Potential Mentors Research Articles

Graduate teaching assistants' beliefs and practices regarding mentoring in the context of an online introductory biology CURE: an exploratory study.

Course-based undergraduate research experiences (CUREs) have been identified as a promising approach to engage large numbers of students in discovery-based investigations in the biological sciences. As the prevalence of CUREs continues to increase nationwide, the role of graduate teaching assistants (TAs) in facilitating these courses has simultaneously grown. In addition to serving as instructors of CUREs, previous research suggests that educators-including TAs-must also adopt additional roles, including that of a mentor. However, few studies have explicitly examined CURE TAs' beliefs and practices regarding mentorship. To address this need, we conducted an exploratory, concurrent mixed methods study to better understand TAs' self-reported mentoring skills levels and their experiences acting as potential mentors in the context of an online introductory biology SEA-PHAGES CURE. Results indicate that TAs (N = 12) believed themselves most skilled in areas related to listening and communication, building rapport with students, and encouraging independence with respect to student research projects. Analysis of open-ended survey data further demonstrated that the overwhelming majority of TAs (n = 10) considered themselves to be mentors, citing a diversity of rationales reflective of both psychosocial and instrumental forms of mentoring support. Collectively, these outcomes contribute to a growing body of literature on the nature and level of involvement of TAs within CURE learning environments, particularly with respect to their posited role as mentors.

Medical students’ perceptions of mentorship in cardiothoracic surgery: A Thoracic Surgery Medical Student Association Nationwide Survey

ObjectiveThe study objective was to explore medical students' perceptions of mentorship in cardiothoracic surgery in the United States. MethodsA voluntary, anonymous electronic survey was distributed to medical students through the Thoracic Surgery Medical Student Association. The survey included 28 questions across 4 domains: demographic information, current mentorship status, goals and qualities sought in mentorship, and self-reported barriers to mentorship. ResultsThere were 60 respondents to the survey. A total of 60% identified themselves as male and 35% as White. A total of 75% of students reported having reached out to potential mentors without receiving a response. Lack of access to a cardiothoracic surgery program/mentorship program (37%) or cardiothoracic surgery interest group at one's institution (42%) was the most frequent barrier to mentorship. Overall, 32% reported not having any mentors in cardiothoracic surgery. Students without mentors were more likely to report the lack of cardiothoracic surgery interest groups (53% vs 29%, P = .04). Female students were more likely to prefer a female mentor (48% vs 3%; P < .001). Female and non-White students reported the lack of a relatable mentor more frequently than counterparts. Empathy and commitment/attentiveness emerged as highly valued, with 54% (n = 32) rating them as “most important.” ConclusionsThere is a critical need to optimize the outreach of current mentorship programs for medical students, especially for those without access to cardiothoracic surgery departments. National organizations such as the Thoracic Surgery Medical Student Association can advocate for increased mentorship accessibility and the development of structured mentorship programs. Additionally, efforts should be made to attract more surgeons to serve as mentors and emphasize proactive engagement from students.

The need and acceptability of a youth mental health mentoring model to supplement adolescent outpatient mental health services

Youth mental health challenges in the United States continue to escalate at an alarming rate. To address this crisis, there is an urgent need to develop innovative strategies for delivering effective mental health care to youth. The aim of this study was to assess the need and acceptability of a youth mental health mentoring model for adolescents engaged in outpatient mental health services. Participants included adolescents currently engaged in outpatient mental health services (n = 3, 14–17 years old; 66 % Black; 100 % cisgender boys), parents/guardians of adolescents currently engaged in mental health services (n = 4; 50 % Black; 100 % cisgender women), clinicians who provide adolescent mental health services in an outpatient setting (n = 5; 100 % White cisgender women), and potential paraprofessional mental health mentors recruited from a large land-grant University (n = 5; 40 % White; 60 % cisgender women). All participants were recruited from an urban setting in the midwestern United States. Data collection occurred remotely. Following protocols that were approved by an Institutional Review Board, participant groups were provided an overview of the proposed model and asked a series of open-ended questions in four separate focus groups to gauge the perceived need and acceptability of this type of program model. Thematic data analysis was used to analyze data. Across participant groups, results indicated a clear need for supplemental mental health services and high acceptability of the proposed youth mental health mentoring model. Participants offered specific recommendations for model development, especially related to mentor selection, training and supervision.

The Impact of Role Models and Mentors on the Mental and Physical Wellbeing of Sexual and Gender Minorities

Sexual and gender minorities (SGMs) experience a higher mental health burden compared to their cisgender, heterosexual counterparts. Role models and mentors are important for wellbeing and development; however, little evidence exists exploring their impact on SGM people. This systematic scoping review identifies their association with mental and physical wellbeing. Eight databases (Medline, Embase, Cochrane CENTRAL, ERIC, Science Citation Index, Scopus, EPub and PsychInfo) were searched for eligible publications from 2000 to 2022. Two researchers identified studies, extracted data, completed quality appraisals using CASP checklists, and grouped data into outcomes relating to role model impact. From 501 citations, 12 studies (n = 1468 SGM people aged 15–63 years) were included. Positive role models and mentors encouraged identity acceptance through destigmatisation and positive affirmation, increased SGMs’ psychological wellbeing through improved psychological safety and self-confidence and improved their sexual health knowledge. Potential role models and mentors displaying negative behaviours could cause stigmatisation, as well as reduce identity acceptance and psychological safety. Information regarding the perceived influence of role models and mentors on substance abuse and other physical health outcomes was limited. SGMs report greater benefits from relationships with others of shared minority status, providing incentives to match mentees with role models and mentors who share or empathise with their experiences of marginalization.

Entrepreneurs’ Evaluations of Mentors: The Role of Value Similarities and Mentors’ Experiences

Focusing on a specific form of entrepreneurship education, entrepreneurial mentoring, we take a relational mentoring perspective and develop a model of entrepreneurs’ assessments of potential mentors. We theorize that if mentees perceive their business-related values to be similar to a potential mentor’s values, they are more likely to choose this mentor, and that this relationship is moderated by different types of the potential mentor’s experiences (i.e., entrepreneurial experience, industry experience, and mentoring experience). We test our hypotheses using a metric conjoint experiment and 2,240 assessments of potential mentors by 140 entrepreneurs. Our findings reveal that mentees' perception of business-related value similarity with a potential mentor increases the likelihood of choosing this mentor. Further, higher levels of mentors’ experiences strengthen this relationship. We discuss the implications of our study for research on entrepreneurial mentoring and relational learning in the entrepreneurial context, and we provide practical insights on how the matching process in mentoring programs may be facilitated.

Unlocking the power of virtual networking for early-career researchers.

Many successful researchers in the biomedical sciences have benefitted from mentors and networks earlier in their career. However, early-career researchers from minoritized and underrepresented groups do not have the same access to potential mentors and networks as many of their peers. In this article we describe how 'cold emails' and social media platforms - notably Twitter/X and LinkedIn - can be used to build virtual networks, and stress the need to invest in maintaining networks once they have been established.

Campus-Based Autism Spectrum Disorder Support Programs: Predictors of College Students’ Intentions to Participate

Peer mentors play a crucial role in campus-based living and support programs that assist autistic students in their transition to U.S. colleges. However, limited research has examined the characteristics of potential peer mentors and incentives that may be necessary to staff such programs. The present study evaluated the relationship between the characteristics of college students and their intention to participate in an autism spectrum disorder-specific living and support program. Undergraduate students ( N = 210; 83% females, Mage = 18.9 years, SD = 1.2) completed questionnaires assessing personality characteristics, acceptance of individuals with disabilities, and intrinsic and extrinsic motives for potential participation. Results suggest that participants would be highly motivated to participate if course credit toward their major or monetary incentives were offered. In addition, a history of contact with autistic individuals and agreeableness emerged as the most robust predictors of students’ intention to participate. Findings from this study may improve inclusivity on college campuses.

Geomapping of pediatric dermatologists: A tool to promote diversity and equity in dermatology.

There is a lack of racial and ethnic diversity across the field of dermatology, including the subspecialty of pediatric dermatology. Residency programs are improving recruitment and mentorship of medical students who identify with racial or ethnic minority communities (underrepresented in medicine [URiM]) to dermatology overall, a goal similarly held by our subspecialty. The objectives of this study were to create an online mapping tool to visually centralize the list of 142 dermatology residency programs, 105 with practicing pediatric dermatologists on faculty and 51 that offer financial scholarships for URiM visiting medical students completing away rotations. With this tool, we hope that prospective students may not only identify potential pediatric dermatology mentors for virtual and in-person activities, but that they may also build connections with and increase their chance of matching at prospective residency programs with demonstrable commitment to diversity, equity, and inclusion.

Match Date-to-Start Date: Engaging Fellows Pre-Training

Background: The accelerating pace of progress in hematology and medical oncology is stressing an already packed curriculum. Finding time for innovative curriculum-design or to improve current curricula is challenging. We found no data in the literature about using the pre-training Match Date-to-Start Date period effectively for any educational activities of fellowship training in any discipline in the USA. Our aim was to target fellows matched to our program and see if the six months from Match Date-to-Start Date could be meaningfully utilized without interfering with their pre-training workload and activities. Method: Within four weeks following their match date, the four incoming fellows received a questionnaire. The questionnaire targeted six key research variables, encompassing their field of interest, preferred type of research, desired mentorship, self-assessment of current skills, and the amount of time they were willing to dedicate per week to any fellowship program-related recommended reading until the official start date of July 1. We sent each fellow one email each week with one or two PDFs as educational material. Each fellow received a list of potential mentors with mentor-CVs and information about each mentor's area of focus. Each fellow could choose up to two mentors to interview with. Using their responses as a guide, we arranged 30-minute video meetings between the fellows and their choice of potential mentors. Prior to the start-date, we administered a questionnaire to evaluate the effectiveness and impact of this process. Results: A total of 4 fellows were given a questionnaire post-match to gather their interests, skill set and time willing to dedicate to research. The responses were received in less than 24 hours (table 1). 2/4 chose to focus their research and scholarly activities in medical oncology/solid tumors and the other two chose to focus on malignant hematology. ¾ did not have a chosen mentor already. For their self-reported skills, 75% felt confident in abstract writing and poster presentation while only 50% felt confident in manuscript and grant writing skills. All 4 of them were willing to Commit 1-3 hours match date to start date on items related to research and scholarly activity. By April, each of the four fellows had been successfully paired with a mentor of their choice. At the end of the study period, the pre-start-date questionnaire demonstrated that all 4 fellows strongly agreed that that this Match Date-to-Start Date program was helpful, was not disruptive, and liked the process of choosing their mentor prior to starting their training. Conclusion: This program was designed as a pioneering initiative to optimize the time between the match date and the start date of fellowship training for incoming hematology oncology fellows. Its primary objectives were met: to facilitate a seamless transition for fellows, providing them with valuable opportunities to connect with mentors who share their research interests, enabling them to make informed choices. Additionally, we have implemented a semi-annual follow-up system to document the progress, challenges faced, and gather feedback on how to enhance and refine the program.

Intergenerational perceptions about climate change in Australia

ABSTRACT This study explores the perceptions of 250 Australian residents regarding the roles and contributions of different generations towards climate change impact and climate action. Data were collected via an online survey and analysed using a content analysis approach. Findings suggest that younger generations were perceived as leaders and advocates of climate action, and middle and older generations as potential collaborators and mentors. Additionally, climate action was viewed as a mainly intergenerational and intersectoral effort. The findings indicate the prevalence of intergenerational conflict and highlight the need for intergenerational solidarity and cooperation.

Development of the "SINEMA STARTUP" application for an ecosystem of startup idea creators using the SDLC and Lean Startup methods

Indonesia is a country with a dense population and among them are young people who have the potential to open new jobs. Many university graduates cannot be absorbed by the industry and they have to develop new businesses. The Central Statistics Agency (BPS) reported that the number of unemployed for the August 2020 period increased by 2.67 million people. The number of startups is growing and growing in Indonesia, but the main problems for startups are in the capital, human resources, customers, laws and regulations, and market segments. This research aims to develop the "Sinema Startup" application which aims to create and develop new startups in the right ecosystem. The research methodology uses a combination of SDLC (System Development Life Cycle) and Lean Startup methods with an Object Oriented approach. Respondents are potential startup creators, mentors, developers, testers, incubators, and investors. 1. Based on the results of User Acceptance Testing for the “Sinema Startup” Application, it was found that 93% of creators had no difficulty using the application and the remaining 7% had little difficulty. For mentors, 97% had no difficulty using the application and the remaining 3% had little difficulty. The limitations of this study are that not all stages of seeding, incubation, stocking, and publication can be carried out and the results monitored. The uniqueness of this research involves many users for testing, namely prospective startup creators, mentors, developers, testers, incubators, investors, students, and students. Testing this application requires a testing process that goes along with the growth of the Sinema Startup application.

The 38th Annual Meeting of the Academy of Surgical Research: Summary of Presentations, Labs, and Workshops, Focusing on Experimental Surgery, La Jolla, CA, USA, 14–16 September 2022

The 38th Annual Meeting of the Academy of Surgical Research took place in La Jolla, CA, USA, on 14–16 September 2022. For more than 40 years, the Academy has promoted the advancement of professional and academic standards in education and research in the arts and sciences of experimental surgery. The diverse membership includes technicians, veterinarians, medical doctors, and biomedical researchers from industry, academia, and complementary disciplines supporting discovery and translational research. At the annual meeting, this experimental surgery community shared the latest in research and surgical techniques, along with professional development that included cutting-edge lectures, hands-on training, and qualification exams for certifications. Over 130 participants from 26 different states and 3 countries were in attendance for the scientific program and social events. Two scientific tracks featuring three keynotes were presented together with a poster session. Participants could practice hands-on surgical techniques in dry and wet labs that ranged from applied surgical anesthesia to minimally invasive surgical skills, followed by in-depth discussion roundtables focused on improving study design and best practices in anesthesia and analgesia. The social program provided participants the opportunity to connect in person with potential mentors and collaborators. We present the highlights from this meeting in this report, together with selected abstracts that illustrate the diverse scientific expertise of the Academy and promising new surgical research.

Capacity building through comprehensive implementation research training and mentorship: an approach for translating knowledge into practice

BackgroundImplementation research (IR) is increasingly gaining popularity as the act of carrying an intention into effect. It is thus an important approach to addressing individual practices, policies, programmes and other technologies to solving public health problems. Low- and middle-income countries (LMICs) continue to experience public health problems which could be addressed using implementation research. These countries however fall behind prioritizing implementation research due to the disorganized approach used to providing knowledge about the value and scope of implementation research. This paper seeks to explain steps taken to resolve this by capacity strengthening activities through a comprehensive implementation research training and mentorship programme which was informed by needs assessment.MethodsThe roll-out of the comprehensive implementation research training and mentorship was done in phases, including engaging the implementation research community through TDR Global, competency building for programme officers and ethical review board/committee members, and practical guidance to develop an implementation research proposal. The Bloom taxonomy guided the training whilst the Kirkpatrick Model was used for the evaluation of the effectiveness of the capacity building.ResultsThe findings identified critical areas of mentors and how mentorship should be structured and the most effective ways of delivering mentorship. These findings were used to develop a mentorship guide in IR. The mentorship guidance is to be used as a check-tool for mentoring participants during trainings as part of the package of resources in implementation research. It is also to be used in equipping review board members with knowledge on ethical issues in implementation research.ConclusionThe approach for providing comprehensive implementation research training and mentorship for programme personnel has provided an opportunity for both potential mentors and mentees to make inputs into developing a mentorship guidance for LMICs. This guidance would help address mentorship initiation and implementation challenges in IR.

Building Resident Quality Improvement Knowledge and Engagement Through a Longitudinal, Mentored, and Experiential Learning-Based Quality Improvement Curriculum.

Quality improvement (QI) training is an essential component of resident medical education and a part of the ACGME core competencies. We present our residency's evidence-based QI curriculum, which outlines key components identified in the literature for successful QI education. Our curriculum included a mandatory five-part longitudinal educational series during ambulatory education sessions for second-year residents. Modeled after the Institute for Healthcare Improvement model for improvement and taught by a chief resident, our curriculum introduced residents to key QI concepts through case-based, just-in-time didactics and applied experiential learning via concurrent resident-led longitudinal QI projects. Residents received structured, multilayer mentorship from a faculty mentor in their field of interest and the chief resident of quality and patient safety. Their work-in-progress projects were presented to faculty QI experts and institutional leadership for additional feedback and mentorship. Since 2016, a total of 234 internal medicine residents have completed our QI curriculum and developed 67 QI projects, which have been presented at various local, regional, and national conferences. In the 2 most recent academic years, Quality Improvement Knowledge Application Tool Revised (QIKAT-R) scores significantly increased from 4.6 precurriculum to 6.3 postcurriculum (p < .001). A longitudinal, experiential, and mentored QI curriculum teaches residents QI skill sets through incorporating mechanisms associated with successful educational initiatives and adult learning theory. Our QIKAT-R results and project output show that our curriculum is associated with improved trainee QI knowledge and systems-level improvements.

Reimagining Gastroenterology Fellowship Training: The Third Year of the Future

Reimagining Gastroenterology Fellowship Training: The Third Year of the Future

Now is the time to act on nutrition in medical education.

Now is the time to act on nutrition in medical education.

Meet-and-Greet Program for Residents: A Novel Strategy to Encourage Future Nephrologists.

Dear Editor, Over the past decade, utilization of social media platforms has noticeably increased. Within the nephrology community, this trend has led to a natural and an ongoing rise in the number of people who are keen on using these platforms for educational and professional advancement.[1] Aside from providing educational content, social media sites are also being used by various residency programs to establish their online presence and recruit potential applicants.[2,3] The 52nd annual national conference of the Indian Society of Nephrology (ISNCON22) was conducted in Pune, Maharashtra, India, from December 1 to December 4, 2022. A dedicated social media team was formed by the Indian Society of Nephrology for ISNCON22. We adopted a novel strategy to engage with more residents and young nephrologists by organizing a meet-and-greet program for them. This program was successfully conducted and generated a warm response from residents and faculties. We hereby share our observations on the importance of such programs and their relevance. [Figure 1].Figure 1: Benefits of the meet-and-greet program for residents Knowledge sharing: Residents discussed their experiences and challenges in their respective zones. This helped them learn from each other and find solutions to issues they face at work. Networking: The program provided an opportunity for residents to meet and network with other budding nephrologists in different zones. They exchanged ideas, learnt about new research and findings, and built professional relationships. Exposure: Attending the meet-and-greet program helped residents to gain exposure and recognition. This can be helpful when seeking job opportunities or applying for fellowships and grants. Career growth: The program helped residents to learn about career opportunities and potential mentors. They can network with senior professionals who can offer guidance and advice on how to navigate their careers. We hope that this novel ritual of meet-and-greet for nephrology residents will also carry on in future conferences. Financial support and sponsorship Nil. Conflicts of interest There are no conflicts of interest.

It all depends: Reflections on the art of mentoring PhD students in public affairs

ABSTRACT Systematically examining the mentoring process for PhD students’ needs to recognize that it has characteristics of unit/small batch production and relies heavily on the coproduction of the PhD student. This article examines one mentor’s experiences with 80+ PhD students over an extended period of time using these conceptual lenses. Three general principles or “mind-sets” that serve as an overall guide to the process. First, mentors need to take cognizance of their strengths and weaknesses as scholars and potential mentors. Second, mentors need to recognize that students vary in skills, personality and responsiveness; and these factors need to be considered in successful mentor relationships. Third, humility is valuable since not everything will work every time. Mentoring is a process where adjustments need to be continually made as the student, the mentor, and their relationship evolves. Ten specific tools are discussed in relation to these mind-sets.

Perceptions and Aspirations Toward Peer Mentoring in Social Media-Based Electronic Cigarette Cessation Interventions for Adolescents and Young Adults: Focus Group Study.

Social media offer a promising channel to deliver e-cigarette cessation interventions to adolescents and young adults (AYAs); however, interventions delivered on social media face challenges of low participant retention and decreased engagement over time. Peer mentoring has the potential to ameliorate these challenges. The aim of this study was to understand, from both the mentee and potential mentor perspective, the needs, expectations, and concerns of AYAs regarding peer mentoring to inform the development of social media-based peer mentoring interventions for e-cigarette cessation among AYAs. Seven focus groups, including four mentee groups and three potential mentor groups, were conducted with 26 AYAs who had prior experience with e-cigarette use and attempts to quit in the context of a social media-based e-cigarette cessation intervention. Discussion focused on preferred characteristics of peer mentors, expectations about peer mentoring, mentoring mode, mentor training, incentives for peer mentors, preferred social media platforms for intervention delivery, supervision, and concerns. Focus group transcripts were coded and analyzed using a thematic analysis approach. Overall, participants were receptive to peer mentoring in social media-based cessation interventions and believed they could be helpful in assisting e-cigarette cessation. Participants identified the most important characteristics of peer mentors to be of similar age and to be abstinent from e-cigarette use. Participants expected peer mentors would share personal experiences, provide emotional support, and send check-ins and reminders. Peer mentors supporting a group of mentees in combination with one-on-one mentoring as needed was the preferred mentoring mode. A group of 10 mentees with a mentor:mentee ratio of 1:3-5 was deemed acceptable for most participants. Participants expressed that mentor training should include emotional intelligence, communication skills, and the scientific evidence about e-cigarettes. Although monetary incentives were not the main motivating factor for being a peer mentor, they were viewed as a good way to compensate mentors' time. Instagram was considered an appropriate social media platform to deliver a peer-mentored intervention due to its functionality. Participants did not express many privacy concerns about social media-based peer mentoring, but mentioned that boundaries and community agreements should be set to keep relationships professional. This study reflects the needs and preferences of young people for a peer mentoring intervention to complement a social media program to support e-cigarette cessation. The next step will be to establish the feasibility, acceptability, and preliminary efficacy of such a peer mentoring program.

Implementing pathways to anesthesiology: Promoting diversity, equity, inclusion, and success.

Implementing pathways to anesthesiology: Promoting diversity, equity, inclusion, and success.