Structured Mentoring Program Research Articles

Selecting the Next Class: The "Virtual Orthopaedic Rotation".

Introduction:When the COVID-19 pandemic forced the cancellation of visiting subinternships, we pivoted to create a virtual orthopaedic rotation (VOR). The purpose of this study was to assess the effect of the VOR on the residency selection process and determine the role of such a rotation in the future.Methods:A committee was convened to create a VOR to replace visiting orthopaedic rotations for medical students who are interested in pursuing a career in orthopaedic surgery. The VOR was reviewed and sanctioned by our medical school, but no academic credit was granted. We conducted three 3-week VOR sessions. During each session, virtual rotators participated in regularly scheduled educational conferences and attended an invitation-only daily conference in the evenings that was designed for a medical student audience. In addition, students were paired with faculty and resident mentors in a structured mentorship program. Students' orthopaedic knowledge was assessed using prerotation and postrotation tests.Results:From July to September 2020, 61 students from 37 distinct medical schools participated in the VOR. Notable improvements were observed in prerotation and postrotation orthopaedic knowledge test scores. In postrotation surveys, both students and faculty expressed high satisfaction with the curriculum but less certainty about how well they got to know each other. In the subsequent residency application cycle, 27.9% of the students who participated in the VOR were selected to interview, compared with 8.7% of the total application pool.Discussion:The VOR was a valuable substitute for in-person clinical rotations during the COVID-19 pandemic. Although not likely to be a replacement for conventional away rotations, the VOR is a possible adjunct to in-person clinical rotations in the future.

Mentorship in Undergraduate Biomedical Education: Identifying Student Opinions and Expectations.

ObjectiveTo evaluate undergraduate biomedical education student opinions and expectations on mentorship.MethodsA survey was administered to students enrolled in the undergraduate biology, neuroscience and nursing programs at a large public research-intensive university. The survey queried demographics, previous mentorship experiences, ideal qualities of mentors, benefits/value of mentorship and future plans for seeking mentorship. Survey responses were evaluated using either t-test comparisons or one-way ANOVA.ResultsThe majority of the respondents were female and were interested in pursuing professional schools (nursing and medicine). Survey results indicate high student interest in receiving mentoring, but few were active participants in a mentoring relationship. Respondents indicated either lack of knowledge or discomfort in identifying a mentor. While faculty mentors versus peer mentors were preferred, respondents indicated that mentoring by either faculty or peers would be of value. Survey results indicate that desired benefits of mentoring included guidance in future education and career decisions, networking and career advice.ConclusionThe major conclusions are that despite high student interest in being mentored, their participation in mentoring is very low. These finding are supportive of the development of structured mentoring programs to facilitate and enhance mentoring of undergraduate STEM students and aid in their academic career progression.

Characteristics contributing to graduation for university students with DSM-5 diagnoses after completion of a mentoring program

ABSTRACT Students with various Diagnostic and Statistical Manual of Mental Disorders, 5th edition (DSM-5) diagnoses have increasingly enrolled in colleges and universities. Although graduation rates are lower for this group, some students succeed, and mentoring programs are increasingly part of this success. The purpose of this article is to describe a university-based structured mentoring program and outline the quantitative and qualitative findings that promoted success for 30 students with various DSM-5 diagnoses who subsequently graduated from the university. Quantitative (retrospective and, one-group pretest/posttest) and qualitative designs (phenomenological) were used. Statistical significance was achieved for an increase in Grade Point Average (GPA). Qualitative themes promoting success in college included characteristics of the mentoring program, students’ internal characteristics, and external supports. This study contributes to the growing literature on the contributions of mentoring programs and students with DSM-5 diagnoses who benefit from them.

Lack of residents due to COVID-19 pandemic. Can a mentor\u2013mentee program during medical studies have a positive influence on the choice for specialist training in gynecology and obstetrics? A review of current literature and results of a national wide survey of medical students

ObjectiveThe COVID-19 pandemic restricting clinical practice and exacerbating the lack of medical staff. There is currently a lack of young residents who are deciding on further training in gynecology and obstetrics. Design: review and prospective, cross-sectional study. Setting: the aim of this study was to investigate if structured mentoring programs can counteract this deficiency. Population: medical students took part from Germany in the clinical phase.MethodsAn anonymous questionnaire was developed and distributed to students from January to October 2020. Epidemiological data, questions about mentoring experiences, necessity and their expected influence on career planning were collected and statistically evaluated. Main outcome measures: structured mentoring-programs can influence the choice of subject. In particular, men are still underrepresented. Research on the topic of mentoring during in the field of gynaecology and obstetrics is completely lacking.ResultsA representative number of 927 medical students took part in the survey. 22% (170/906) of the students had already participated in a mentoring program with a significantly higher proportion of men (69%; 117/170; p < 0.001). Of these, 94% (453/170) said this was helpful. 6% (55/906) wanted to pursue a career in gynecology and obstetrics. When asked about their appreciation for structured mentoring programs in gynecology and obstetrics, 95% (880/906) would participate and 94% agreed (871/906) that this could have an impact on their choice of specialist and career planning.ConclusionsAn active provision of mentoring programs and more content can be a way of counteracting the shortage of residents in gynecology and obstetrics.

The Effects of Work-life Conflict and Mentoring on Female Career Advancement

The purpose of this study is to investigate the effects of work-life conflict and mentorship on the career development of Universiti Teknologi Mara’s (UiTM) alumnae. Multiple regression analysis was used in this study to evaluate the connection between the independent and dependent variables. The study's target demographic consisted of female graduates from all UiTM branches. The findings revealed that work-life conflict and mentorship is significantly related to career advancement. It is recommended that higher education institutions increase curriculum activities geared particularly toward female students. Employers should have a structured mentorship program in place to prepare their female employees for positions in higher management. These initiatives may eventually assist firms in finding suitable female candidates for their boards of directors, thus allowing them to meet the Malaysian Securities Commission's requirement of 30% female directors

Insights Gained into the Use of Individual Development Plans as a Framework for Mentoring NIH Postbaccalaureate Research Education Program (PREP) Trainees.

This study examines the use of individual development plans (IDPs) in a structured mentoring program as an effective mechanism for reducing identity-related anxiety for underrepresented trainees and increasing their learner agency. Social cognitive theory served to provide the theoretical framework for our implementation of IDPs and our investigation of the effects of completing IDPs on trainees attaining academic goals and subsequent success in enrolling in competitive PhD programs. Results suggest that IDPs are also an effective tool that can allow faculty mentors to provide the social support necessary for trainees to persist in accomplishing their short- and long-term learning goals. Additionally, trainee self-agency, in the use of the IDP and mentoring, seemed to provide an alternative narrative to ability as a sole predictor of STEM achievement. We also found that IDPs helped foster social support networks, providing stability, predictability, and a sense of belonging. Specifically, IDPs helped foster the emotional and informational support necessary for trainees to persist, despite obstacles, as they strived to attain their learning goals.

Mentoring Underrepresented Students in Speech-Language Pathology: Effects of Didactic Training, Leadership Development, and Research Engagement.

The purpose of this study was to implement and track the outcomes of a yearlong, structured mentoring program aimed at enhancing the retention and success of underrepresented graduate and undergraduate students in speech-language pathology. Student participants were recruited following an open application process and based on meeting eligibility requirements and committing to program completion. The focus of this program was to provide didactic training on leadership development, culturally responsive practice, and research methods used in speech-language pathology. This program emphasized participant needs assessments and goal-setting, access to one-on-one and group mentoring by peers and professionals, and a culminating experience in which participant teams completed a supervised clinical research project or a community outreach and education project. Forty-six participants in three cohorts completed the yearlong program in three consecutive years. Positive outcomes included program completion, degree completion, student perceptions of program benefit, completion of innovative community-engaged and research projects, and dissemination of scholarly work. Our findings from implementing this program and tracking its outcomes have implications for using innovative, equity-minded, and evidence-based strategies for retaining and mentoring minoritized students in speech-language pathology.

Do mentoring programmes influence women’s careers in the health and medical research sector? A mixed-methods evaluation of Australia’s Franklin Women Mentoring Programme

ObjectivesIt is known that women are under-represented in senior positions within the health and medical research sector. The Franklin Women Mentoring Programme (Programme) is a professionally facilitated, cross-organisational initiative designed...

Building Research Capacity in HIV and Noncommunicable Diseases in Africa: A Mentorship and Leadership Workshop Report.

Introduction:Few structured mentoring programs target early-stage investigators in Africa, creating a gap in mentorship skills where HIV burden is greatest. We describe findings from a Nigeria-based workshop for early-career physician scientists to build mentoring and leadership capacity in HIV and noncommunicable disease research.Methods:Baseline surveys captured participant demographics, confidence in implementing mentoring competencies, and perceived importance of workshop training domains. The workshop included didactic presentations, small group activities, and interactive discussions. Daily surveys evaluated sessions, and postworkshop surveys solicited overall course impressions.Results:Of the 33 participants, most were male (n = 21, 63.6%) and from medicine, laboratory sciences, and surgical specialties. “Building mentees' confidence” and “setting mentees' research goals” were ranked as areas where participants most believed they needed training. Sessions were rated favorably across five areas. Greatest improvements in mean scores were for confidence in identifying personal temperament styles, describing mentoring and leadership theories/frameworks, and developing mentoring plans. Additional identified workshop strengths were content relevance, leadership case series, interactive nature, and collegial atmosphere. All respondents indicated learning something new/useful/helpful in each session. At 6-month postworkshop, most respondents (25 of 26, 96%) had replicated or plan to replicate parts of the workshop in their departments/institutions.Discussion:Effective mentoring training initiatives targeting future academic leaders have the potential to create skilled academicians who can impart mentoring skills and competencies to their mentees.

How to Promote Career Advancement and Gender Equity for Women in Gastroenterology: A Multifaceted Approach

How to Promote Career Advancement and Gender Equity for Women in Gastroenterology: A Multifaceted Approach

Insights on Entrepreneurship Education and Mentoring Programs

Many engineers are drawn to technologybased start-up ventures for professional and personal fulfillment. Success in entrepreneurship, however, is not easy. A survey conducted at the Indian Institute of Technology (IIT) Bombay of 326 start-up founders, aspiring entrepreneurs, mentors, and other stakeholders showed a critical need for training in business finance, design thinking, team management, and marketing and sales. Another survey of 28 start-ups founded by alumni of the Desai Sethi (DS) School of Entrepreneurship in Mumbai, India, highlighted the role of structured mentoring programs.

Do We Nurture Our Young? Qualitative Conceptual Analysis of Worst and Best Mentorship Experiences Among Neonatal Advanced Practice Providers.

There is increasing demand for neonatal advanced practice providers (APPs) and a shortage of neonatal nurse practitioners (NNPs). In many neonatal intensive care units, neonatal physician assistants are trained and hired, as well as new graduate NNPs. Neonatal APPs are utilized as mentors in a regional neonatology program in the Pacific Northwest. As part of a long-term goal to develop an educational program for neonatal APP mentors, an initial survey was administered. The purpose of this survey was to raise personal insight and identify themes about 51 neonatal APP mentors' recollections of one's own worst and best mentorship experiences. The design used in this content analysis of survey responses included a phenomenological, qualitative approach. The participants received an online survey consisting of 2 questions asking them to describe their worst and best mentorship experiences. The blinded results were analyzed via content analysis by 2 coinvestigators. Consistent themes about worst experiences include "Eat our young," "I am better than you," "Thrown under bus," and "Unwanted." Consistent themes about best experiences include "Validation," "Empowerment," "Positivity," and "Inclusion." Recommendations for successful neonatal APP mentorship based upon the recurrent themes include use of consistent, engaged, trained, and supported mentors, provision of on-time constructive feedback, avoidance of public criticism, private and public praise, focus on the learner, preparation for tasks, and semiautonomy, with adequate support. Absenteeism, recruitment, retention, and satisfaction data may be measured to determine whether structured mentorship programs are beneficial.

A structured mentorship program for medical college faculty on health research

BackgroundA paradigm shift is required in faculty development programs on research skills, from theory-driven to hands-on practical approach. The objective of this study was to develop and implement a structured mentorship model for training of medical faculties in research skills. MethodsAn interventional study using functional mentorship and experiential learning based on a research project was conducted over a period of one year through two prevalidated modules: protocol and manuscript writing. We included early and mid-career medical faculty as mentees (mentor:mentee ratio—1:2). Module 1 consisted of eight days of active learning and 25 days of refinement period—the end point being submission of research proposal to the ethics committee. Module 2 consisted of six days of active learning and 15 days of refinement period with the end point being manuscript submission to a peer-reviewed journal. Context, Input, Process and Product model of evaluation was used for this program. ResultsAll eight faculty who participated as mentees in this program completed the first module, developed protocols under this program and processed them through the ethics committee. Six of the eight participants of this original cohort attended the second module and five could submit their manuscript to a peer-reviewed journal within the stipulated date. Participants expressed improvement in their self-rating of research skills, satisfaction with the program and an overall favourable change in attitude towards research. ConclusionStructured mentorship program with the help of local mentors could enhance research skills of medical faculty.

Potential Mentoring Impacts on Oklahoma Induction-Year School-Based Agricultural Education Teachers: A Modified Delphi Study

Literature supports benefits of mentoring for induction-year school-based agricultural education (SBAE) teachers. Yet for the past 15 years, no structured mentoring program has been offered for Oklahoma SBAE induction-year teachers. This study sought to find consensus among an expert panel representing Oklahoma SBAE regarding the impact on induction-year SBAE teachers without a structured mentoring program. Panel members were asked to respond to three open-ended questions representing goals, outcomes, and impacts of a mentoring program. Sixty-two unique statements representing eight themes met consensus. Themes included building mentoring relationships, effective emotional management, effective SBAE program management, impact to the profession, student learning, teacher retention, introduction to school climate, and reinforcing effective teaching behaviors. Oklahoma SBAE induction-year teachers and programs are negatively impacted from the lack of a structured mentoring program. The planning, funding, and implementation of a mentoring program for Oklahoma SBAE induction-year teachers should be a focus of professional development.

Structured Mentorship and the Nursing Clinical Ladder.

The evidence-based practice (EBP) project's aim was to determine whether a short-term structured mentorship program led by a clinical nurse specialist increased work engagement among staff nurses within 8 to 10 weeks. The EBP project was implemented on 2 adult acute care inpatient units. Using Wagner's caring mentorship model, a mentorship program using the organization's clinical ladder criteria was established where nurses were able to participate and complete selected professional development activities based on personal interests and perceived strengths. The clinical nurse specialist provided guidance and advice based each participant's identified activity. Since the completion of the initial pilot, the organization has expanded the mentorship program to include mentorship of nursing leaders as well as staff on the clinical units. With this expansion, the organization has trained an additional 167 mentors and has a consistent 27% overall advancement of nurses on the clinical ladder. In addition, advanced practice registered nurses have implemented mentorship as part of their onboarding practice for advanced practice nursing. The EBP project demonstrated that a mentorship program using an established clinical ladder can increase elements of work engagement and satisfaction with the mentor and program among hospital nursing staff. Sustaining and expanding the program can facilitate with increased nursing job satisfaction and employee retention.

Mentorship in pediatric surgery: A need for structure?

IntroductionMentorship in surgical training is critical but differs greatly from the early apprenticeship model and often spans generations. This study evaluates the current state of and desire for structured mentorship in pediatric surgical training from the perspective of program directors (PDs) and trainees. MethodsA survey addressing demographics, presence of or desire for structured mentorship, and proposed mentoring topics was emailed to pediatric surgery PDs (n = 58) and trainees completing fellowship in 2018–2020 (n = 72). ResultsThe response rate was 38.5%. 50% of trainees were female versus 15% of PDs (p = 0.02). 19% of trainees reported having a structured mentorship program versus 26% of PDs (p = 0.72). The majority, 83%, of trainees felt a structured mentorship program is warranted versus 40% of PDs (p = 0.002).There were differing opinions between trainees and PDs regarding important components of a mentoring program. Trainees felt the following were more important: transition to practice, job negotiation, CV review, financial planning and performance review. PDs felt the following were more important: quality improvement projects and work/life balance. Both agreed academic development and job search were important. ConclusionsThe majority of pediatric surgery trainees desire structured mentorship programs; however, few institutions have them. Training programs and program directors warrant a response to this gap. Level of EvidenceIV

A course-based and formal structured mentoring programme with Chinese university students

ABSTRACT This paper reports the design, delivery, and evaluation of a mentoring programme which aimed to promote critical thinking and problem-solving skills in Chinese university students. Several new elements in this mentoring programme distinguish it from many previous such programmes within the context of higher education. These new elements include anchoring on a course which allowed junior year students to mentor senior year students, an equal emphasis on learning by both mentors and mentees, and the specific objectives promoting transferrable generic skills rather than discipline-specific knowledge. Evidence from quantitative and qualitative data analyses suggests that a mentoring programme of this kind can be implemented successfully with Chinese learners, provided that it is well structured. Our experience sheds new light on how this type of programme can be designed and implemented non-traditionally in higher education and will have a broader appeal to educators in higher education teaching learners with passive learning styles.

The utility of a structured mentorship program for enhancing competencies in global health.

The utility of a structured mentorship program for enhancing competencies in global health.

PERCEPTION AND IMPORTANCE OF MENTOR-MENTEE PROGRAMME IN INDIAN INSTITUTE OF TECHNOLOGY (IIT, JODHPUR) TO FIRST YEAR ENGINEERING STUDENT

Background: Mentoring is a crucial step for career success and there is lot of stress of different engineering courses in the new environment along with emotional immaturity and new challenges. A well-designed and structured mentoring programme for the budding engineers has been introduced at IIT. A specialized institutional support is required for an IIT student to facilitate success. To facilitate this high level of success for every student, the approach should be active and antecedent. Mentoring has always been an important part in an engineering students’ career. &#x0D; Material and methods: A mentorship programme was designed for engineering students (n-120) at the Indian Institute of Technology, Jodhpur. Two-day workshop was conducted to sensitize senior students of third semester (n-15) who volunteered to be dedicated mentors. After sensitization, 120 B.Tech first semester students were divided among these mentors by a lottery system. At the end of the mentorship programme, perception of mentors and mentees was done by content analysis of all the data collected by open ended and close ended questionnaire.&#x0D; Results: A total of 120 students and 15 mentors completed the feedback questionnaire. Mentors themselves consider this programme helpful in their self-improvement as role models, advisors or career counselors and in improving their communication skills and mentees were of the view that the programme helped them emotionally and academically.&#x0D; Conclusion: Mentor-mentee programme in IIT enhanced the engineering students professional and personal development and both mentors and mentees were extremely satisfied with this programme for career development.

A Faculty Development Model that Promotes Success of Early Career Faculty in Academic Medicine.

Medical school offices of faculty development aim to facilitate the academic growth of junior faculty by fostering independent research, enhancing teaching skills, and bolstering career opportunities. The Rush Research Mentoring Program aims to achieve this goal at Rush University medical center by offering a broad resource armamentarium and creating an environment that fosters productive relationships between mentees and mentors. This article describes the program's structure, evaluation, outcomes, and the university vision for its future. The program's contributions to the overall success of the University were measured by scholarly productivity, intramural and extramural funding, junior faculty retention, and mentee satisfaction with the program from its inception in 2006 until 2018. Over 12 years, mentees have collectively received 639 grants. Of the 130 mentees who have completed the 5-year program and transitioned to program alumni, 65% have been retained as faculty members, with 40% receiving promotions to associate professor and 5% to full professor. Mentees report frequent use of the available resources and high satisfaction with the program. We anticipate that structured mentoring programs with institutionally supported professional development activities and strategic mentor-mentee partnerships can be successfully adopted at similar academic medical centers.