Role Of Mentor Research Articles

Outcomes of a mentoring scheme to improve career engagement in academia among students from minority ethnic groups

IntroductionStudent mentorship in higher education institutions is often advocated as a way to improve opportunities for students from minority ethnic groups.MethodsThis study examines this further by applying a linear regression model to explore the relationship between a 6-month pilot mentoring scheme at King's College London and career engagement in academia for students from minority ethnic groups, by investigating whether there were differential impacts by ethnic group, and by degree of exposure to mentoring, measured by the number and mode of mentoring sessions i.e., online, in-person or bimodal (a combination of online and in-person).ResultsThe results reveal that while there were no significant differences in career engagement between Asian and Black students, there were significant differences in career engagement between Black students and students who identified as Mixed or Other. Surprisingly, the number of sessions was negatively related to career engagement. However, the positive, significant interaction effect between the number and mode of sessions suggests that this relationship varies based on the mode of the sessions, with bimodal sessions leading to an increase in career engagement, in contrast to solely in-person sessions which led to a decrease in career engagement in academia.ConclusionThe results from this study point to some differential effects of mentoring by ethnic group, with Black students experiencing less gains in terms of career engagement in academia, relative to students who identified as Mixed or Other ethnic groups. This suggests that Black students may need more tailored support, in-depth mentoring or better-matched role models for improved outcomes.

The Role of Mentoring in Shaping Social Entrepreneurial Intentions in Southeast Asia

This study examines the impact of mentoring on social entrepreneurial intentions (SEI) among Southeast Asian university students. It assesses the influence of empathy, moral obligation, self-efficacy, and social support using a modified Mair and Noboa model and data from 194 final-year students at two Malaysian universities analyzed via Structural Equation Modeling (SEM). Results show that mentoring, self-efficacy, social support, and prior experience significantly enhance SEI, while empathy and moral obligation do not. The research advocates for incorporating structured mentoring in educational curricula and suggests further exploration of how prior experiences, empathy, and moral obligation affect SEI.

The impact of trauma on students' emotions and behaviors in school

To say teachers and other school staff are overworked and underpaid is an understatement. Teachers play the role of counselors, mentors, comforters, disciplinarians, security, and educators to large groups of children, sometimes up to 20 or more in a single class. It is also an understatement to say that teachers want their classrooms to run smoothly, with minimal emotional or behavioral challenges to disrupt an already busy school day. When students act out, it can be easy to see the child as the behavior and judge them accordingly without considering the function or root cause of that behavior.

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.

Women in the Operating Room: The Role of Mentorship in Challenging the Gendered Norms of Surgical Practices.

Historically, surgery has been considered an inherently "masculine" profession. This persistent stereotype has led to gender inequality in currently practicing surgeons, despite gender parity of newly admitted medical students in North America. Since women began practising medicine in the 19th century, these norms began to be challenged in tandem with the suffragette movement. In the United States, United Kingdom and Canada, pioneering female physicians and surgeons worked together to establish spaces where women would be welcomed and mentored the next generation of female surgeons. In this essay, I highlight prominent women physicians and surgeons that have contributed to the presence of women in the operating room through mentorship.

On increasing equity and inclusion of early-career professionals for conferences and conference networking in Canadian fisheries and aquatic science societies

As early-career professionals (ECPs) navigate their education and professional development in the aquatic sciences, many seek to build a network to help guide their entrance into the field. As influential organizations, scientific societies play a vital role through hosted conferences, where ECPs can meet and share ideas with others, and find mentors to facilitate their colleagues’ journey within the profession. However, not all ECPs are the same, and those from marginalized backgrounds face unique challenges. Here, we provide a perspective on ways scientific societies can ensure all members are provided with equitable opportunity to discover, access, and build career-defining networks at conference events, including the critical role of mentors in navigating obstacles to success. Our recommendations originate from an early-career networking workshop in 2022 at a Canadian fisheries and aquatic sciences conference. The day-long hybrid event comprised interactive activities and discussions on how societies and their conferences can foster and promote inclusive networking for all, including suggestions on maximizing inclusivity for online attendees. This perspective serves as a call to action for scientific societies and senior-career professionals to meaningfully engage with ECPs and marginalized members to promote transformative science.

ВЛИЯНИЕ ЦИФРОВЫХ ТЕХНОЛОГИЙ НА ОБУЧЕНИЕ В МЕДИЦИНСКИХ ВУЗАХ: СОЦИОЛОГИЧЕСКИЕ АСПЕКТЫ И ВЛИЯНИЕ НА ЗДРАВООХРАНЕНИЕ

This article is dedicated to the study of the impact of digital technologies on the educational process in medical universities, with a focus on sociological aspects and their significance for the healthcare system. It examines how the use of digital tools and platforms changes students' approaches to studying medicine and shapes their perception of the role of technology in improving the quality of medical services and ensuring public health. The informational and educational environment transforms traditional teaching methods, providing new opportunities for updating curricula and creating conditions for the rapid exchange of information between students and educators. Digitalization of the educational process implies a change in the roles of all participants in the educational process. Students become researchers actively using information and communication technologies to acquire knowledge and practical skills. At the same time, educators assume the role of mentors, supporting students in their learning and possessing the necessary competencies in digital technologies. The article analyzes the most effective tools for facilitating interaction in the educational environment, such as virtual boards like Google Jamboard, Miro, and Padlet, which contribute to the development of critical thinking and presentation skills among students. Additionally, the article addresses the challenges faced by medical universities in the process of integrating digital technologies. Effective implementation of digitalization requires strategic planning and a comprehensive approach to updating educational programs, which will create a sustainable platform for the future professional growth of students. In conclusion, the authors emphasize that digital technologies, along with innovative teaching methods, significantly enhance the quality of education in medical universities. This, in turn, contributes to the training of highly qualified specialists capable of effectively working in modern healthcare conditions, ultimately having a positive impact on public health and the organization of healthcare as a whole.

Resilience rewritten: Ann’s journey from adversity to entrepreneurship

Research methodology None. Case overview/synopsis The case study follows Ann’s journey towards entrepreneurship, focusing on the challenges she faced and how early educational interventions influenced her life decisions. Despite numerous obstacles, Ann’s perseverance, bolstered by her family’s support and her passion, led to her successful reintegration into academia and the launch of an entrepreneurial venture in the UK. Her story highlights the dilemma of balancing educational attainment with entrepreneurial aspirations, especially for at-risk students. Ann’s experience prompts critical discussions about the intersection of education and entrepreneurship, the importance of experiential learning and the role of mentorship in realizing business ideas. The nurturing environment of her business school, through guest lectures and real-world success stories, played a significant role in shaping her academic and professional outlook. This case raises essential questions about the role of higher education in fostering entrepreneurial skills and integrating experiential learning within academic curricula. Ann’s journey exemplifies the power of resilience and determination in overcoming systemic and entrepreneurial challenges, particularly for women facing similar struggles. Her story illuminates the multifaceted process of turning a personal experience into an entrepreneurial opportunity, emphasizing the critical role of mentorship and support networks in developing a viable business idea. Complexity academic level This case study is best suited to undergraduate and graduate students enrolled in management and business-related courses that focus on entrepreneurship and entrepreneurial education. The case study is relevant in various business disciplines as it informs students of the process and challenges related to business start-ups and acquiring related capabilities. Instructors are encouraged to have students read the extensive reference list provided at the end to broaden their understanding and knowledge of entrepreneurship, including its processes, context and practices.

Healthcare workers’ experience of screening older adults in emergency care settings: a qualitative descriptive study using the Theoretical Domains Framework

BackgroundIn emergency care settings, screening for disease or risk factors for poor health outcomes among older adults can identify those in need of specialist and early intervention. The aim of this study was to identify barriers and facilitators to implementing older person-centred screening in emergency care settings in the Mid-West of Ireland.MethodsThis study employed a qualitative descriptive design underpinned by the theoretical domains framework (TDF). This design informs implementation strategy by establishing a theoretical foundation for focused objectives. One on one semi-structured interviews were conducted with a purposive sample of healthcare workers (HCWs) to explore their screening experiences with older adults in emergency care settings. Information power guided sample size calculation. In data analysis, verbatim interview transcripts were deductively mapped to TDF constructs forming meta-themes that revealed specific barriers and facilitators to person-centred screening for older individuals. These findings will directly inform implementation strategies.ResultsThree themes were identified; Preconditions to Implementing Older Person-Centred Screening; Knowledge and Skills Required to Implement Older Person-centred Screening and Motivation to Deliver Older Person-Centred Screening. Overall, screening in emergency care settings is a complicated process which is ideally undertaken by knowledgeable and skilled practitioners with a keen awareness of team dynamics and environmental challenges in acute care settings. These practitioners serve as champions and sources of specialist knowledge and practice. Less experienced clinicians seek supervision and support to undertake screening competently and confidently. Education on frailty and aged related syndromes facilitates screening uptake. Recognition of the value of screening is a clear motivator and leadership is vital to sustain screening practices.ConclusionsScreening serves as an entry point for specialist intervention, necessitating a specialist multidisciplinary team (MDT) approach for effective implementation in emergency care settings. Strengthening screening practices for older adults who attend emergency care settings involves employing audit, supervision and tailored supports. Skilled and experienced practitioners play a key role in mentoring and supporting the broader MDT in screening engagement. Long-term and sustainable implementation relies on utilising existing managerial, practice development and educational resources to underpin screening practices. Communication between Emergency Department (ED) staff, the specialist team and wider geriatric team is vital to ensure a cohesive approach to delivering older person-centred care in the ED.

Content and Effect of Introduction Programmes to Increase Retention and Decrease Turnover of Newly Graduated Nurses in Hospitals: Umbrella Review.

The aim of this study is to combine and compare results from systematic reviews reporting the content and effect of programmes for the introduction of newly graduated nurses employed in hospital settings on increasing retention and decreasing turnover. An umbrella review. The electronic databases of PubMed/MEDLINE, CINAHL and PhycInfo were searched in January 2023 for eligible systematic reviews. The search string consisted of keywords extracted from the PICOS inclusion criteria. The AMSTAR 2 instrument was used for critical appraisal of the methodological quality of the eligible systematic reviews. The process and results of the review were presented using a narrative description of the data. Five systematic reviews, reporting 84 intervention studies evaluating nine types of introduction programmes from 2001 to 2018, were included in the umbrella review. All nine programme types were executed by nurses in a preceptor or mentor role and the content was directed towards training of the preceptor/mentor and introduction of the newly graduated nurses. The nine programmes showed overall positive effects on retention and turnover. Mentorship and Preceptorship were the most frequently evaluated programmes in the included intervention studies of the five reviews. However, the lack of transparency of the reviews and the bias of the intervention studies within the reviews, made it difficult to conclude specific effects of the content of the nine programmes. The protocol for the umbrella review is registered with Open Science Framework (https://OSF.IO/DXYS4). A weak introduction to hospital employment of newly graduated nurses may decrease retention and increase turnover. Structured and personal introduction by a mentor can have an effect on the newly graduated nurses' intentions to stay in their hospital care position. AMSTAR 2. None.

59 Enhancing career development in paediatrics residency: A needs assessment

Abstract Background Mentorship is a cornerstone of professional growth within medical training, yet the role of formal mentorship in career advising for medical residents remains understudied. In 2020, our Paediatrics Residency program introduced the role of faculty advisors as part of the Competence by Design framework, with a mission to guide academic growth, professional development, and excellence in patient care. However, it is unclear to what extent career advising is occurring in this advisor-advisee relationship. Objectives The primary aim of this study was to complete a needs assessment for Paediatric residents to inform faculty advisor roles and responsibilities and effectively support paediatric residents in their career development. This included examination of the current state, identification of the ideal state, followed by a gap analysis and recommendations to create a comprehensive advising program. Design/Methods This study utilized a mixed methods approach, using quantitative and qualitative survey methodologies. The survey questions (n=20) were designed from background literature and pilot testing. An anonymous survey was administered through the Qualtrics platform to the Paediatrics residents (n=59). The protocol was submitted for REB review and was granted an exemption as a quality improvement project. Thematic analysis of the qualitative content was completed by two investigators, utilizing the Braun & Clarke six-phase framework. Results The response rate for the survey reached 34% (n=20) with the final sample including 16% PGY1, 42% PGY2, 16% PGY3, and 26% PGY4 residents. Alarmingly, most residents (63%) did not have a well-defined plan for monitoring career goals. No residents claimed to have sufficient career mentorship at present (0%), with majority (84%) expressing their interest in regular career planning sessions. A significant proportion (79%) also underscored the importance of considering life context when setting career goals. Our thematic analysis revealed that career advising currently follows a non-formal, self-initiated process, with time constraints as the primary obstacle. Primary themes elicited emphasized career exploration (n=15), networking (n=7) including discussions around life context (n=6), mentorship (n=6), and advisor role clarity (n=6). Conclusion Our findings affirm a compelling need for enhanced career development within our Paediatrics Residency program. In response, we propose a multi-faceted approach advocating for structured formal career development. This entails scheduled information sessions, resident goal setting, and formal mentorship. We recommend creating opportunities for networking to enable personalized career development considerations. Exploring an adjunctive role to faculty advisors may be necessary to ensure the success of these recommendations in optimizing resident career education.

The Personal Faculty Mentor (PFM) Role: Advanced Support for Individualized Student Care

Background - Given the complexity of student responsibilities and backgrounds, the need for additional support during graduate education is evident for overall success. An innovative role that addresses these complexities and mitigates issues facing today’s nursing student was developed. Purpose - The Personal Faculty Mentor (PFM) role was developed to provide one, specific point of contact in an effort to support students throughout their MSN journey by completing new student orientation, individualized student outreach, frequent personal communication, and development of success plans. The PFM role also supports the faculty or instructor role by providing additional support and outreach with student concerns (low participation or scores). The overall purpose of the PFM is to improve student outcomes including pass rates, persistence rates, and satisfaction. Methods - Within the University’s Master of Science in Nursing Accelerated Track (MSN AT) Advanced Generalist and Clinical Nurse Leader (CNL), the PFM role was implemented to support student success. The MSN AT has flexible due dates for assignments which lends for more intensive student support. Results – Since the PFM role has been in place since program inception (July 2019), persistence and program completion are on average 12% higher, as high as 29%, with those students who actively participate with their PFM. Through survey, students report high satisfaction with the PFM role and attribute part of their success to this supportive role. Each session, students who actively participate with their PFM have better persistence than those who do not. Limitations – While the anecdotal feedback and positive outcomes are noteworthy, this strategy did not involve an empirical research investigation. As a result, a causative relationship may not be concrete. There is clearly an improvement in the retention and persistence of students who engage regularly with the PFM; however, there are additional variables that may be impacting the outcomes that would be helpful to identify. Conclusions / Implications for Practice - Student support promotes success. The role of the PFM provides individualized, student-centered support. Students who participate and interact with their PFM are more likely to be successful in the MSN AT.

Understanding Co-Offending Patterns and Criminal Mentorship Using Police Registry Data

ABSTRACT The current study examines registration data from the Dutch police pertaining to 2,757 individuals and 10 different crime categories, at the offense, individual, and network levels of analysis. Moreover, a novel estimate is introduced which identifies individuals’ tendency to operate as mentors or mentees in criminal networks. We find co-offending to be conditional on the type of crime and to typically involve groups of two to three offenders. Moreover, we find that men and those aged 18–25 are most likely to co-offend and that co-offenders typically do not show a preference for particular co-offenders. Individuals with central positions in the co-offending network were found to be older and to offend more frequently with a higher average of co-offenders per offense, than those less central. Lastly, we find the novel estimate to be a promising tool for identifying mentor and mentee roles in large quantitative network data. The results of the current study emphasize the importance of studying co-offending on different analytical levels, and to differentiate co-offending by different crime types, network positions, and individual roles, to better inform theory and policy.

Examining Mentor Perception of Competence in an Academic Peer Mentoring Program.

Peer mentoring programs can be a valuable support mechanism for new faculty transitioning from clinical practice to academia. Mentors play a crucial role in this process. This study described mentors' perceived competence in 21 areas of the mentor role and their experiences as mentors following the first year of a structured peer mentoring program. This study employed a mixed-methods approach, using the Mentoring Competency Assessment-21 alongside open-ended questions. These instruments were electronically administered to a convenience sample consisting of eight mentors with varying experience ranging from 2 to 16 years in the nursing program at a mid-sized university, following an intentional first-year peer mentoring program. The highest-performing items were "Establishing a relationship based on trust" (M 6.50, SD 0.53), "Considering how personal and professional differences may impact expectations" (M 6.25, 0.83), and "Acknowledging your mentee's professional contributions" (M 6.13, SD 0.99). The lowest scores were focused on estimating scientific knowledge and scholarly productivity. Responses to the Mentoring Competency Assessment-21 indicated that mentors felt at least moderately competent in the various aspects of the faculty mentor role. Mentors valued the professional development and supporting materials provided by the development team. An identified area for improvement was the support provided to assist the mentees' scholarly development. This study underscores the importance of supportive materials, such as handbooks and regular communication, in fostering mentor competence and facilitating successful nursing faculty peer mentoring programs. Future research implications include assessment of mentor competence by mentees and long-term follow-up of program outcomes.

Role of mentorship in the learning curve of robotic right lobe donor hepatectomy.

Role of mentorship in the learning curve of robotic right lobe donor hepatectomy.

The role of schools within initial teacher education in England: an exploration of the shifting policy focus over the past 50 years

ABSTRACT Looking back at the very first issue of the Journal of Education for Teaching, it is clear that initial teacher education (ITE) was, at the time, undergoing significant change and has, in fact, been subject to political scrutiny in each of the intervening decades. Our paper traces key policy moments over the past 50 years in England, examining specifically those policies that have had implications for the role of schools and school-based teacher educators within ITE programmes. Our interest is in the broader context that has informed ITE policy-making, the content of those policies, and the implications for the role of schools. We go on to discuss how the concept of ITE partnership working has evolved over this period and then consider the pedagogic role that schools can play in the education of teachers, including the role of school-based mentors. Finally, we consider the potential impact on the practice of the most recent set of ITE reforms in England.

A prospective cohort study on the role of surgical mentorship on medical students’ surgical experience and attitudes towards surgery

BackgroundExposure to surgery during medical school is limited. We ran a mentorship scheme pairing students at a medical school with local surgeons to improve undergraduate insight. We evaluated the effectiveness of mentorship in increasing surgical exposure and drivers for students seeking surgical mentorship.Methods35 surgeons across 7 specialties were recruited and matched with 37 students in years 2–4 for 7 months. Quantitative and qualitative evaluation was done with pre-, mid- and post-scheme questionnaires. Students rated confidence across pursuing a career in surgery, surgical exposure, career insight, understanding the application process, contacts, portfolio development, research knowledge and pursuing extra-curricular activities related to surgery using a 5-point Likert scale. Paired t-tests were performed to measure students’ confidence before and after the scheme.ResultsOf students that completed all 3 questionnaires (n = 21), conducting research/audit was most frequently selected as a main goal (81.0%), followed by theatre experience (66.7%) and career progression support (28.6%). The number of students that had assisted in theatre increased by 50.0%. Confidence ratings across all domains increased with 7/8 (87.5%) exhibiting a statistically significant improvement (p < 0.05). The greatest improvement was seen in having adequate contacts in surgery from 2.05 to 3.33 (p = 0.00). 95.2% would recommend the scheme.ConclusionsStudents gained significantly more surgical experience and were better equipped with the knowledge required to pursue a surgical career. Mentorship schemes are invaluable in supplementing the undergraduate curriculum and empowering students.Trial registrationEthical clearance granted by King’s College London Research Ethics Committee, Reference Number MRSU-22/23-34530. .

Peran Guru Pendidikan Agama Katolik dalam Pembentukan Karakter Peserta Didik di Sekolah

The development of character education in schools in modern times is a challenge for Catholic Religious Education teachers in forming a generation with noble character. A Catholic Religious Education teacher is bound by the obligation to carry out the role of shepherd within the scope of education. Catholic Religious Education Teachers play the role of mentors in their duties, namely educating, so they have duties as journalists and educators. As a preacher, a Catholic religious education teacher takes on the task of proclaiming the news of salvation. Meanwhile, as educators, the task of Catholic Religious Education teachers is to guide students towards maturity, both physically and spiritually mature. Students who are spiritually mature will have noble character. To achieve this noble character requires character education which cannot be separated from the role of a Catholic Religious Education Teacher. It is hoped that character education will be able to form a generation whose existence will provide the widest possible benefits in daily life both at home, at school and in society. A literature review approach is used to write articles in order to develop an in-depth understanding to improve the role of Catholic religious education teachers in shaping the character of students in schools. The results of the research in this article conclude that Catholic Religious Education Teachers have an important role in shaping the character of students at school.

Examining graduate student perspectives on supervision and peer mentoring across four professional faculties

Purpose The purpose of the study was to examine graduate student perspectives on the common and unique roles peer mentors and supervisors play in supporting student success and wellbeing during their program. Design/methodology/approach A qualitative research design involving semistructured interviews with 62 thesis-based masters and doctoral students from four professional faculties, Education, Medicine, Nursing and Social Work, at a large public research-intensive university in Canada. Findings Findings transcend the four disciplines of study. Communities of support are described that involve both supervisors and peers in combination, clusters of meaning by supervisory paradigm are identified and original findings presented that expand upon the learning alliance framework by explicitly considering the role of peer mentors in graduate student success. Research limitations/implications While supervisors bear primary responsibility for fostering effective research-based relationships, this study’s findings strengthen the argument that mentoring and advising of graduate students is most effective when conducted within a collaborative community of support that involves learning alliances among faculty, peers, program staff and academic leaders across the institution. Practical implications A four-pronged approach to graduate education that emphasizes the collective responsibility of institutions, programs, supervisors and students in creating a supportive ecosystem for holistic graduate student academic success and wellbeing is recommended. Social implications Key argument that it is essential to embrace a collaborative and community of support mindset, where multiple stakeholders actively contribute to the wellbeing and academic development of graduate students throughout their programs. Originality/value A cross-disciplinary perspective is offered on the importance of both supervisors and peers in assisting thesis-based graduate students to successfully navigate academic, social and personal journeys through graduate school.

Gender Differences in the Adoption and Utilization of Robotic-assisted Laparoscopic Surgery Among Practicing Urologists: A Study of American Board of Urology Case Logs From 2012-2022

ObjectiveTo evaluate the differential activity in robotic-assisted laparoscopic surgery (RALS) by urologic surgeon gender. MethodsThis was a retrospective study of American Board of Urology surgical case logs from 2012-2022. The CPT-coded laparoscopic procedures included were: Partial Nephrectomy (50543), Radical Nephrectomy (50545, 50546, 50548), Pyeloplasty (50544), and Sacrocolpopexy (57425). Robotic-assisted cases were co-coded with CPT S2900. Univariate analysis and multiple logistic regression analyzed the roles of physician gender and other factors on RALS utilization. A separate analysis was performed for Robotic-Assisted Laparoscopic Prostatectomy (RALP) (55866). ResultsWomen performed 10.8% of all procedures and 9.02% of robotic cases. General Urology and Urogynecology and Reconstructive Pelvic Surgery (URPS) had higher concentrations of women. Of the CPT procedures analyzed, women performed the highest percentage of sacrocolpopexies (39.2% of total), 8.09% of which were robotic. In multivariate regression, women surgeons had significantly lower odds of performing a robotic case compared to men (OR 0.803, p<0.001). Endourology, Oncology, Pediatric Urology, and URPS subspecialties were associated with RALS. Upward trends were depicted across all physicians (0.012, [0.007, 0.018], p<0.001) and for men (0.019, [0.010, 0.029], p=0.001). Women showed no significant increase in robotic usage over time (p=0.463). ConclusionsWomen have lower odds of participating in robotics, primarily specialize in URPS and their involvement in RALS is skewed toward sacrocolpopexy. As robotics continues to dominate surgical urology, ensuring equitable training opportunities is essential. Research into the roles of mentorship in residency, same gender patient-physician concordance, practice setting, and recent graduates’ referral patterns is warranted.