Mentorship In Medicine Research Articles

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

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

A Guided Near-Peer Mentorship Program for Transitioning into Clinical Clerkships at a Regional Medical Campus

Background
 Transitioning from preclinical to clinical medical education is a significant milestone in medical training; however, it is associated with anxiety and uncertainty about adapting to a new work and learning environment. These feelings may be additionally heightened when students are also transitioning to a branch or regional campus for their clerkship training. A guided, near-peer mentorship program was designed at a regional medical campus in hopes of reducing anxiety associated with transitioning into clinical rotations, as well as teach clinical medical students how to effectively mentor a fellow student.
 Methods
 This curricular improvement program was developed and implemented at a regional campus of a US Midwestern medical school. A list of 14 topics for discussion was created from responses to reflection questions completed by students participating in the program. These topics were sorted into meeting guides that mentors could reference during three individual meetings with their mentee. Mentors attended a workshop prior to the start of the program to learn more about effective mentorship in medicine. Participants from the first two years of this program were asked to complete feedback surveys evaluating their experience in the program.
 Results
 Forty-one of 48 potential second-year students agreed to participate as mentees and 40 of 48 potential third-year students agreed to participate as mentors. Ninety-two percent of mentees agreed that participating in the program decreased their stress and anxiety about transitioning into clerkships and 96% reported they would recommend the program to other students. Among the mentors, 93% reported they would recommend the program to other students and 78% agreed that the mentorship skills they practiced during the program are useful in their professional and academic development.
 Discussion
 With the introduction of this guided, near-peer mentorship program, mentees reported feeling supported in their transition into clinical clerkships and mentors reported feeling prepared to effectively mentor a fellow student. Though such one-on-one programs can be somewhat time-intensive to establish and execute, the skills gained by mentors can serve them for the rest of their careers and the individualized advice given to mentees markedly decreases anxiety in a high-stress transition.

Getting by with a little help from my friends? Expanding mentorship for career development and satisfaction

Collaboration and teamwork are well-established cornerstones of modern clinical and academic medicine as well as research, including radiology. Mentorship is also part and parcel of daily medical practice and training. As it is, there is a wide range of opinions on the effectiveness of standard mentorship models. In some cases, academic departments may offer mentorship to fulfill a requirement rather than as a sign of commitment to ensuring that all mentees receive the guidance they seek. Although mentor-mentee relationships might have arisen organically, and such situations are still possible, the overall lack of face-to-face interactions in many departments in the COVID era suggests the need to emphasize formal mentoring programs. We appreciate the overall successes of mentorship in medicine as well as radiology, while acknowledging that, like anything, it is not perfect. Because the processes of decision making and career planning are similar across fields, a peer-to-peer cross-specialty mentorship model could yield untold benefits to early-career radiologists who may receive valuable advice from friends or colleagues outside of medicine, or simply outside of radiology, at crucial points in their careers. There is no ideal formula or format for mentoring, however. We endorse the theory or intentions of mentorship and believe that its effectiveness can take several forms. Having a formal program in place, with built-in flexibility to address our rapidly changing times, remains highly desirable. Our proposal is to expand this notion to a “whatever works,” “anything goes,” or, in the spirit of the COVID era, a hybrid model.

Charles Jacques Bouchard (1837-1915) and the Charcot-Bouchard aneurysm.

Charles Jacques Bouchard was a distinguished French physician and scientist of the early 19th century. Despite his humble beginnings, Bouchard was able to achieve meteoric success within the scientific and medical fields, establishing himself as one of the most influential physician-scientists of his time. This was in part due to his superb commitment, as well as the prosperity engendered by the strong influence of his teachers, which can be seen as a testament to the importance of mentorship in medicine. Besides his myriad contributions, Bouchard is most well known for describing the Charcot-Bouchard aneurysm in 1866 alongside his mentor Jean-Martin Charcot, linking them for the first time to intracranial hemorrhage. Bouchard's thesis entitled "A Study of Some Points in the Pathology of Cerebral Hemorrhage" was regarded by some as the most original and important of all recent works on the subject of cerebral hemorrhage at the time of publication. Sadly, the great relationship Bouchard shared with his mentor Charcot would later deteriorate into perhaps one of the most well-known student-mentor quarrels in the history of medicine. Herein, the authors present a historical recollection of Bouchard's life, career, and contributions to medicine, as well as the famous controversy with Jean-Martin Charcot.

Development of a Formalized, Multifaceted Mentorship Program in Physical Medicine and Rehabilitation Residency Education.

Mentorship in medicine has long been a vital component to the training, development, and career advancement of physicians. Although optimal strategies for facilitating mentorship relationships are unknown, it is recognized that establishing a formalized mentorship program within residency training may augment mentor-mentee pairing, improve overall trainee experience, and enhance resident perception of strong mentoring relationships. A formalized mentorship program was successfully developed in a Canadian physical medicine and rehabilitation residency program, including innovations such as near-peer self-matching, a needs assessment survey, a speed dating event, formation of "link groups," and "fireside chats" with faculty members. This approach may serve as a guide for other medical education and residency programs seeking to implement a similar concept.

The Impact of Mentorship in Anesthesiology

Residents' Review| April 2021 The Impact of Mentorship in Anesthesiology Tyler Plyley, BSc, MD Tyler Plyley, BSc, MD Search for other works by this author on: This Site PubMed Google Scholar ASA Monitor April 2021, Vol. 85, 42. https://doi.org/10.1097/01.ASM.0000742736.48901.85 Views Icon Views Article contents Figures & tables Video Audio Supplementary Data Share Icon Share Twitter LinkedIn Cite Icon Cite Get Permissions Search Site Citation Tyler Plyley; The Impact of Mentorship in Anesthesiology. ASA Monitor 2021; 85:42 doi: https://doi.org/10.1097/01.ASM.0000742736.48901.85 Download citation file: Ris (Zotero) Reference Manager EasyBib Bookends Mendeley Papers EndNote RefWorks BibTex toolbar search Search nav search search input Search input auto suggest search filter All ContentAll PublicationsASA Monitor Search Advanced Search Topics: mentorships, internship and residency, medical residencies It is difficult to overstate the impact of mentorship in the professional sphere. Although formalized mentorship programs have been a long-standing part of the business world, mentorship programs in health care, and more specifically anesthesia, are a more recent phenomenon (Can J Anaesth 2012;59:241-5). The potential advantages in anesthesia are significant when you consider the high rate of personal stress and burnout in the field (Continuing Education in Anaesthesia Critical Care & Pain 2006;6:182-7). Previous work has demonstrated numerous benefits of mentorship in medicine, including improved career planning, satisfaction, and academic productivity (Can J Anaesth 2015;62:950-5; Curr Opin Anaesthesiol 2016;29:698-702). One potentially underrecognized benefit relates to resident engagement and stress management. From a resident's perspective, residency represents a time of change, increased autonomy, and, at times, significant stress. This stress tends to... © 2021 American Society of Anesthesiologists (ASA), All Rights Reserved.2021 You do not currently have access to this content.

The Influence of Mentors in Orthopedic Surgery.

The importance of mentorship in medicine has been established. However, little is known regarding the influence of mentors in orthopedic surgery. This study sought to (1) determine the prevalence of mentoring relationships in orthopedic surgery, (2) assess the influence of mentors in specialty and subspecialty selection, and (3) evaluate the importance of gender in orthopedic mentoring relationships. An electronic survey was distributed to 358 orthopedic surgeons at academic residency programs. Participants were asked to report mentoring relationships and their attitudes toward mentors, including gender preferences. A total of 117 (95 males and 22 females) surveys were returned. The majority of respondents (66.7%, n=78) had at least one mentor in their career, and the majority of respondents (66.7%, n=52) were satisfied with their mentoring experience. Residency was the most common time to have a mentor, and 73.3% (n=44) of respondents indicated their mentor was influential in determining their subspecialty. Although only 50% of respondents indicated they had a mentor in medical school, 84.2% (n=32) believed their mentor was influential in selecting an orthopedic surgery residency. The majority (79.4%, n=62) of respondents did not have a preference on the gender of their mentor. Many orthopedic surgeons have a mentor at some point in their career who influenced their specialty or subspecialty decision. Mentoring experiences are less prevalent in medical school, and female medical students may lack accessibility to mentoring opportunities. Future efforts should focus on opportunities that connect medical students to orthopedic surgery faculty to further diversify the field and close the gender gap. [Orthopedics. 2020; 43(1):e37-e42.].

The Radiation Oncology Mentorship Initiative: Analysis of a Formal Mentoring Initiative for Medical Students Interested in Radiation Oncology.

The importance of mentorship in medicine and its impact on academic and professional development has been widely studied. However, mentorship for medical students in the field of radiation oncology is limited. Our radiation oncology department developed a formal medical student mentorship program in 2004. This program included both clinical and research mentoring pathways. Our study aims to gain feedback and perspective from former medical student participants who subsequently entered into a radiation oncology residency program. An anonymous survey was sent to 22 former students in the mentorship program from 2005 to 2016 who entered a radiation oncology residency program. The survey included Likert scales (1-5), multiple choice, strength category rankings, and free responses. Data was compiled and analyzed with Qualtrics data software. The survey response rate was 100%. Seventeen (77.3%) participants reported that the mentorship program strongly affected their career choice and a majority reported that their research experience strongly (45.5%) or moderately affected (31.8%) their career choice. Fourteen (63.6%) respondents reported that the mentorship program was very effective and 8 (36.4%) reported it as being effective. Eighteen (81.8%) respondents reported that mentorship was extremely important to their career. Students participating in the research pathway also reported improvement in valuable skills such as presentations, abstract writing, manuscript writing, statistical analysis, and coordination with colleagues. A total of 66.7% of attending radiation oncologists who previously participated in this program now practice in an academic setting. Our institution successfully developed a formalized mentorship program for medical students interested in radiation oncology. Participants in this program reported high levels of satisfaction and emphasized the importance of mentorship in the development of valuable research competencies and on their overall career path. This program can serve as a model for future mentorship initiative in medical school.

Mentorship in Medicine and Nephrology: More Important Than Ever.

Mentorship has always been important in medicine. In fact, one can argue that that is how doctors are trained. Moreover, mentorship has been proven to preserve and elevate those who wish to pursue academic medicine. In nephrology, mentorship has become paramount, as interest in the field has declined during this decade. In this article, we will delineate how mentorship impacts physician careers, describe different types of mentors and their characteristics, and summarize responsibilities of mentors and mentees. We will discuss specific challenges in nephrology and the steps that have been taken to address them via mentorship. We conclude that mentorship is a powerful tool that can help provide an optimistic future for our field.

Mentorship in Medicine and Other Health Professions

Mentoring skills are valuable assets for academic medicine and allied health faculty, who influence and help shape the careers of the next generation of healthcare providers. Mentors are role models who also act as guides for students' personal and professional development over time. Mentors can be instrumental in conveying explicit academic knowledge required to master curriculum content. Importantly, they can enhance implicit knowledge about the "hidden curriculum" of professionalism, ethics, values, and the art of medicine not learned from texts. In many cases, mentors also provide emotional support and encouragement. It must be noted that to be an effective mentor, one must engage in ongoing learning in order to strengthen and further mentoring skills. Thus, learning communities can provide support, education, and personal development for the mentor. The relationship benefits mentors as well through greater productivity, career satisfaction, and personal gratification. Maximizing the satisfaction and productivity of such relationships entails self-awareness, focus, mutual respect, and explicit communication about the relationship. In this article, the authors describe the development of optimal mentoring relationships, emphasizing the importance of different approaches to mentorship, roles of the mentors and mentees, mentor and mentee benefits, interprofessional mentorships for teams, gender and mentorship, and culture and mentorship.

A survey of senior medical students’ attitudes and awareness toward teaching and participation in a formal clinical teaching elective: a Canadian perspective

ABSTRACTBackground: To prepare for careers in medicine, medical trainees must develop clinical teaching skills. It is unclear if Canadian medical students need or want to develop such skills. We sought to assess Canadian students’ perceptions of clinical teaching, and their desire to pursue clinical teaching skills development via a clinical teaching elective (CTE) in their final year of medical school.Methods: We designed a descriptive cross-sectional study of Canadian senior medical students, using an online survey to gauge teaching experience, career goals, perceived areas of confidence, and interest in a CTE.Results: Students at 13 of 17 Canadian medical schools were invited to participate in the survey (4154 students). We collected 321 responses (7.8%). Most (75%) respondents expressed confidence in giving presentations, but fewer were confident providing bedside teaching (47%), teaching sensitive issues (42%), and presenting at journal clubs (42%). A total of 240 respondents (75%) expressed interest in participating in a CTE. The majority (61%) favored a two week elective, and preferred topics included bedside teaching (85%), teaching physical examination skills (71%), moderation of small group learning (63%), and mentorship in medicine (60%).Conclusion: Our study demonstrates that a large number of Canadian medical students are interested in teaching in a clinical setting, but lack confidence in skills specific to clinical teaching. Our respondents signaled interest in participating in an elective in clinical teaching, particularly if it is offered in a two-week format.

Peer mentorship in medicine: a scheme for foundation trainees

Between August 2013 and 2014, 18 mentee (foundation trainees):mentor (middle-grade trainees) pairs were established at Barnet Hospital. Mentees and mentors were recruited through email. Individuals were matched according to location, career aspirations and personal requests. Mentors received training via a formal teaching session and a BMJ e-learning module. …

Mentorship: service, education, progress. The 2015 CNS Presidential Address

The theme of the 65th Annual Meeting of the Congress of Neurological Surgeons and the title of this presidential address focus on mentorship as a valuable service owed to the profession of neurological surgery by its members, a crucial tool for the education of new neurosurgeons, and a fundamental contributor to the progress of the specialty. The author explores the origin of the term "mentor" in Homeric tradition and the impact of mentorship on the historical legacy of neurological surgery. He outlines the role mentorship played in his own professional development, as well as the changing face of mentorship today due to increasing numbers of women in neurosurgery. Many surgeons perceive modern educational approaches as threats to the tradition of personal mentorship in medicine. The author argues that intentional educational methods, such as the Society of Neurological Surgeons (SNS) "matrix" curriculum, the Accreditation Council for Graduate Medical Education "milestones," and the SNS "boot camp" courses, each focus, enhance, and empower, but do not replace, personal mentorship. The author further describes the important role of mentorship in the definition, growth, and health of the specialty of neurological surgery and in the personal well-being and fulfillment of its practitioners.

A survey of mentorship among Canadian anesthesiology residents.

Mentorship in medicine is associated with increased career satisfaction and personal development. Despite these benefits, little is known about mentorship in anesthesiology training programs. Our objectives were to determine (1) the prevalence of formal mentorship programs among anesthesiology training programs in Canada, (2) the prevalence of informal and formal mentorship among anesthesiology residents in Canada, and (3) the predictors of having an identified mentor among anesthesiology residents in Canada. We conducted a cross-sectional web-based survey of residents and program directors from Canadian anesthesiology residency programs. Program directors were questioned about formal mentorship programs, and residents were asked to provide demographic data and information about their mentorship relationships. We analyzed the relationship between resident characteristics and mentorship. Our survey response rates were 76% and 39% for the Program Director Survey and the Resident Survey, respectively. Formal mentorship programs were present in 54% of residency training programs, and 94% of residents agreed that mentorship was important. Seventy-four percent of residents identified at least one mentor, although 42% of these residents did not interact regularly with their mentor. Mentors and mentees were more likely to be of the same gender. If a formal mentorship program was present, residents were more likely to identify a mentor (82 vs 17%) and interact regularly with their mentor (70 vs 46%). Formal mentorship programs were present in half of anesthesiology training programs. Although 74% of the residents identified a mentor, 42% did not interact regularly with their mentor. The presence of a formal mentorship program was positively associated with mentorship.

Personal Perspectives on Mentoring

Mentoring has been an essential component of my training and my career in gastroenterology. I have enjoyed a wonderful experience in gastroenterology and, as a woman, have a somewhat different perspective on the role of mentorship in medicine and gastroenterology. However, complex professional and personal situations are not unique to women and the general principles of mentorship are broadly applicable to career development for men or women.

Impact of quality mentorship on achievements of Shiraz Medical School in the 1970s and the role of professor Faramarz Ismail-Beigi.

Almost four decades ago, an eminent physician, outstanding mentor and scholar, Professor Faramarz Ismail-Beigi (b. 1941) was appointed Chair of the Department of Internal Medicine at Shiraz Medical School. Soon, this proved to be the beginning of a golden era in medical education at that center. Professor Ismail-Beigi invited outstanding teachers and physicians to collaborate with him. Their efforts during the next decade laid a strong and unique foundation for medical education based on quality mentorship and role-modeling. In this paper, we briefly highlight the importance of mentorship in medicine and medical education, followed by a glance at the academic life and career of Professor Ismail-Beigi and his role as a prominent mentor at the Shiraz School of Medicine.

Mentorship in anesthesia: how little we know

Mentorship has been shown to be an important factor during career progression in the spheres of both medicine and business. While mentorship is frequently related to success in research, it likely has an impact on many aspects of medical practice, including clinical and educational skills. Mentorship has been defined as a relationship in which a person with useful experience, knowledge, skills, and/or wisdom offers advice, information, guidance, support, or opportunity to another for that individual’s professional development. ‘‘Mentees’’ are typically more junior than their mentors, and they may have several mentors for various aspects of their career development. Mentors may offer general career guidance, specialized knowledge, research advice, and networking opportunities. Mentorship may result from formal programs or through informal relationships. Formal mentorship is facilitated through programs that provide matching of mentor-mentee pairs, while informal mentorship exists when both parties voluntarily establish the relationship. With both types of mentorship, the mentor and mentee should be compatible in personality, interests, and goals. The current literature strongly supports the benefits of mentorship in medicine. Mentored physicians have been shown to have increased career satisfaction and greater confidence as educators. In addition, physicians who are mentored are more successful in acquiring promotions, publishing their work, and obtaining peer-reviewed grant funding. Having an identified mentor may influence career choice, as multiple studies have suggested that physicians who are mentored are more liable to pursue an academic career. Finally, mentored physicians may be more likely to mentor others and thus impart the benefits of mentorship to others. Mentors often wonder if any benefit accrues to them. Providing mentorship is associated with increased personal satisfaction and professional stimulation. If the mentee is successful, the mentor may benefit from increased productivity and professional recognition. Increasingly, providing mentorship is considered during assessment for academic promotion and thus may directly influence the mentor’s career progression. Although mentorship is beneficial to both mentors and mentees, several barriers to achieving mentorship have been identified in the literature. Two common problems in establishing mentorship are a lack of skilled mentors and insufficient time available for mentoring. The establishment of mentorship training programs and regional or national mentorship networks are potential ways to augment the mentorship pool. Access to protected non-clinical time for mentorship is a potential solution to the time constraints on both parties. Additionally, certain mentee characteristics may be associated with obstacles to obtaining mentorship. For example, some studies have shown that women and minority groups are less likely to have an identified mentor. Female or minority mentors may have increased understanding of the issues faced by these groups and may be even more difficult to identify. Formal mentorship programs targeting these populations A. M. Flexman, MD Department of Anesthesiology, Pharmacology and Therapeutics, University of British Columbia Vancouver General Hospital, Vancouver, BC, Canada

Mentorship in anesthesia

This article will provide a review of mentorship in academic medicine. The review will include definitions and an overview of the evidence supporting the benefits, barriers, and structure of mentorship programmes in academic medicine and anesthesia. Finally, we will identify areas of further research. Mentorship in medicine has been increasingly recognized as a core component of training and career advancement in academic medicine. Mentoring provides many benefits to both mentor and mentee and facilitates the growth of academic departments by improving research productivity, faculty career satisfaction, recruitment, and educational performance. Mentorship programmes may be formal or informal and should include some form of mentor education. There are several barriers to successful mentorship including time constraints, limited availability of mentors, gender, minority status, and generational differences. These barriers may be overcome with improved awareness and sensitivity. Further investigation into the prevalence of mentorship and specific needs in our specialty are urgently required. Mentorship has been demonstrated to be an integral part of training and career development in academic medicine and benefits both mentees and mentors. Despite the promotion of mentorship in many academic anesthesia departments, little is published in the available literature supporting mentorship in anesthesia.

Charting a Professional Course: A Review of Mentorship in Medicine

Developing physicians require firm knowledge of the clinical science and technical procedures within their specialties, a knowledge base founded in residency and supplemented throughout training. However, the day-to-day practice of medicine demands the skillful balance of various leadership, administrative, educational, and research roles, and expertise that cannot be obtained from a textbook. This professional curriculum is increasingly being sought through mentorship, a relationship between a junior physician and an experienced advisor or mentor. The authors review the current literature for mentorship in medicine, including characteristics of successful mentors and their mentees, and the emerging role of formal institution-wide mentorship programs.