Mentoring Network Research Articles

An alcohol-related liver disease multi-stakeholder hub (ARMS-Hub) to enhance research activity in underserved communities in the UK

Background Alcohol use is the third leading risk factor of death and disability in the UK and costs the NHS £3.5 billion per year. Despite the high prevalence and healthcare burden of Alcohol-related Liver Disease (ArLD), there has been minimal research addressing prevention, morbidity and mortality. Reasons for this include stigma and lack of interest from public, charitable and commercial funding bodies. The objectives of this project were to identify and develop interdisciplinary partnerships, to explore stigma in ArLD, to develop a representative Patient and Public Involvement and Engagement (PPIE) group, to build research capacity, and to develop interdisciplinary research proposals targeting key research priorities. Methods ArLD networks were identified by members of the Project Steering Group. Health Care Professionals (HCPs) from different backgrounds were invited to join the ARMS-Hub. PPIE representatives were invited through charities and support groups. Research areas were identified, discussed, prioritised and ranked. Research questions were refined during an in-person symposium. A mentorship programme was created to encourage and facilitate networking and knowledge exchange for early career researchers. Results We established the ARMS-Hub with 31 HCPs and 40 PPIE members. There were five stakeholder meetings, which included PPIE representation. Three virtual and three in-person PPIE meetings took place. Topics relevant to stigma in ARLD identified during the meetings were education and awareness, language, and access. Priorities identified were the disconnect between mental health and liver services, education around the wider harms of alcohol, and education of HCPs regarding stigma. We established a mentorship network that regularly meets to support development of new research ideas. Conclusions Stigma is central to lack of research engagement from professionals and PPIE. The main priority identified relates to the disconnect between mental health and liver services. This collaborative study has allowed development of a research agenda to address this priority.

Abstract B121: Enhancing opportunities for underrepresented minorities conducting cancer and cancer health disparities research nationwide: The Transformative Educational Advancement and Mentoring (TEAM) network

Abstract Background: The Transformative Educational Advancement and Mentoring (TEAM) network is a program funded by the Center to Reduce Cancer Health Disparities (CRCHD) of the National Cancer Institute (NCI). In support of the NCI’s goal to reduce cancer health disparities, the CRCHD drives workforce diversity efforts by supporting trainees from backgrounds underrepresented (UR) in cancer biomedical and behavioral sciences research. The two TEAM programs launched at minority-serving institutions (MSIs) in 2023: The Southwest TEAM (STEAM) network and San Diego State University’s (SDSU) Advancing Cancer Careers for ExceLlence (ACCEL). Each program has a unique model designed to best serve trainees in their respective regions, but both provide: 1) Diverse Training Champions (TCs), role models and navigators who act as the primary point of contact for scholars, provide direct services to trainees, ascertain member needs, develop programmatic offerings, and connect trainees to program components; 2) a mentorship program for pre and postdoctoral scholars and early stage investigators (ESIs); 3) targeted recruitment and professional development of UR scholars; and 4) tailored linkages to professional development and employment opportunities, and NCI/CRCHD funding priorities. This work summarizes the strategies planned across both programs to promote recruitment and retention of investigators from UR backgrounds and cultivate professional development opportunities for students and ESIs. Approach: The STEAM network includes the University of New Mexico, New Mexico State University, Northern Arizona University, and Burrell College of Osteopathic Medicine and leverages the unique programs and expertise of these MSIs to collectively train diverse cancer health disparities researchers with interests in serving Native American, Hispanic and rural communities in the Southwestern United States. The ACCEL Program supports excellence, inclusion and transformation of the cancer research science force, expanding and strengthening the pipeline of UR scholars pursuing cancer research. SDSU, a Carnegie Foundation high activity research institution is one of few institutions to be both a Title Ill/Title V eligible institution for diversity. ACCEL works in close collaboration with the University of California San Diego Moores Cancer Center. We will discuss opportunities and approaches employed by each program in support of scholars to increase the number of diverse scholars in these research pipelines and demonstrate the effectiveness of such coordinated efforts. Conclusion: Supporting TCs to focus on scholars within regional programs will prove to be an efficient and effective way to increase recruitment and retention of diverse investigators in NCI research and community programs. Using novel strategies like TCs, the programs will support the attainment of career goals and enhance and diversify workforce capacity across the cancer research and care continuum. Citation Format: Dolores D. Guest, Martha M. Grimes, Andrew L. Sussman, Elizabeth Y. Jimenez, Graciela Unguez, Ahmed Mohammed, Naomi Lee, Jani Ingram, Krystal Charley, Kristin Gosselink, Jill Nery, Avesta Basraki, Natalie Gude, Rebecca Lewison. Enhancing opportunities for underrepresented minorities conducting cancer and cancer health disparities research nationwide: The Transformative Educational Advancement and Mentoring (TEAM) network [abstract]. In: Proceedings of the 17th AACR Conference on the Science of Cancer Health Disparities in Racial/Ethnic Minorities and the Medically Underserved; 2024 Sep 21-24; Los Angeles, CA. Philadelphia (PA): AACR; Cancer Epidemiol Biomarkers Prev 2024;33(9 Suppl):Abstract nr B121.

Place-Based Indigenous Student Mentorship: Storying the Process of the Atlantic Indigenous Mentorship Network

Introduction. Indigenous post-secondary education students bring unique insights, knowledges, and expertise into post-secondary education spaces. Yet, post-secondary education in Canada is often a site of marginalization for Indigenous students given its’ colonial underpinnings. Targeted mentorship initiatives can be a way to support Indigenous learners through their post-secondary education journeys. Purpose. This manuscript chronicles the creation and ongoing work of the Atlantic Indigenous Mentorship Network and shares insights, challenges, and goals for the network as it continues to support Indigenous students in the Atlantic region. Implications. Our network utilizes a multi-pronged mentorship approach through offering financial, learning, and mentorship opportunities guided by the voices of Indigenous students in the region. Notably, our ability to build relationships with and amongst Indigenous students is strengthened through having an Indigenous graduate student coordinating the network over more than four years. Given the diversity of Indigenous Peoples in the Atlantic, our network has and continues to capture and engage with diverse Indigenous learners in a way that pays respect to their unique knowledges and challenges through continuous consultation and engagement. Our success is demonstrated through the increase in funded students conducting Indigenous health research in the region and through feedback gathered directly from students engaged with the network. Conclusion. By sharing the story of the Atlantic Indigenous Mentorship Network, we hope that learnings and insight can be gleamed to create and continue to strengthen other mentorship initiatives directed towards supporting Indigenous students.

A Mentoring Network for Diversity in Dental, Oral, and Craniofacial Research.

The American Association for Dental, Oral, and Craniofacial Research (AADOCR) has developed a national and sustainable mentoring and mentor training network titled AADOCR Mentoring an Inclusive Network for a Diverse Workforce of the Future (AADOCR MIND the Future). This program is instrumental in fostering a diverse group of early-career investigators in dental, oral, and craniofacial (DOC) research. The network's principal purpose has been to establish a robust and enduring national mentoring program centrally managed by AADOCR. The overarching goal is to develop a sustainable, nationally recognized mentoring network that enhances the career development of early-career DOC researchers from diverse backgrounds. The program aligns with the National Institute of Dental and Craniofacial Research Strategic Plan and aims to cultivate a robust pipeline of future DOC researchers who can address critical scientific challenges. AADOCR MIND the Future guides mentors and mentees in individual career development as well as improving the quality of mentoring at the home institution through dissemination of lessons learned by mentors and mentees in the program. As science practices have evolved, investigators have moved from isolated individual projects to interactive multidisciplinary teams. Within this research framework, AADOCR MIND the Future offers the global infrastructure and the variety of scientists/AADOCR members. While most institutional mentoring efforts have been developed using conventional single mentor-mentee pairs, the AADOCR MIND the Future program supplements this model with additional group mentoring (mentors-mentees) and peer mentoring (interactions between just the mentees). Mentees commit to 12 mo of programming devoted to enhancing research career development through intensive hands-on work, distance-learning components, and engagement in a mentored grant-writing experience. Mentees are strongly encouraged to remain engaged with the program beyond the initial 12-mo period. Years 1 to 3 alumni (cohorts 1 to 3) mentees continue to participate in a meaningful way, and after the completion of the program, it is envisioned these alumni will become mentors for another generation.

How Do Virtual Communities of Practice Enhance Professional Connections and Social Capital?

Communities of Practice (CoP) were created to up-skill educators and to mitigate the disruption to physical therapist assistant (PTA) education because of the COVID-19 pandemic. Understanding CoP involves considering individuals and their interactions, making this project significant for pioneering CoP among PTA educators, and using social network analysis (SNA). The research question for this mixed-methods concurrent triangulation study was "To what extent did the network structure of virtual CoP reflect PTA educators' perceptions of participation and mentorship?" Forty of 60 CoP members participated in this study. We analyzed 8 virtual PTA educator CoP that met over 4 months. Study participants completed a questionnaire about their experiences, engagement, and network connections. Individual and group-level friendship and mentorship network measures were studied using SNA. Qualitative responses were analyzed using the case study design approach. All results were integrated to draw out the complexity of the PTA educator CoP. There was high engagement, with 97.5% (n = 39) reporting they would participate again, and 80% (n = 32) resolved an immediate issue affecting their role. Moreover, 92.5% (n = 37) reported a perception of encouragement with the environment. Study participants reported being mentored by an average of 1.2 individuals (median 0, range 0-5) and serving as mentors to an average of 1.4 individuals (median 0, range 0-7). Two themes, unity and knowledge, emerged through the qualitative analysis. Participation by PTA educators in CoP, whether focused on administration, teaching methods, or clinical education, brings valuable outcomes. Our research supports existing literature in physical therapy education. We discovered that participant engagement, nurturing mentor relationships, encouraging knowledge sharing, and promoting a sense of unity among educators are all important factors.

Enraged to live: reviving Liliane de Kermadec’s Aloïse

ABSTRACT This article argues for the historiographic value of the long-neglected film Aloïse (1975). Directed by Liliane de Kermadec, Agnès Varda’s protégée, Aloïse is a biopic of Aloïse Corbaz, a Swiss governess, diagnosed in 1918 with schizophrenia and institutionalised until her death 46 years later, whose riotously erotic ‘Art Brut’, or so-called outsider art, latterly gained attention. This article re-appraises Aloïse in three ways. First, it situates Kermadec in a revisionist historiography of post-New Wave French cinema, bypassing male-centric auteurist models to explore intra-female mentoring networks, encompassing work by figures like Paule Delsol, Nelly Kaplan, Michèle Rosier and Varda. Second, the essay analyses the textual frictions between Kermadec’s deconstructed stylistic palette and the neurodivergent imaginings of Aloïse’s artmaking, in light of the diegetic patriarchal society affronted by such transgressive pursuits. Third, from a contemporary perspective, the article considers ‘intervention subtitling’ in light of the author’s efforts to revive Aloïse by creating new English subtitles that actually engage, and intensify, Kermadec’s diverse repertoire of suppressed female voices.

The Neuroscience Research Opportunities to Increase Diversity Program: Transformative and Successful Research Training Strategies for Undergraduate Students within Hispanic Serving Institutions.

Over the past 14 years, the Neuroscience Research Opportunities to Increase Diversity (NeuroID) program, funded by the National Institute of Neurological Diseases and Stroke (NINDS), has played a transformative role in training numerous undergraduate Hispanic students within The University of Puerto Rico-Rio Piedras (UPR-RP). This innovative Neuroscience-based research training initiative has successfully guided dozens of Hispanic students toward graduate programs in Neuroscience, significantly contributing to the enhancement of diversity within the academic and scientific fields. The achievements of the NeuroID program can be attributed to three key objectives. Firstly, the establishment of a comprehensive and innovative program has provided Hispanic undergraduate students with invaluable insights into various facets of a research career in neuroscience. Secondly, the program has fostered a robust mentorship network that supports selected students throughout their journey to become neuroscientists. Thirdly, it has strengthened the neuroscience network in Puerto Rico by bridging the gap between undergraduate teaching universities and research laboratories in top-tier institutions across the mainland United States.

The Role of Family and Friends to Broaden and Diversify Participation in Educational Research

This study examined critical factors in a mentoring system within a federally-funded Pathways to the Education Sciences Research Training Program to prepare undergraduates at a Hispanic-serving institution (HSI) for graduate studies in educational research. Our conceptual framework integrates an inclusive model of family engagement consistent with the literature recommendations for diverse families of college students. We considered the following question: what is the role of family and friends within an orchestrated network of mentors who provide support to undergraduate fellows from minoritized groups in their pathways toward graduate studies in educational sciences? We analyzed quantitative and qualitative responses from an end-of-program survey administered to one cohort of this program. Within their mentoring network, fellows reported that family and friends provided important support in socio-emotional, cognitive, and identity development, but not as strong as that provided by distributed faculty and academic mentors. This study furthers our understanding of the role of family and friends within an orchestrated network of mentors within our Pathways Training Program. However, we still need to extend our knowledge of how research training programs at HSIs can be more intentional in emphasizing the important contributions family and friends provide to promote the success of diverse students in their pathways toward graduate studies.

Measuring Faculty Mentoring Competency: Establishing the Validity of a Short Form.

This paper describes the procedures for evaluating the psychometric properties of the 26-item Mentoring Competency Assessment (MCA) scale and developing short-forms to measure faculty mentoring outcomes for the NIH-funded Building Infrastructure Leading to Diversity (BUILD) Initiative and National Research Mentoring Network (NRMN). Analyses were conducted using responses to the MCA scale from NRMN mentors and faculty across 11 BUILD institutions in the 2017-18 academic year. After performing extensive item factor analyses and taking the MCA sub-constructs into analytical consideration, we created an 8-item short form and a 14-item short form. Analyses indicate that both short forms nearly equivalently measure faculty mentoring competency and are more feasible to implement in future studies, compared to the original, longer scale.

Bandung as a Creative City in Indonesia: The Role of Community in Developing a Creative Tourism Urban Village Initiative

Bandung City Government, in collaboration with the Bandung City Culture and Tourism Office, has implemented the activation of creative tourism urban villages as a strategic measure to promote regional autonomy through the development of the creative economy. Prior studies have not extensively addressed the concept of creative tourism in urban villages as an alternative form of tourism. Therefore, this research aims to explore the involvement of communities in the management of creative tourism urban villages in Bandung, seeing them as the primary stakeholders. The objective of this study is to chart the potential and obstacles facing creative tourism urban villages in Bandung City from the perspective of tourism awareness groups as managers of creative tourism urban villages. The study employed qualitative methodologies with a phenomenological approach, specifically in-depth interviews with managers of creative tourism urban villages, as well as field observations of 8 activated creative tourism urban villages in Bandung city. The activation of creative tourism urban villages in the city of Bandung to promote the sustainable development goal is characterized by three primary themes: community dynamics, infrastructure readiness and external support. Community dynamics refers to the interactions that take place among community members as they collaborate to establish creative tourism urban villages in different regions through stories, conflicts and the active involvement of community members. The availability of infrastructure is contingent upon the presence of tangible assets that facilitate the execution of creative tourism urban village business operations, encompassing aspects such as road accessibility, parking availability, and building structures. Assistance from external entities refers to the support provided by external parties to foster the growth of creative tourism in urban villages, including mentoring, training, sponsorship, and collaboration networks. The activation of creative tourism urban villages needs to be accompanied by community independence and involvement in a bottom-up development process, not just a top-down one, so as to maintain the sustainability of creative tourism urban villages after the government no longer supports activities carried out by tourism awareness groups.

Advancing equity, diversity, inclusivity, and accessibility in primary care: The development of an integrated educational experience model.

This article presents the development of the Equity, Diversity, Inclusivity, and Accessibility (EDIA) Cross-Cutting Theme Project within the Team Primary Care (TPC) initiative, aimed at addressing systemic inequities through innovative educational strategies. Grounded in the social accountability of health professions framework, this project aims to equip primary care teams with the knowledge, skills, and attitudes necessary to promote health equity. The EDIA Integrated Educational Experience (IEE) model includes a self-assessment tool, digital learning space, and national mentorship network, providing a comprehensive approach for primary care teams to promote health equity. The IEE model utilizes a layered micro, meso, and macro approach to support cultural transformation within highly complex healthcare environments. Key lessons learned involve trust- and relationship-building processes to help dismantle historical silos and encourage open dialogue. Future efforts focus on implementation, ensuring adaptability, scalability, and sustainability, positioning the model as a catalyst for equitable primary care delivery.

An alcohol-related liver disease multi-stakeholder hub (ARMS-Hub) to enhance research activity in underserved communities in the UK

Background Alcohol use is the third leading risk factor of death and disability in the UK and costs the NHS £3.5 billion per year. Despite the high prevalence and healthcare burden of Alcohol-related Liver Disease (ArLD), there has been minimal research addressing prevention, morbidity and mortality. Reasons for this include stigma and lack of interest from public, charitable and commercial funding bodies. The objectives of this project were to identify and develop interdisciplinary partnerships, to explore stigma in ArLD, to develop a representative Patient and Public Involvement and Engagement (PPIE) group, to build research capacity, and to develop interdisciplinary research proposals targeting key research priorities. Methods ArLD networks were identified by members of the Project Steering Group. Health Care Professionals (HCPs) from different backgrounds were invited to join the ARMS-Hub. PPIE representatives were invited through charities and support groups. Research areas were identified, discussed, prioritised and ranked. Research questions were refined during an in-person symposium. A mentorship programme was created to encourage and facilitate networking and knowledge exchange for early career researchers. Results We established the ARMS-Hub with 31 HCPs and 40 PPIE members. There were five stakeholder meetings, which included PPIE representation. Three virtual and three in-person PPIE meetings took place. Topics relevant to stigma in ARLD identified during the meetings were education and awareness, language, and access. Priorities identified were the disconnect between mental health and liver services, education around the wider harms of alcohol, and education of HCPs regarding stigma. We established a mentorship network that regularly meets to support development of new research ideas. Conclusions Stigma is central to lack of research engagement from professionals and PPIE. The main priority identified relates to the disconnect between mental health and liver services. This collaborative study has allowed development of a research agenda to address this priority.

Longitudinal program evaluation of an inter-institutional mentorship network for pediatric rheumatology using a quality improvement framework

BackgroundThe American College of Rheumatology (ACR)/Childhood Arthritis and Rheumatology Research Alliance (CARRA) Mentoring Interest Group (AMIGO) is an inter-institutional mentorship program launched to target mentorship gaps within pediatric rheumatology. Initial program evaluation indicated increased mentorship access. Given the small size of the pediatric rheumatology workforce, maintaining a consistent supply of mentors was a potential threat to the longevity of the network. Our aims were to: (i) describe the sustainability of AMIGO over the period 2011–2018, (ii) highlight ongoing benefits to participants, and (iii) describe challenges in the maintenance of a mentorship network.MethodsA mixed-methods approach centered on a quality improvement framework was used to report on process and outcomes measures associated with AMIGO annual cycles.ResultsUS and Canada Pediatric rheumatology workforce surveys identified 504 possible participants during the time period. As of fall 2018, 331 unique individuals had participated in AMIGO as a mentee, mentor or both for a program response rate of 66% (331/504). Survey of mentees indicated high satisfaction with impact on general career development, research/scholarship and work-life balance. Mentors indicated increased sense of connection to the community and satisfaction with helping mentees despite limited perceived benefit to their academic portfolios. Based on AMIGO’s success, a counterpart program for adult rheumatology, Creating Adult Rheumatology Mentorship in Academia (CARMA), was launched in 2018.ConclusionsDespite the challenges of a limited workforce, AMIGO continues to provide consistent access to mentorship opportunities for the pediatric rheumatology community. This experience can inform approaches to mentorship gaps in other academic subspecialties.

A/B Testing of User Enrollment Forms to Enhance Diversity in the Biomedical Workforce via the National Research Mentoring Network: User-Centered Design Case Study.

The National Research Mentoring Network (NRMN) is a National Institutes of Health-funded program for diversifying the science, technology, engineering, math, and medicine research workforce through the provision of mentoring, networking, and professional development resources. The NRMN provides mentoring resources to members through its online platform-MyNRMN. MyNRMN helps members build a network of mentors. Our goal was to expand enrollment and mentoring connections, especially among those who have been historically underrepresented in biomedical training and the biomedical workforce. To improve the ease of enrollment, we implemented the split testing of iterations of our user interface for platform registration. To increase mentoring connections, we developed multiple features that facilitate connecting via different pathways. Our improved user interface yielded significantly higher rates of completed registrations (P<.001). Our analysis showed improvement in completed enrollments that used the version 1 form when compared to those that used the legacy form (odds ratio 1.52, 95% CI 1.30-1.78). The version 2 form, with its simplified, 1-step process and fewer required fields, outperformed the legacy form (odds ratio 2.18, 95% CI 1.90-2.50). By improving the enrollment form, the rate of MyNRMN enrollment completion increased from 57.3% (784/1368) with the legacy form to 74.5% (2016/2706) with the version 2 form. Our newly developed features delivered an increase in connections between members. Our technical efforts expanded MyNRMN's membership base and increased connections between members. Other platform development teams can learn from these efforts to increase enrollment among underrepresented groups and foster continuing, successful engagement.

Diverse Mentoring Connections Across Institutional Boundaries in the Biomedical Sciences: Innovative Graph Database Analysis.

With an overarching goal of increasing diversity and inclusion in biomedical sciences, the National Research Mentoring Network (NRMN) developed a web-based national mentoring platform (MyNRMN) that seeks to connect mentors and mentees to support the persistence of underrepresented minorities in the biomedical sciences. As of May 15, 2024, the MyNRMN platform, which provides mentoring, networking, and professional development tools, has facilitated more than 12,100 unique mentoring connections between faculty, students, and researchers in the biomedical domain. This study aimed to examine the large-scale mentoring connections facilitated by our web-based platform between students (mentees) and faculty (mentors) across institutional and geographic boundaries. Using an innovative graph database, we analyzed diverse mentoring connections between mentors and mentees across demographic characteristics in the biomedical sciences. Through the MyNRMN platform, we observed profile data and analyzed mentoring connections made between students and faculty across institutional boundaries by race, ethnicity, gender, institution type, and educational attainment between July 1, 2016, and May 31, 2021. In total, there were 15,024 connections with 2222 mentees and 1652 mentors across 1625 institutions contributing data. Female mentees participated in the highest number of connections (3996/6108, 65%), whereas female mentors participated in 58% (5206/8916) of the connections. Black mentees made up 38% (2297/6108) of the connections, whereas White mentors participated in 56% (5036/8916) of the connections. Mentees were predominately from institutions classified as Research 1 (R1; doctoral universities-very high research activity) and historically Black colleges and universities (556/2222, 25% and 307/2222, 14%, respectively), whereas 31% (504/1652) of mentors were from R1 institutions. To date, the utility of mentoring connections across institutions throughout the United States and how mentors and mentees are connected is unknown. This study examined these connections and the diversity of these connections using an extensive web-based mentoring network.

Overcoming barriers to career progression for mid-career female physician-scientists: Insights and solutions

Background Gender equity in academia is a significant challenge. To investigate career advancement perspectives of mid-career female physician-scientists, identify their needs and barriers, and develop a mentor-sponsorship strategy to improve their representation in higher academic ranks. Methods In this qualitative study, conducted at a Western European academic medical center, we interviewed 19 mid-career female physician-scientists across all specialties, including radiology. Data were analyzed using thematic analysis. Results Four themes were identified: 1. Horizontal and vertical ambitions, (i.e., knowledge expansion and hierarchical advancement) 2. Evaluation of talent, 3. Career path needs, and 4. Receiving support. These themes revealed barriers to women's advancement, including limited talent recognition, inadequate leadership support, self-limiting beliefs, structural issues, and lack of networking opportunities. To address these challenges, a mentor-sponsorship program should prioritize sponsor training, start immediately at the beginning of the mid-career phase (attainment of assistant professorship), emphasize horizontal and vertical development, take work-life balance into account, establish mentor networks, and allow individuals to choose mentors and sponsors based on their needs and aspirations. Conclusions This study has identified key needs and barriers that impede the advancement of female physician-scientists in academia. To address these challenges, a tailored mentor-sponsorship program is recommended. Key program elements include training leadership to recognize talent and offer proactive support, starting at the onset of the mid-career phase, emphasizing horizontal and vertical development, and establishing a strong mentor-sponsor network with thoughtful matching. These actions can help to overcome obstacles and facilitate the progress of women in academia.

Scalable Career & Educational Growth Transitions: Developing a Mentoring Network & Engaging with an Online Mentoring Platform.

The National Research Mentoring Network's (NRMN) goal is to increase diversity and provide mentoring, networking, and professional development resources to underrepresented populations in STEMM. The virtual, scalable MyNRMN platform includes 15,136 mentees, 7,998 mentors, 3,937 institutions, and 11,832 connections. Our goal was to understand mentee growth and "transitions" alongside engagement with mentoring and networking resources in MyNRMN. In this study, we define transition as the act of a person making a change to their MyNRMN profile that includes one of the following profile fields: institution, education level, degree, or career. We hypothesized that diverse networks and engagement in MyNRMN would be significantly associated with positive transitions. We assessed 7,209 user profiles that indicated an education/career change during the study period. Connections between racially homogenous users were associated with decreased positive transitions (b=-0.107, p<0.05). Connections with heterogeneous ethnicities were associated with increased positive transitions (b=0.105, p<0.05). Longevity within MyNRMN platform was associated with increased positive transitions (b=0.424, p<0.05).

Integration of Clinical Trial Development in Hematology-Oncology Fellowship Training.

Several barriers to physicians becoming clinical investigators exist, including inexperience, lack of available mentors, and inconsistent instructive approaches with varying degrees of participation during training. These barriers cause fewer hematology-oncology fellows to pursue academic careers. A consensus is needed on structuring education in clinical investigation paired with active participation in development of a clinical trial guided by a mentor with the goal of increasing fellow interest in clinical research and pursuit of careers in academic medicine. The clinical trial development (CTD) program was initiated at Washington University School of Medicine in St. Louis in 2002 as a hands-on learning experience for hematology and oncology fellows in the design, implementation, and publication of clinical trials. Each fellow was required to identify a mentor and propose at least 1 prospective investigator-initiated clinical trial. At the time of data abstraction in July 2023, 118 fellows had participated in the CTD program and initiated protocols in a variety of areas according to their interests. Fellows were included in data abstraction if their fellowship began in 2002 through 2021; the program is ongoing, and the most recent class will graduate in 2024. Disease types were evenly distributed between solid tumor oncology (60 [51%]) or classic and malignant hematology (58 [49%]). Ninety-three fellows (79%) obtained institutional review board approval, and 60 (65%) published their results. Among graduating fellows, 67 (66%) secured an academic faculty appointment. Fellows with institutional review board-approved projects had significantly higher odds of obtaining an academic faculty appointment (odds ratio, 4.96; 95% confidence interval, 1.54, 15.98; P = .007).Next StepsNext steps will be to further evaluate the effect of the mentorship network on early career productivity of trainees that graduate and the feasibility of extending the program to another institution.

LEVERAGING INTERNET OF THINGS IN 21ST CENTURY EDUCATION IN NIGERIA: GAINS, CHALLENGES, AND FUTURE DIRECTION

This paper examined the need to integrate Internet of Things (IoT) technologies into Nigeria's education system to help close digital divides between Nigeria and her advanced counterpart countries. The benefits, opportunities and challenges for integration of IoT were explored through the lenses of constructionism, connectivism and activity models. Possible technical, pedagogical, financial and social barriers that would face large-scale IoT adoption in schools were examined. To overcome these obstacles, the paper also examined the blended strategies including specialized learning hubs, cloud-sourcing models, mentorship networks, and crowd-computing. Collectively, these approaches could empower leveraging IoT for transformative, project-based connected learning through participatory knowledge-building. Potential navigational tactics were reviewed like contextualized training, activity groups for continual connections, and public-private partnerships to share infrastructure costs. The paper concluded that by guiding implementation with established theoretical models while pursuing innovative technical, economic and social strategies tailored to the local context, noting that Nigeria can successfully overcome barriers to leveraging Internet of Things for advancing 21st century teaching and learning outcomes. However, the paper also acknowledged the need for further research. Areas suggested for future exploration included longitudinal case studies evaluating impact of different infrastructure deployment and financing options. Large-scale surveys were proposed to understand evolving teacher perception and ongoing support needs. Finally, comparative analyses with other developing economies’ IoT integration pathways and best practices could provide valuable insights for optimizing Nigeria’s approach.

The current situation of tutoring in specialised training in otorhinolaryngology-head and neck surgery in Spain. Where are we? Where do we want to go?

Background and objectiveThere is great heterogeneity in the methodology and evaluation in specialized health training (SHT) in otorhinolaryngology in our country. The figure of the resident tutor is the cornerstone on which the ESF system is based and the regulation and recognition of this figure varies. This article aims to take a snapshot of the current situation of the ESF in Spain and to describe the activity of tutors. Materials and methodsDuring the month of September 2023, a survey was sent in a Google Forms® format through the Spanish Society of Otolaryngology and Head and Neck Surgery. The survey consisted of 8 multiple-choice questions and 4 questions in which they were asked to rank a series of 5 weaknesses, threats, opportunities and strengths selected by the authors, in order to perform a SWOT analysis. ResultsA total of 103 responses were obtained, of which 81 corresponded to accredited tutors. 63% of the tutors indicated that they did not have enough time to carry out their teaching work and 48% did not carry out a regular assessment of their residents. 64% of the tutors believe that the quality of otorhinolaryngology training in Spain is good and 61% are satisfied with their job as tutors. The main weakness was the short duration of the training programme, and the pressure of care was found to be the main threat. An experienced training system was considered the main strength and the creation of a national network of tutors was seen as an opportunity for improvement. ConclusionsThe creation of a common and transversal otorhinolaryngology training pathway for all accredited centres and the creation of a network of mentors and residents are necessary to address the problems of SHT. The role of the tutor must be recognised and reinforced to improve specialist training.