Oh, the places you'll go! A qualitative study of resident career decisions in emergency medicine
Jaime JordanJack BuckanavageJonathan S. IlgenMichael GottliebLaura R. HopsonAdam JanickiMark CuratoAnne K. ChipmanSamuel Clarke
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Postresidency career choices are complex decisions that involve personal, professional, and financial preferences and may be influenced by training programs. It is unknown how residents navigate these decisions during emergency medicine (EM) residency. We explored EM residents' perspectives on career decision making and how residency programs can support career planning.Keywords:
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Preferences for the delivery of department-led mentorship programs are important to understanding and closing the gap between mentorship need and mentorship actualization. The objective of this paper is to, therefore, describe the perceived needs and barriers to mentorship in a postgraduate psychiatry program through separate mixed-methods surveys for psychiatry residents and health sciences faculty at a Canadian University. The surveys explored (1) the prevalence of mentorship, (2) barriers to adequate mentorship, and (3) program initiatives that could address these barriers. Qualitative responses were analyzed using an inductive analytic approach. The results of both surveys revealed that while psychiatry residents and faculty believed mentorship to be important for career success, fewer than half of residents (33%) or faculty (47%) reported receiving mentorship in the department. Residents and faculty ranked lack of exposure to mentorship, and lack of time as their top barrier to mentorship, respectively. The following components of a mentorship program were described as ideal: (1) the ability to choose one's own mentor, (2) training sessions for mentors, and (3) faculty mentoring webpage profiles to facilitate the matching of interests. Respondents suggested that mentoring program developers should foster a culture encouraging mentorship, seek mentors outside of regular program-related supervision, allow mentees to choose a mentor, and establishing structure, through aligning expectations and goal setting in mentoring relationships. There is a gap between desire for mentorship and actualization. Program developers in psychiatry medical education may choose to incorporate these findings to enhance mentorship.
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The purpose of this article is to review the concept and implications of mentorship. In this article, mentorship refers to the process by which a senior interacts one-to-one in a personal relationship with a less powerful and less experienced subordinate to develop the skills of the subordinate. Obstacles to mentorship and methods of fostering mentorship are discussed. By recognizing the importance of mentorship in professional development, by being sensitive to some of the common barriers to its implementation, and by taking forthright steps to encourage its use, a greater reliance on mentorship can be exercised to the benefit of our profession.
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In this article we empirically assess the benefits of mentorship across a diverse range of extrinsic and intrinsic career rewards. Using an integrated model, we investigate the ways in which characteristics of the organization, as well as characteristics of both protégés and mentors affect the outcomes of mentoring relationships. Our study includes two samples: new law school graduates and a more seasoned cohort of established lawyers. Our results reveal the unique contributions of career and psychosocial mentor functions to early and established careers, as well as the substantial rewards of informal and multiple mentors to the career paths of professionals.
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Abstract We study mentorship in scientific collaborations, where a junior scientist is supported by potentially multiple senior collaborators, without them necessarily having formal supervisory roles. We identify 3 million mentor–protégé pairs and survey a random sample, verifying that their relationship involved some form of mentorship. We find that mentorship quality predicts the scientific impact of the papers written by protégés post mentorship without their mentors. We also find that increasing the proportion of female mentors is associated not only with a reduction in post-mentorship impact of female protégés, but also a reduction in the gain of female mentors. While current diversity policies encourage same-gender mentorships to retain women in academia, our findings raise the possibility that opposite-gender mentorship may actually increase the impact of women who pursue a scientific career. These findings add a new perspective to the policy debate on how to best elevate the status of women in science.
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Background: The benefits of mentorship on residents are well established. The current state of mentorship in General Surgery (GS) residency programs in Canada is unknown. The objectives of this study were to obtain GS residents’ and program directors’ (PD) perspectives on resident mentorship.Study Design: An electronic survey was developed and distributed to all 601 GS residents in Canada. All 17 PDs were invited for telephone interviews.Results: A total of 179 of the 601 residents responded. Ninety-seven percent (n=173) felt mentorship was important. Only 67% (n=116) identified a mentor and only 53% (n=62) reported a mentorship program. Most who identified a mentor (n=87/110, 79%) were satisfied with the mentorship received. Significant variations in mentorship existed between demographic subgroups and mentorship program types. Overall, residents (n=121, 74%) favoured having a required mentorship program.A total of 11 out of 17 PDs participated in the telephone interviews. The majority of PDs (n=9, 82%) were satisfied with current resident mentorship but most acknowledged that barriers exist (n=8, 73%).Conclusion: GS programs in Canada should ensure they are providing equal opportunities for mentorship across demographic subgroups. Programs are encouraged to examine both their program’s and their residents’ needs as well as local barriers to improve mentorship.
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The personal and academic benefits of a mentorship program, the Mentor Connection, and its effects on career development were investigated. The results indicated that the program had significant personal, academic, and career-choice effects on participants. A program which includes both classroom and mentorship experiences should be an integral part of gifted programs, and there is a critical need for female mentors.
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Mentorship as an enrichment program as well as a promising educational method in the 21st century for the gifted students in science provides young scientists with opportunities to develop their abilities and attitudes regarding research. Kyungnam Institute of Gifted Education in Science (KIGES) has run mentorship program for five years. Many advantages of mentorship program for the science gifted students are reviewed including those of KIGES. A mentorship model for future student research programs is proposed as a way to facilitate the process of mentorship.
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ABSTRACT BACKGROUND: There are many barriers to pursuing a surgical career in South Africa, some of which are unique to females. Mentorship has been proposed as a solution to mitigate these barriers. The value of mentorship has not been formally assessed among South African general surgeons and trainees METHODS: The study was part of a larger study designed to assess barriers to pursuing a career in surgery, including the value of mentorship. A 15-item questionnaire was designed and distributed via the Research Electronic Database Capture from 1 February 2020-3 April 2020. Data were analysed using Stata 15 SE. All responses were anonymised RESULTS: One hundred and twenty-nine (13.5%) of 955 potential participants responded to the survey of which 26% (33/129) were female. Sixty-seven per cent of respondents were specialist surgeons (87/129). Seventy per cent (90/129) of participants reported having a role model in surgery, however, 66% (86/129) reported they had no mentor in surgery. 107/129 (83%) participants reported the importance of mentorship. The need for a formalised mentorship programme to facilitate surgical training was recorded by 60% (78/129) of participants, while 18% (23/129) reported the need for a mentorship group specifically for females CONCLUSION: Eighty-three per cent of participants reported the importance of mentorship however two-thirds lacked a mentor. Most participants advocated for a mentorship group to facilitate surgical training. Establishing formalised mentorship programmes could mitigate the barriers to pursuing a surgical career Keywords: surgery, training, barriers, mentorship
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