discuss the most viable training curriculum from authors' point of view to help achieve this goal.

Parenting and Childbearing in Neurosurgical Residency: Perspectives from the United States and Canada

Despite growing interest in family planning alongside surgical training, significant barriers exist including time constraints, stigma, and lack of paid leave and formal policies. We currently lack a deep understanding of the challenges residents face and how practice cultures may prohibit successful policy enactment. To investigate residents' perspectives surrounding parenting and childbearing during neurosurgical residency in the United States and Canada. A cross-sectional, qualitative study methodology was used, including focus groups with neurosurgical residents. Purposive sampling was employed to capture a broad range of perspectives including stage of training, geographical location, and gender. Data collection and analysis occurred in parallel, using a thematic analysis approach. Data collection continued until no new themes relating to the research questions were identified. Notable challenges included lack of formal family leave policies, time constraints, insufficient clinical human resources, physical health concerns, lack of lactation accommodations, and lack of mentorship. A subset of barriers were uncovered that stem specifically from workplace cultures, including gender norms, difficulty in asking for help, concerns for inconveniencing others, and pressures to time parental leave during research blocks. Several positive changes were identified including growing awareness and female representation, and benefits of the dual surgeon-parent identity. While parenting during neurosurgery residency is becoming increasingly common, significant practical and cultural barriers persist including a marked absence of formal policies. Culture shifts are essential in ensuring opportunities for life outside of medicine for all residents, irrespective of family status.

Academic Future of Interventional Radiology Subspecialty: Are We Giving Enough Space to Radiology Trainees?

The aim of this study was to investigate willingness and barriers to academic activities of radiology trainees interested in interventional radiology subspecialty. Radiology trainees and fellows were called to participate a 35-question survey via online platforms and radiological societies. The research survey investigated on involvement in academic activities, willingness of a future academic career, and challenges for pursuing an academic career. Research participants interested in interventional radiology were selected for analysis. Analyses were performed by using either Fisher's exact or chi-square tests. Of 892 respondents to the survey, 155 (17.4%) (112/155, 72.3% men and 43/155, 27.7% women) declared interest in interventional radiology. Active involvement in research and teaching was reported by 53.5% (83/155) and 30.3% (47/155) of the participants, respectively. The majority is willing to work in an academic setting in the future (66.8%, 103/155) and to perform a research fellowship abroad (83.9%, 130/155). Insufficient time was the greatest perceived barrier for both research and teaching activities (49.0% [76/155] and 48.4% [75/155], respectively), followed by lack of mentorship (49.0% [75/155] and 35.5% [55/155], respectively) and lack of support from faculty (40.3% [62/155] and 37.4% [58/155], respectively). Our international study shows that most trainees interested in interventional radiology subspecialty actively participate in research activities and plan to work in an academic setting. However, insufficient time for academia, mentorship, and support from seniors are considered challenges in pursuing an academic career.

The role of career development in ensuring effective quality management of training

Orientation: It is widely acknowledged that career development needs to be viewed as a critical element by organisations to capacitate employees and contribute to organisational success. The role of career development in capacitating leaders to ensure effective quality management (QM) of training is not well known.Research purpose: This research aimed to investigate officers in corps training units’ perceptions regarding the role of career development in managing the quality of training in the South African (SA) Army.Motivation for the study: Limited research exists concerning the career development of leaders responsible for the QM of training internationally and nationally. This study intended to fill the gap.Research design and method: Qualitative focus group interviews were conducted using a sample comprising 49 officers at six SA Army corps training units.Main findings: The appointment of unqualified and incompetent leaders in critical positions, lack of continuity in the staffing of personnel, the appointment of incompetent personnel in training positions and the lack of mentors and opportunities for mentoring of officers adversely affected the QM of training in the SA Army.Practical/managerial implications: There is a need for leaders in the SA Army to ensure that career development strategies are adequately planned and managed in the training context. This will ensure that leaders with adequate potential are appointed and developed to guarantee high-quality training.Contribution/value-add: This research provided an empirical description of the role that career development plays in the organisational system to ensure adequate QM of training.

Women leadership for public health: The added value and needs of women driving public health system reform in Ukraine

The Ukrainian health care system is undergoing reforms. Although women constitute a driving force in the Ukrainian health system transformation, their economic and decision-making participation remains extremely low. The existence of barriers such as: work/life balance, gender bias, stereotypes, lack of confidence, lack of mentoring, and lack of adequate networking and equal access to opportunities prevent women from reaching high leadership positions. With the aim to empower the current and future female public health leaders, the Ministry of Health of Ukraine and WHO held a seminar entitled “Women’s Leadership in Public Health” in Kyiv on 16-18 May 2017. The seminar was based on the assumption that contemporary public health demands require a more inclusive and less hierarchical style of leadership – focused on developing and working with stakeholder networks. Such a leadership style is more effective in achieving public health goals. The international, interdisciplinary and inter-professional faculty engaged in the interactive meaning making around such topics as: the self-assessment of leadership competencies, public health leadership, leadership theories, system thinking, dealing with interests, power and stakeholders, barriers to women leadership and methods to address them, special leadership tools for women empowerment and leading change, communication and impact. Strengthening health systems for better health was the red thread throughout the whole seminar.

Organization barriers and social justice analysis of professional women in the workplace

The gender gap still poses a setback for women to advance their careers (United Nations Educational, Scientific and Cultural Organization [UNESCO], 2015). Gender equality for working women and the issue of organization governance have continuously been debated as a social reality in the workplace. However, the discourse of equality and equity in the study of women and organizations often focuses on fairness in the sub-Saharan regions. The inability to adequately theorise women’s opportunities within the organization setting and from social justice perspective is problematic. Thus, discrimination based on gender in the workplace is deeply organizational and social if studied from the perspective of fairness and justice. Therefore, this paper problematizes the importance of gender equality from an organizational governance perspective and argues that the lack of mentoring and discrimination based on gender affects women working in a corporate organization in South Africa.

Особенности воспроизводства квалифицированных кадров агропродовольственного сектора экономики и механизмы их адаптации на сельских территориях

The article presents the results of the analysis of the influence of various socio-economic factors on the processes of reproduction of qualified personnel and the adaptation of young specialists in rural areas of the Middle Urals. It has been established that young specialists consider insufficient practical (practice-oriented) training in an agricultural educational institution to be the most important factor preventing full adaptation (unlike in previous years). They are also very concerned (according to the survey data) about the lack of mentorship in most of the economic entities of the agro-industrial complex. Faster than other young professionals, veterinarians and zooengineers adapt to the new production environment (average adaptation time is 1.5 years). It is recommended to carry out career guidance work on the stages of the reproductive process (preparation in kindergarten - at school - at college - at the university - arrival at the place of work and adaptation to production processes - advanced training - retraining if necessary).

How Do Medical Students Perceive Their Research Experiences and Associated Challenges?

Undergraduate medical students' research experience is essential for their career progress. Understanding the perceived challenges undergraduate medical students face in conducting research can improve the research experience in the undergraduate curriculum. This study explores the medical students' perception of medical research and assesses their practices and perceived barriers encountered in carrying out medical research. A descriptive cross-sectional study was carried out among medical students of the college of medicine of King Saud University in Riyadh. They were invited to enroll in a web-based survey composed of four sections; demographic data, attitudes toward science and research, perceived barriers to participating in scientific research activities, and medical students' research practice and experience. A total of 389 students responded to the survey. The most commonly reported barrier to participation in scientific research was lack of time due to being overburdened with educational activities (74.6%). Gender (P <0.008), age (P <0.0001), academic year (P <0.0001), grade of the research course (P <0.0001), and the rank of supervisor (P <0.0001) were identified as significant contributors to success in publication. The only barrier identified as a significant factor is the inadequate research supervisors' guidance and support (P 0.015). Clinical students are more confident in research skills than pre-clinical students. Although participation in the research was high among medical students, most reported a lack of time and the lack of mentors as significant barriers to conduct research. This required interventions to improve the mentorship and tailor it to the student's needs throughout the curriculum.

Attitudes and Perceived Barriers to Research Among Residents in Obstetrics and Gynecology in Trinidad and Tobago: A National Multicenter Cross-sectional Study.

High-quality research forms the basis of evidence-based practice and sets the foundation for trainees to develop critical thinking skills and approach clinical problems with an inquisitive mind. The attitudes to research however vary widely and there are significant barriers to conducting research relevant to each clinical discipline. Understanding both the attitudes of residents to research and the barriers to conducting research could allow for strategies to improve this core aspect of clinical development. This aim of this study was to characterise current attitudes and perceived barriers towards conducting research among residents in Obstetrics and Gynecology in Trinidad and Tobago. An online survey was sent to all residents in the four major public hospitals in Trinidad and Tobago. The 10-min previously piloted questionnaire contained questions related to demographics, career level, research experience, attitudes to research as well as perceived barriers to conducting research. The response rate was 74% (48/65). Although most (77%) respondents were interested in performing research, lack of time (56%) and insufficient training in research (59%) were the main barriers. Lack of mentorship or supervision as well as departmental issues such as access to case notes, electronic databases and bureaucratic issues were also found to hamper a research-oriented environment. For residents in Obstetrics and Gynecology, curricula revision is urgently required to include protected research time, training in research methodology, formal and dedicated research mentors in order to promote a research-oriented culture that ensures a greater understanding and output of research in this specialty.

Using Project-Based Learning to Teach Advanced Practice Nurses About Quality Improvement

Using Project-Based Learning to Teach Advanced Practice Nurses About Quality Improvement

Reaching the top but not feeling on top of the world: Examining women's internalized power threats.

More and more women are breaking the glass ceiling to obtain positions of power. Yet with this rise, some women experience threats to their power. Here we focus on women's perceived threats to the stability of their power and the degree to which women feel they do not deserve their power positions, as reflected in their impostor feelings. The present research identifies key workplace characteristics that are associated with these internalized power threats with survey data collected among 185 women in high-power positions. We find that negative workplace experiences (i.e., gender discrimination, denigrating treatment, lack of cultural fit, and lack of mentoring) are associated with a greater sense of power threat, which in turn relates to adverse workplace outcomes (i.e., reduced job satisfaction and increased emotional exhaustion and opting-out intentions). With this unique sample of high-powered women, our findings help illustrate the forces that make women experience power as precarious, thereby shedding light on the disadvantages these women face. We provide suggestions on how to reduce women's internalized power threats.

2363. Clinician Educators within Infectious Diseases Society of America (IDSA): Who We Are, What We Do, and What We Need to Succeed

Abstract Background To best support, its membership, the IDSA Medical Education Community of Practice (Med Ed CoP) must know the spectrum of educational duties, common challenges, and needs among its clinician educators (CE). Further, benchmark data for medical education is lacking, including average time to perform duties, salary support, and other resources. Therefore, we conducted a survey to help identify opportunities for institutions and IDSA to support Infectious Disease (ID) CE. Methods We conducted an anonymous electronic mixed-methods survey of ID CE faculty in the United States. The survey link was distributed through the IDSA Med Ed CoP and Program Director discussion forums and receptions at IDWeek 2021. Results Approximately 90/552 (16%) participants completed a majority of the survey. Respondents were evenly distributed by gender and geographic region. A majority of respondents were Caucasian, aged 30 – 49 years, and at the Assistant or Associate Professor level (Table 1). Overall breakdown of allocated duties is as follows; median education full-time equivalent (FTE) was 0.25, clinical FTE=0.50, administrative FTE=0.16, and research FTE=0 (Table 1). Faculty most commonly taught medical students (95%), physician residents (92%), and fellows (88%) and held positions within ID fellowship programs (69%) and medical schools (50%, Table 2). CE's common challenges included competing responsibilities (69%), lack of medical education mentorship (51%), and inexperience in medical education publication (67%). In addition, 77% reported burnout in the past year, frequently due to an increased pandemic-related workload. CEs would like to see opportunities for IDSA grants, advocacy for salary support, and increased opportunities to publish within IDSA journals. CEs report finding reward in their educational work related to: teaching the next generation, developing relationships with learners and colleagues, and promoting others’ success. Conclusion In our study, ID CEs identified common challenges including educational work often requiring more time than allocated FTE, lack of mentors, publishing educational activities, recognition of CE work for promotion, and burnout. Additionally, ID CEs identified practical strategies in which their institutions and IDSA can offer support. Disclosures All Authors: No reported disclosures.

A qualitative thematic analysis of mentorship for new psychiatric-mental health nurse practitioners.

A volume of literature reflects that mentorship is key in producing quality nurse practitioners. Mentoring leads to increased confidence, role clarity, and other benefits improving practice. However, there is little to no research focusing specifically on the impact of mentoring in psychiatric nurse mental health nurse practitioners (PMHNPs). To explore process of acquiring mentorship and mentoring experiences of newly graduated PMHNPs, all of whom obtained their respective degrees partially or completely online. The study also seeks to describe perceptions of mentoring in PMHNP leaders. Nine new graduate PMHNPs and 10 PMHNP leaders were recruited from membership rosters of professional organizations in the Southwestern United States. Informants participated in semi-structured interviews with questions sourced from an interview guide. Interviews were conducted via videoconference or telephone from informants' homes. Data were coded via an in vivo approach and analyzed by thematic methods. New graduates reported that mentoring was dependent on four themes: connectivity, educational stewardship, practice confidence, and luck. Mentor access via work, institutions, or schools was inconsistent. Leaders were concerned about limited educational and professional investment in mentorship because this process is an important component of professional development. Mentorship for new graduates is based on a variety of factors, some of which are out of their control. Lack of mentoring may affect practice, which affects patient care. Dialogue between educators, professionals, and organizations may improve mentoring stewardship. Enhanced communication between educational institutions and professional organizations to create a more fluid process from graduate to mentorship is needed.

Gender Disparities in Academic Pain Medicine: A Retrospective, Cross-Sectional Bibliometric Analysis.

This study was conducted to characterizethe gender disparities within academic pain management departments in the United States, specifically focusing on its relation to research andacademic leadership. This will allow for targeted improvements in efforts made to reduce gender gaps within academic pain medicine. This is a retrospective, cross-sectional analysis study evaluating pain management faculty of various positions at academicinstitutionsacrossthe United States. Weutilizedpublicly available data on faculty positions and sex to analyze research impact, H-index, number of publications and citations through bibliometric and linear regression analysis. Our analysis found thatfemalefaculty hadsignificantlyless research output to male faculty. The three research measurement indices used in this study including H-index, number of publications, and number of citations were significantly lower in females than in males among associate and full professor faculty ranking. Multivariable analysis did not display any significant disparities of research output at the division director and department chair level. As in many areas of medicine, there continues to be a significant gender disparity in academic pain management departments, particularly with regard to leadership positions and research impact within the field.Our study found that female pain physicians had a significantly less research output based on the three variables of H indices, number of publications, and number of citations compared to their male counterparts. This has been shown to have the impact on discrepancies in female faculty ranking. Interestingly, these variables were not significantly different between male and female faculty members of the same level of leadership except for program director. There are various contributory reasons for these disparities, including implicit biases, lack of mentorship, and familial obligations. Addressing some of these factors can help narrow theschism and promote greater gender equality within academic pain management.