Mentorship.
Ontology highlight
ABSTRACT:
SUBMITTER: Platz J
PROVIDER: S-EPMC3835474 | biostudies-other | 2013 Dec
REPOSITORIES: biostudies-other
Similar Datasets
Project description: Not available
| S-EPMC10906028 | biostudies-literature
Project description:Mentorship programs are perceived as valuable, yet little is known about the effect of program design on mentoring effectiveness.We developed a program focused on mentoring relationship quality and evaluated how subsequent relationships compared to preexisting informal pairings.Faculty members were invited by e-mail to participate in a new mentoring program. Participants were asked to complete a biography, subsequently provided to second- and third-year internal medicine residents. Residents were instructed to contact available mentors, and ultimately designate a formal mentor. All faculty and residents were provided a half-day workshop training, written guidelines, and e-mails. Reminders were e-mailed and announced in conferences approximately monthly. Residents were surveyed at the end of the academic year.Thirty-seven faculty members completed the biography, and 70% (26 of 37) of residents responded to the survey. Of the resident respondents, 77% (20 of 26) chose a formal mentor. Of the remainder, most had a previous informal mentor. Overall, 96% (25 of 26) of the residents had identified a mentor of some kind compared to 50% (13 of 26) before the intervention (P?<?.001), and 70% (14 of 20) who chose formal mentors identified them as actual mentors. Similar numbers of residents described their mentors as invested in the mentorship, and there was no statistical difference in the number of times mentors and mentees met.Facilitated selection of formal mentors produced relationships similar to preexisting informal ones. This model may increase the prevalence of mentorship without decreasing quality.
| S-EPMC4507898 | biostudies-other
Project description:Einstein believed that mentors are especially influential in a protégé's intellectual development, yet the link between mentorship and protégé success remains a mystery. We marshaled genealogical data on nearly 40,000 scientists who published 1,167,518 papers in biomedicine, chemistry, math, or physics between 1960 and 2017 to investigate the relationship between mentorship and protégé achievement. In our data, we find groupings of mentors with similar records and reputations who attracted protégés of similar talents and expected levels of professional success. However, each grouping has an exception: One mentor has an additional hidden capability that can be mentored to their protégés. They display skill in creating and communicating prizewinning research. Because the mentor's ability for creating and communicating celebrated research existed before the prize's conferment, protégés of future prizewinning mentors can be uniquely exposed to mentorship for conducting celebrated research. Our models explain 34-44% of the variance in protégé success and reveals three main findings. First, mentorship strongly predicts protégé success across diverse disciplines. Mentorship is associated with a 2×-to-4× rise in a protégé's likelihood of prizewinning, National Academy of Science (NAS) induction, or superstardom relative to matched protégés. Second, mentorship is significantly associated with an increase in the probability of protégés pioneering their own research topics and being midcareer late bloomers. Third, contrary to conventional thought, protégés do not succeed most by following their mentors' research topics but by studying original topics and coauthoring no more than a small fraction of papers with their mentors.
| S-EPMC7322065 | biostudies-literature
Project description:The role of mentorship in protégé performance is a matter of importance to academic, business and governmental organizations. Although the benefits of mentorship for protégés, mentors and their organizations are apparent, the extent to which protégés mimic their mentors' career choices and acquire their mentorship skills is unclear. The importance of a science, technology, engineering and mathematics workforce to economic growth and the role of effective mentorship in maintaining a 'healthy' such workforce demand the study of the role of mentorship in academia. Here we investigate one aspect of mentor emulation by studying mentorship fecundity-the number of protégés a mentor trains-using data from the Mathematics Genealogy Project, which tracks the mentorship record of thousands of mathematicians over several centuries. We demonstrate that fecundity among academic mathematicians is correlated with other measures of academic success. We also find that the average fecundity of mentors remains stable over 60 years of recorded mentorship. We further discover three significant correlations in mentorship fecundity. First, mentors with low mentorship fecundities train protégés that go on to have mentorship fecundities 37% higher than expected. Second, in the first third of their careers, mentors with high fecundities train protégés that go on to have fecundities 29% higher than expected. Finally, in the last third of their careers, mentors with high fecundities train protégés that go on to have fecundities 31% lower than expected.
| S-EPMC6697046 | biostudies-literature
Project description: Not available
| S-EPMC8406889 | biostudies-literature
Project description:BACKGROUND:Mentoring of medical students remains a core pillar of medical education, yet the changing landscape of medicine has called for new and innovative mentoring models to guide students in professional development, career placement, and overall student well-being. The objective of this review is to identify and describe models of mentorship for US medical students. METHODS:We searched PubMed, PsycINFO, Education Resources Information Center, and Cochrane Databases of Systematic Reviews following PRISMA guidelines. We included original, English-language studies of any research design including descriptive studies that described a mentorship program at a US medical school designed for medical students. RESULTS:Our search yielded 3743 unique citations. Thirty articles met our inclusion criteria. There was significant diversity of the identified programs with regard to program objectives and size. The traditional dyad model of mentorship was the most frequently cited model, with a combination of models (dyad and group mentorship) cited as the second most common. Outcome measures of the programs were largely survey based, with satisfaction being the most measured outcome. Overall, satisfaction was highly rated throughout all the measured mentoring programs. Seven programs provided objective outcomes measures, including improved residency match data and increased scholarly productivity. The programs with objective outcomes measures were smaller, and 6/7 of them focused on a specific clinical area. Five of these programs relied on the traditional dyad model of mentorship. Cost and faculty time were the most frequently cited barriers to these programs. DISCUSSION:Our review demonstrates that mentoring programs for medical students can positively improve medical school satisfaction and career development. These results underscore the need for continued innovative mentoring programs to foster optimal student development in the setting of the increasingly competitive residency match process, growing expectations about student research productivity, and the national focus for overall student wellness.
| S-EPMC6848625 | biostudies-literature
Project description: Not available
| S-EPMC8188242 | biostudies-literature
Project description:As one of the six consortia funded through the NIH Fogarty International Center, the University of North Carolina at Chapel Hill, Johns Hopkins University, Morehouse School of Medicine, and Tulane University (UJMT) Fogarty Global Health Fellows Program provides postdoctoral trainees and doctoral students support and training for yearlong research attachments at selected low- and middle-income countries. To understand the current impact of this global health research training opportunity, the UJMT consortium conducted a crowdsourcing contest to gather creative messages to promote and improve the impact of the program in partnership with Social Entrepreneurship to Spur Health. Between January and March 2019, the contest received a total of 47 submissions from 14 countries; 44 were found eligible. After judging, 19 (41.2%) submissions received a mean score of 7 or higher. We examined both textual and descriptive submissions for emergent themes and identified a range of facilitators who can be used to further improve the training programs; examples include exceptional mentorship, acquisition of research skills, career development, personal development, and multisite training opportunities. In conclusion, the crowdsourcing mentorship contest demonstrated the feasibility and acceptability of leveraging existing research networks for community engagement and how useful information can be effectively collected to highlight the effectiveness of a program and expand the reach.
| S-EPMC7470547 | biostudies-literature
Project description:IntroductionMentoring has become a prevalent educational strategy in medical education, with various aims. Published reviews of mentoring report very little on group-based mentorship programs. The aim of this systematic review was to identify group-based mentorship programs for undergraduate medical students and describe their aims, structures, contents and program evaluations. Based on the findings of this review, the authors provide recommendations for the organization and assessment of such programs.MethodsA systematic review was conducted, according to PRISMA guidelines, and using the databases Ovid MEDLINE, EMBASE, PsycINFO and ERIC up to July 2019. Eight hundred abstracts were retrieved and 20 studies included. Quality assessment of the quantitative studies was done using the Medical Education Research Study Quality Instrument (MERSQI).ResultsThe 20 included studies describe 17 different group mentorship programs for undergraduate medical students in seven countries. The programs were differently structured and used a variety of methods to achieve aims related to professional development and evaluation approaches. Most of the studies used a single-group cross-sectional design conducted at a single institution. Despite the modest quality, the evaluation data are remarkably supportive of mentoring medical students in groups.DiscussionGroup mentoring holds great potential for undergraduate medical education. However, the scientific literature on this genre is sparse. The findings indicate that group mentorship programs benefit from being longitudinal and mandatory. Ideally, they should provide opportunities throughout undergraduate medical education for regular meetings where discussions and personal reflection occur in a supportive environment.
| S-EPMC7550430 | biostudies-literature
Project description:BackgroundBurnout can have negative consequences for providers' health and patient care. Mentorship has positive effects including stress mitigation. We sought to evaluate the impact of a mentorship program on burnout in fourth-year medical students during their 4-week emergency medicine subinternship.MethodsThis was a prospective, quasi-experimental, mixed-methods study at two institutions. We assessed burnout using the Maslach Burnout Inventory, comprising three subscales: Emotional Exhaustion (EE), Depersonalization (DP), and Personal Accomplishment (PA). We compared changes in burnout scores before and after implementation of a resident-student mentorship program. We compared categorical variables using risk ratios and continuous variables using Wilcoxon rank-sum test. To account for potential confounders, we performed multivariable analysis. Students and mentors completed an evaluative survey. We reported descriptive statistics and performed thematic qualitative analysis on free-response data.ResultsA total of 135 students (intervention = 51; control = 84) and 59 mentors participated. Intervention students demonstrated decreased EE and DP and increased PA scores, medians of -2 (-4 to 4), -1 (-3 to 2), and 1 (-1 to 4), respectively, compared to controls, median difference of 0 for all subscales. After adjusting for potential confounders, there was no significant difference in EE (mean difference = -0.2 [-0.5 to 0.2], p = 0.4) or DP scores (mean difference = -0.2 [-1.8 to 1.5], p = 0.9). There was a significant difference in PA scores (mean difference = 2.2 [0.1 to 4.3], p = 0.04). Most students felt the program positively impacted their rotation (39/48) and decreased stress (28/48). Students felt that the program provided career guidance and positively impacted their personal and professional development. The majority (34/37) of mentors enjoyed participating. Qualitative analysis revealed five major themes: relationship building, different perspective, knowledge sharing, personal fulfillment, and self-reflection.ConclusionWe found an increased sense of personal accomplishment after implementation of a mentorship program. Both mentors and mentees viewed the program positively and perceived multiple benefits.
| S-EPMC6637010 | biostudies-literature