Mentorship Opportunities Research Articles

127 Advance RI-K Scholar Career Development Program: A one-year intensive program for developing early career faculty in an IDeA state

OBJECTIVES/GOALS: We developed a state-wide program to support early career faculty in preparing mentored career development awards, and connect them to resources, mentorship, and career development opportunities. We aimed to build self-efficacy along multiple axes, including research design and grantsmanship, and to facilitate networking with mentors and peers. METHODS/STUDY POPULATION: The program recruited four cohorts of faculty over the course of four years, for a total of 32 faculty participants (63% physician scientists). Participants were selected by a Steering Committee, and represented a variety of specialties from 19 departments across Brown University, University of Rhode Island, and affiliated hospitals. Participation required an institutional commitment of 20% minimum protected time to engage in research and a year-long curriculum that included biweekly didactic sessions, project development support, individual consultations, feedback on drafts, and internal study section review. Participants completed pre-, interim-, and final-assessments, which collected measures of self-efficacy, professional development needs, program satisfaction, and formative feedback. RESULTS/ANTICIPATED RESULTS: Over the first 3 years, 21 participants completed the program, 43% have received NIH or VA K/CDA awards so far, and 48% received other federal or non-federal awards. Over 25 faculty from across institutions participated in leadership and didactics, with even greater participation on mentorship teams, panels, and grant review. All cohorts showed improvements in measures of self-efficacy in grantsmanship and research and reported high satisfaction with program activities. Participants found individualized proposal feedback and internal study sections to be most valuable, and frequently cited the value of peer-learning opportunities. Challenges for scholars include mentorship challenges, competing priorities/protected time, and various external factors that impacted individual research progress. DISCUSSION/SIGNIFICANCE: The program has successfully supported cohorts of junior clinical and translational faculty from across the state in launching their independent research careers. The program may serve as a model for IDeA state inter-institutional collaboration in developing diverse faculty cohorts in the early stages of preparing their career development award.

Optimization of Resource Allocation of University Innovation and Entrepreneurship Education Based on Collaborative Filtering Algorithm

Entrepreneurship education resource allocation involves the strategic distribution of resources to support programs and initiatives aimed at fostering entrepreneurial skills and mindset among students. These resources can include funding, faculty support, curriculum development, mentorship opportunities, and access to networks and facilities. Effective resource allocation ensures that entrepreneurship education programs are adequately equipped to provide students with the knowledge, skills, and support needed to succeed as entrepreneurs. By prioritizing resource allocation to areas such as experiential learning, incubation spaces, and networking events, institutions can create a vibrant ecosystem that nurtures innovation and encourages entrepreneurial ventures. This paper presents an innovative approach to optimizing the resource allocation of university innovation and entrepreneurship education through the application of a collaborative filtering algorithm, enhanced by Flemingo Optimized Collaborative Filtering Classification (FOCFC). The study aims to address the challenge of efficiently allocating resources such as funding, mentorship, and infrastructure to support innovation and entrepreneurship initiatives within universities. Through simulated experiments and empirical validations, the effectiveness of the FOCFC-enhanced collaborative filtering algorithm is evaluated in recommending resource allocations tailored to the unique needs and preferences of students and entrepreneurial ventures. Results demonstrate significant improvements in accuracy and efficiency compared to traditional methods, with the FOCFC model achieving a precision rate of 95% in recommending resource allocations. Additionally, the model provides valuable insights into emerging trends and opportunities in the innovation and entrepreneurship ecosystem, enabling universities to adapt their resource allocation strategies proactively. These findings highlight the potential of collaborative filtering algorithms with FOCFC in optimizing resource allocation for university innovation and entrepreneurship education, fostering a supportive and conducive environment for entrepreneurial success.

Preservice teachers’ experiences navigating “adaptive learning” technology

ABSTRACT This hermeneutic-phenomenological study, following the work of van Manen, examines how kindergarten and elementary preservice teachers experienced practicum and student teaching in classrooms affected by the expansion of “adaptive learning” technology designed to assess children and personalize their learning. The researchers conducted in-depth, semi-structured interviews and collected personal drawings from 21 mainly White and female preservice teachers in the Appalachian region of the US. The findings provided preservice teachers’ descriptions of the effects of “adaptive learning” contexts with attention to three subgroups that emerged: children experiencing traumatic stress, working class students, and students labeled as “gifted.” The findings suggested that from the view of preservice teachers, “adaptive learning” technology had a complicated role in classroom learning since it did not only extract data from children but reconstituted relations in the classroom. Although adaptive learning was used in part to ease teacher recruitment and retention challenges, it tended to have a negative effect on preservice teachers’ opportunities for learning. To improve levels of pedagogical thoughtfulness and tact in “adaptive learning” classrooms, the data suggested that new considerations of communication, scheduling, and engaging dialogically with the “adaptive learning” tools are paramount to creating better opportunities for mentoring, learning, and growth.

Contributing factors for career goal advancement of pharmacy learners in the Black, Indigenous, and People of Color community.

To explore factors influencing career goals and goal attainment for pharmacy learners (eg, students, residents, fellows) who identify as part of the Black, Indigenous, and People of Color (BIPOC) community. In late 2021 and early 2022, US-based pharmacy learners were invited to participate in two focus groups. In the first focus group, participants were asked to reflect on career goal influences, barriers, and facilitators. In the second focus group, participants were asked to provide suggestions for educational institution and healthcare organization improvement to support career goal attainment for learners in the BIPOC community. Focus group transcripts were coded using both deductive and inductive coding and thematic analysis. Fifteen learners were included in the first focus group, and 10 learners were included in the second. The most common career goal motivators were self-efficacy factors. Barriers and facilitators were often closely related. The most common barriers were financial, lack of representation, and lack of support. Common facilitators included mentorship and informal networking opportunities. Participants suggested multiple strategies for educational institutions and healthcare organizations to support BIPOC learner success, including genuine investment, representation, financial support, improved access to professional development opportunities, partnering with other professional organizations, and prioritizing diversity, equity, and inclusion (DEI) initiatives. Institutions should prioritize effective, positive mentoring relationships and exposure to BIPOC professionals. Training programs and associations should consider improving financial support and lowering the cost of involvement to reduce barriers. All stakeholders should prioritize DEI in their organizational culture to promote career advancement of BIPOC learners and professionals.

The Impact of Faculty Gender on Resident Evaluations of Faculty Performance in Emergency Medicine.

Gender bias impacts the promotion and tenure of female emergency medicine (EM) physicians and limits their ability to advance in academic rank.Many factors influence the promotion and tenure process including research, evaluations, opportunities for leadership, sponsorship, and mentorship. The goal of this study is to determine if resident evaluations of EM faculty differ by faculty gender. A quantitative analysis was used to examine 14,613 teaching evaluations of faculty by residents at a single academic center (The Ohio State University Wexner Medical Center, Columbus) in the years 2017-2019.Anonymized ratings of male and female faculty on a five-point Likert scale were compared using Fischer's exact test and adjusting for multiple comparisons. Male faculty were more likely to hold the rank of Associate Professor or Professor. When taking both faculty gender and rank into account, male Clinical Instructors and Assistant Professors had significantly higher evaluation scores by residents in the domain of resident autonomy than their female counterparts. Regardless of gender or faculty rank, the majority of faculty received scores greater than four. A significant gender difference was found in resident evaluation scores of faculty in the domain ofresident autonomyat the level of Clinical Instructor and Assistant Professor.Resident autonomy refers to the degree of supervision by faculty which evolves over time and is primarily based on level of training.This is important as it demonstrates a gender difference in scores that could be used to determine faculty compensation and promotion. Evaluation tools used for promotion and tenure of academic faculty should be evaluated for implicit bias and appropriate statistical analysis.

Professional and career development needs of clinical pharmacists in settings outside academia

AbstractClinical pharmacists practicing in academia have access to resources and pathways for professional development that clinical pharmacists practicing outside of academia may lack. With timely concerns of premature attrition and burnout in the clinical pharmacy profession, it is critical that employers and professional organizations help meet the professional development needs of clinical pharmacists practicing in outside of academia. Implementation of career ladders, creation of hybrid leadership‐practice positions, achievement of operational excellence, cultivation of a positive culture, and development of optimal metrics may all help employers meet these needs. Professional organizations are called on to provide clinical pharmacists with a clear path for advancement within the organization to contribute to their ongoing professional development; this centers on the development of mentorship programs and opportunities to expand the professional portfolio of the clinical pharmacist practicing outside of academia. It is imperative that employers and professional organizations address the lack of existing career advancement and professional development opportunities to combat the premature attrition of clinical pharmacists from practice, improve the “life span” of the clinical pharmacist, and ultimately maintain the clinical pharmacy profession as a whole.

PARENT AND COMMUNITY INVOLVEMENT IN EDUCATION: STRENGTHENING PARTNERSHIPS FOR SOCIAL IMPROVEMENT

Parent and community involvement in education has garnered significant attention as a pivotal factor in enhancing educational outcomes and fostering social improvement. This review explores the multifaceted dynamics of such partnerships and their potential to positively impact the educational landscape. Through collaborative efforts between parents, communities, and educational institutions, a holistic approach towards addressing the diverse needs of students and society at large is promoted. Effective parent involvement encompasses various dimensions, including parental engagement in their children's academic journey, participation in school activities, and advocacy for educational equity. When parents are actively involved in their children's education, students tend to exhibit higher academic performance, improved attendance, and enhanced social-emotional development. Moreover, parental involvement cultivates a supportive home environment conducive to learning, thereby reinforcing the educational efforts undertaken in schools. Community engagement in education extends beyond parental involvement to encompass broader societal participation in educational endeavors. Local communities play a crucial role in supplementing educational resources, providing mentorship opportunities, and facilitating experiential learning initiatives. Collaborative partnerships between schools and communities enrich the educational experience by bridging the gap between classroom learning and real-world application, thereby nurturing well-rounded individuals equipped with the skills necessary for societal contribution. Furthermore, fostering strong partnerships between schools, parents, and communities serves as a catalyst for social improvement. By promoting inclusivity, diversity, and mutual respect, these partnerships contribute to the creation of cohesive and resilient communities. Through collective action, stakeholders can address systemic challenges, advocate for educational reforms, and promote equitable access to quality education for all individuals, irrespective of their socio-economic backgrounds. Parent and community involvement in education represents a cornerstone for social improvement, fostering collaborative efforts aimed at nurturing the next generation of global citizens equipped to navigate an ever-evolving world.
 Keywords: Education, Parent, Community Involvement, Partnership, Social Improvement, Review.

Advanced practice providers in infectious disease: Enhancing the infectious disease team of the future.

As the infectious disease (ID) workforce encounters increasing demand for services with fewer physicians entering the field, advanced practice providers (APPs) in infectious disease offer a unique ability to enhance high-quality patient care. However, little is known about their incorporation into ID, their utilization in immunocompromised settings, or their future use. This article reviews currently known data on APPs in ID including how some groups have used APPs and provides a framework for thoughtful, deliberate steps to incorporate APPs into the ID medical team, including transplant infectious disease. Highlighted specifically are education and mentorship opportunities with ideas for curriculum development and onboarding approaches. Strategic steps must be taken for APP inclusion as the medical landscape continues to change, patient complexity increases, and the ID team of the future takes shape.

National Association of Clinical Nurse Specialists Affiliate Support for Professional Growth of Clinical Nurse Specialist Students.

The purpose of this article was to describe how a National Association of Clinical Nurse Specialists affiliate partnered with a local university to engage clinical nurse specialist (CNS) students, enhance its mission and activities, and create succession planning opportunities, while providing mentorship and professional growth opportunities. Academic preparation of CNS students endeavors to instill professionalism. A 3-pronged partnership incorporating the inclusion of a student liaison on the board, presentation of student clinical work at the affiliate's annual conference, and development of a student scholarship was implemented. Membership in professional nursing organizations for a CNS student provides exposure and access to professional development resources, socialization to the role, rewarding networking opportunities with peers and colleagues, and leadership development. Anecdotal feedback demonstrated a better understanding of the CNS role, increased confidence, and enhanced knowledge on topics such as legislative advocacy as well as experiences of sharing clinical challenges with CNS colleagues. Partnership with the local university allowed the affiliate to maintain the influx of new CNSs, which sustains membership, nurtures the growth of new CNSs, and ensures the influx of new ideas. Furthermore, membership in professional nursing organizations is imperative to address the opportunities that exist in healthcare.

Analyzing the Current State and Visibility of Diversity, Equity, and Inclusion Initiatives at Urology Residency Programs

ObjectiveTo analyze AUA urology residency program websites to determine visibility of DEI initiatives. There is growing interest in diversity, equity, and inclusion (DEI) initiatives by urology applicants, and in recent years, urology programs have invested in efforts to promote DEI. MethodsAll ACGME-accredited urology residency program with a website were assessed. Military programs were excluded. A DEI Score Card was developed using published pillars of DEI, including five domains: departmental inclusion, pipeline growth, departmental education, community engagement, and faculty demographics. Program Doximity rank, address, and surrounding demographics were collected to determine predictors of investing in DEI. Results141 urology residency websites were included for analysis. Only 40.7% of programs referenced DEI on their webpage, and 21.4% offered funded mentorship opportunities. Department education and community engagement were the least popular initiatives. The Western, Northeastern, and North Central sections had the highest DEI total score with wide variation across domains. Mention of DEI was not associated with program’s county-level social vulnerability or percent minority but was associated with being a top 50 program (OR=4.0; 95% CI 1.8, 8.9; p=0.0007). DiscussionLess than half of academic urology programs' websites referenced DEI initiatives. Using a DEI score card, our study shows that investment in diversity, equity, and inclusion varies widely by AUA section, and greater investment is positively correlated with program rank. Our DEI score card serves as a tool that programs can use to assess their current DEI investment, identify areas for improvement, and ensure existing initiatives are visible to applicants.

The Impact of a Mobile App on Student-Alumni Communication and Engagement: A Case Study

Abstract: The purpose of this study was to examine the effects of a mobile application that connects college students and alumni on their communication, networking, and career development. The app was developed by a team of students as a novel idea to foster strong alumni relations and provide mentorship opportunities for current students. The study used a mixed-methods approach, combining quantitative data from surveys and qualitative data from interviews. The surveys were conducted before and after the app was launched, and the interviews were conducted after the app was used for three months. The results showed that the app was beneficial to both students and alumni, as it increased their frequency and quality of communication, enhanced their sense of belonging and community, and improved their skills and experiences. The paper discusses the implications, limitations, and recommendations of the study for future research and practice.

Entrepreneurial barriers in achieving sustainable business and cultivation of innovation: a resource-based view theory perspective

PurposeThe study aims to highlight the barriers faced by the entrepreneurs toward achieving sustainability in business and innovation cultivation by offering solutions for academicians, practitioners and policymakers. The study uses the resource-based view (RBV) theory to discuss how an organization’s resources and capabilities influence the competitive ambience and barriers faced by entrepreneurs.Design/methodology/approachThe present research uses grey-causal modelling (GSC) to analyse the barriers against successful entrepreneurship.FindingsThe research focuses on the usefulness of dynamic capabilities, managing and cooperating resources in the entrepreneurship setting. The paper highlights the importance of resource gathering and nurturing as a method to combat scarcity. This research further identifies that financial limitations, regulatory obstacles, challenges to sourcing qualified labour, poor infrastructure and technology, limited mentorship opportunities, lack of scalability, low initial cost barriers in product development and risk-averse attitudes are the major factors hindering entrepreneurs from obtaining sustainable business and innovation.Originality/valueThe contribution of this research to the literature is that it assesses RBV theory within the realm of entrepreneurship, providing a different perspective on resources and capabilities as well as the challenges faced by entrepreneurs. The systematic approach to the analysis and prioritization of various barriers is innovative, and it adds knowledge in this area.

The Effectiveness of Mentoring Programs on Empowering Women Entrepreneurs in Tanzania: A Case of Babati District Council

Purpose: Women entrepreneurs in Tanzania are making significant contributions to their local economies, driving innovation, and creating employment opportunities. However, they still face numerous challenges, including limited access to financing, inadequate business skills, and gender-based discrimination.To address these challenges and unlock the full potential of women entrepreneurs, mentorship programs have emerged as a powerful mechanism.
 Methodology: The study examined the effect of empowering women entrepreneurs through mentoring programs, a case study of Babati District Council. The study used mixed research approach and employed sequential explanatory research design. Descriptive and regression analysis were used to analyze the data and presented by tables and figures.
 Findings: The findings revealed the strong relationship between mentorship programs and women entrepreneurs' empowerment, as evidenced by a high R-squared value of 0.76. This means that approximately 76% of the variation in women entrepreneurs' empowerment can be explained by mentorship programs. The significant relationship between mentorship programs and women entrepreneurs' empowerment is further supported by a low p-value of 0.001, indicating that the observed relationship is unlikely to be due to chance.The study concluded mentorship programs have a significant impact on women entrepreneurs' empowerment.
 Unique Contribution to Theory, Practice and Policy: From the findings, it recommended fostering mentorship opportunities to support and uplift women in their entrepreneurial journeys. This study has contributed to the advancement of knowledge and practice in the field of mentoring programs for women entrepreneurs in Tanzania. The research has provided valuable insights and recommendations that can guide policymakers, practitioners, and researchers in their efforts to support women entrepreneurs. The study proposed a theoretical framework that elucidates the means by which mentoring programs can empower women entrepreneurs. It also identified crucial elements of effective mentoring programs, including regular meetings, clearly defined goals and expectations, active listening, and constructive feedback. Additionally, the study pushed for policies that foster an enabling environment for women entrepreneurs, including access to financing, education, and networking opportunities. Such policies can facilitate the growth and development of women-led enterprises.

Developing an Effective Environmental Laboratory Workforce

Key TakeawaysTalent acquisition and retention will be major industry challenges in the future, so water and wastewater utilities must focus on recruitment.When hiring, education and experience should be considered without one being exclusive of the other, while internal and external candidates bring different advantages to job positions.Programs for continuous improvement and professional development, including mentorship opportunities, are key to fostering a thriving workforce culture in environmental laboratories.

Evaluation eines internationalen Trainingsprogramms zum Mentoring von beginnenden Lehrkräften an benachteiligten Schulen

Mentoring can support beginning teachers with various challenges of their career start. At the same time, many beginning teachers have no or insufficient access to high-quality mentoring opportunities. The NEST (Novice Educator Support and Training) project implements a mentoring program in seven European education systems aimed at teachers in socially disadvantaged schools, seeking to ensure support by creating adaptivity to different school contexts and, in particular, to the needs of mentored teachers. In this article, we provide insight into the evaluation concept for the mentor training that is central to the project. Furthermore, we show how the project deals with the challenge of developing methods for an evaluation in the contexts of different educational systems together with local partners, which considers the perspectives of both mentors and teachers. We present the evaluation design and results on changing and assessing the practices of mentors from three contrasting education systems. Lastly, we discuss consequences for the project and its ongoing evaluation.

Fear of Sexual Harassment Accusations: A Hidden Barrier to Opposite-Gender Mentoring in Taiwan?

While legal protections against sexual harassment are crucial, their implementation could have unintended consequences. This study explores the potential downside of these protections-fear of false accusations-and its impact on cross-gender mentoring in Taiwanese workplaces. Drawing on social exchange theory, we investigate how fear of accusations might discourage valuable mentoring relationships between men and women. Through an intercept survey, we examined whether these concerns may lead to reduced mentoring opportunities for women, potentially hindering their career advancement. We proposed new constructs and analyzed the model using SmartPLS 4.1. Our findings reveal a complex dynamic: fear of accusations does appear to decrease cross-gender mentoring, raising concerns about its impact on women's career trajectories. However, the findings also suggest that men support sexual harassment laws, still believing these laws are needed. We discuss our model and its implications; additionally, we emphasize the need for strategies that balance legal protections while also fostering positive mentoring relationships.

The Impact on Peer Mentorship After Implementation of a Competency-Based Residency Curriculum in Canadian Radiation Oncology Training Programs

Peer mentorship provides professional and personal support between physicians with similar experiences and levels of training. While peer mentorship has shown to benefit academic success and professional growth, little data has examined contextual factors, such as curricular change, that may affect the quality of these relationships. This study aims to explore the impact of a new, nationwide radiation oncology (RO) residency curriculum, known as competence by design (CBD), on peer mentorship experiences between Canadian RO residents. A qualitative study, with a social constructivist approach, was conducted with 2 groups of Canadian RO residents. The first were those in the academic year before CBD implementation (non-CBD cohort), and the second were those in the inaugural year of CBD (CBD cohort). Semistructured 1-on-1 interviews were conducted to explore experiences of peer mentorship as it related to curriculum change. Interviews were transcribed and analyzed with deductive and inductive methods until data saturation. Between April and December 2021, 14 participants (6 non-CBD and 8 CBD residents) from 8 out of 10 eligible English-speaking RO training programs across Canada participated. Three major themes were identified: (1) the CBD cohort identified fewer opportunities for peer mentorship, with specific concerns regarding new evaluation processes and uncertainty about the later stages of training; (2) there was minimal impact on specialty-specific learning; and (3) peer mentorship thrived when occurring as spontaneous in-person interactions. Inaugural residents of a CBD curriculum perceived fewer opportunities for peer mentorship. There were specific concerns about new evaluative processes, though this did not affect specialty-specific learning. Peer mentorship was most impactful as informal and in-person interactions. Our findings suggest that unintended consequences of curriculum change may be mitigated by improving communication about new training objectives and increasing opportunities for informal interactions between residents.

Neuro-oncology access in Sub-Saharan Africa: A literature review of challenges and opportunities.

Ensuring equitable access to treatments and therapies in the constantly evolving field of neuro-oncology is an imperative global health issue. With its unique demographic, cultural, socioeconomic, and infrastructure characteristics, Sub-Saharan Africa faces distinct challenges. This literature review highlights specific barriers to neuro-oncology care in the region and explores potential opportunities for enhancing access. Predetermined keyword searches were employed to screen titles and abstracts using the Preferred Reporting Items for Systematic Reviews and Meta-Analyses framework. Inclusion criteria were studies published between January 1, 2003, and June 20, 2023, specifically addressing the capacity and challenges of neuro-oncology in the Sub-Saharan African region. The data sources queried were PubMed and Google Scholar. Systematic reviews and meta-analyses were deliberately excluded. All authors conducted independent screening and structured data extraction meticulously. Our paper identified multiple challenges that impede access to quality treatment for brain tumors. These include constrained resources, insufficient training of healthcare professionals, certain cultural beliefs, and a general lack of awareness about brain tumors, all contributing to delayed diagnosis and treatment. Furthermore, the lack of detailed data on the incidence and prevalence of primary central nervous system tumors impairs the accurate assessment of disease burden and precise identification of areas requiring improvement. However, we discovered that ongoing research, advocacy, enhanced training, mentorship, and collaborative efforts present valuable opportunities for substantial progress in neuro-oncology access. While we provide a glimpse of the current state, we hope these results will help stimulate dialogue and catalyze initiatives to surmount highlighted obstacles and improve neuro-oncology outcomes across Sub-Saharan Africa.

Does gender disparity exist in neurosurgery training? Evidence from a nationwide survey from Pakistan

ABSTRACT Gender disparities are prevalent in the neurosurgical field, particularly for female trainees, despite the growing demand for neurosurgeons. The situation is bleaker in low-and middle-income countries, where gender disparities among neurosurgical trainees have not been evaluated. We aimed to gauge the gender differences in opportunities and perceptions of neurosurgery training in Pakistan by comparing responses between males and females. A nationwide web-based survey was conducted in Pakistan, covering 22 College of Physicians and Surgeons of Pakistan (CPSP) accredited neurosurgery training programs. Convenience sampling was used with a pilot-tested questionnaire. Data analysis was performed using SPSS version 26. A total of 120 trainees participated in our survey. The mean age of the participants was 30.4 ± 4.1 years, with 29.2% females and 70.8% males. Concerns about gender equity were more among females (34.3%) than males (27.1%). Poor work-life balance was reported by more females (34.3%) than males (30.6%). Burnout due to working hours was strongly agreed by more females (54.3%) than males (35.3%). More females (40%) acknowledged sufficient mentorship opportunities versus males (25%). Female respondents (65.7%) worked 50–100 hours per week, less than males (69.4%). Satisfaction with surgical exposure was lower among females (2.9%) compared to males (18.8%). More females reported access to teaching courses (82.9% vs. 77.6% males) and neurosurgical conferences (85.7% vs. 80.0% males), cadaver workshops (17.1% vs. 12.9% males), morbidity and mortality meetings (88.6% vs. 82.4% males), case-based sessions (82.9% vs. 75.3% males), and radiology discussions (82.9% vs. 74.1% males). Our study highlights substantial gender gaps in neurosurgical training, concerns over working hours, burnout, mentorship, work-life balance, and gender equity. These findings underscore the necessity for interventions to rectify these disparities and foster gender equity in neurosurgical training.

Factors Influencing Career Choice of Allergy and Immunology Fellows-in-Training: A Work Group Report of the AAAAI Program Directors Assembly Executive Committee

As the burden of allergic and immunologic disease continues to increase, there is increased demand for a larger Allergy and Immunology (AI) subspecialty workforce. The field must prioritize the expansion of our workforce and the recruitment of exceptional and diverse trainees to ensure the vitality of the specialty. Although the AI fellowship match has traditionally been competitive, recent trends in fellowship applications have demonstrated fewer applicants per fellowship position. This trend has made recruitment a priority on the agenda of the national AI societies. To elucidate key factors influencing the decision to choose the field of AI by querying fellows-in-training. A survey was created and distributed yearly to fellows-in-training from 2017 to 2021 to identify factors influencing a career choice in AI. Approximately 59% of respondents rotated with AI in residency and 35% in both medical school and residency. Most respondents reported having a mentor in the field before fellowship, and many had their first exposures to AI during medical school (40%) or residency (32%). Most respondents decided to pursue AI during residency. The most common factors that influenced the decision to pursue AI were work/life balance, clinical aspects of the field, mentorship, and research opportunities. Our data suggest that the decision to pursue a career in AI often occurs during residency training and is motivated primarily by work/life balance, clinical aspects of the field, and clinician mentorship. Our survey results could provide guidance to AI training programs on strategies to recruit exceptional and diverse trainees.