Mentoring Networks in Academic Medicine: A Longitudinal Exploration.

The importance of ethnic and gender representation in academic medicine is of paramount importance. While mentoring effectively attracts and retains underrepresented individuals, scientists from underrepresented groups face barriers to high-quality mentorship. The developmental network model by Higgins and Kram suggests that a variety of people with unique knowledge, connections, and resources can help propel an individual's career and personal growth. This study experimentally tested the outcomes of a workshop series and mentorship program to assist early-career biomedical investigators from predominantly minority institutions establish and maintain developmental networks. This study provides preliminary insights into the characteristics of these developmental networks for investigators with different funding goals and how these networks evolve, potentially impacting career trajectories.

Design and Implementation of a Mentorship Education Program at Xavier University of Louisiana: Impact and Lessons Learned.

Historically Black Colleges and Universities (HBCUs), such as Xavier University of Louisiana (Xavier), have strong cultures of mentoring underrepresented students. We report on the design and implementation of the Preparing Mentors and Advisors at Xavier (P-MAX) Program, a mentor-training program at an HBCU. Over half of the full-time Xavier faculty members have participated in at least one P-MAX event over the life of the Program, with about 60% completing the 8-hour foundational workshop. Pre/post program self-assessments indicate that mentors report significant increases in both their mentoring skills and confidence. Recommendations to consider when designing and implementing a mentor training program are provided. These range from being thoughtful about who delivers the mentoring lessons to paying close attention to the specific audience and institutional culture.

Perceptions in Mentorship: The Mentor-Mentee Competency Discrepancy.

This study evaluated faculty mentoring competencies of 94 mentor-mentee pairs across institutions using the Mentoring Competency Assessment (MCA-21). Results indicated consistent mentor self-assessments and mentee evaluations of mentors across sites, with no significant association of gender or race/ethnicity on competency scoring. Mentees rated mentors higher than mentor's self-assessments. The greatest self-assessment disparities were within the female clinical educator and female assistant professor mentor groups - they rated their competency lower than the male tenure track and male professor groups, identifying the influence of mentors' gender, rank, and track on self-assessment of their mentoring competency. Results highlight the subjective elements inherent in mentor competency evaluations. Additional multi-site, longitudinal studies of the mentor-mentee dyad could identify precise training needs to enhance mentoring.

Measuring Faculty Mentoring Competency: Establishing the Validity of a Short Form.

This paper describes the procedures for evaluating the psychometric properties of the 26-item Mentoring Competency Assessment (MCA) scale and developing short-forms to measure faculty mentoring outcomes for the NIH-funded Building Infrastructure Leading to Diversity (BUILD) Initiative and National Research Mentoring Network (NRMN). Analyses were conducted using responses to the MCA scale from NRMN mentors and faculty across 11 BUILD institutions in the 2017-18 academic year. After performing extensive item factor analyses and taking the MCA sub-constructs into analytical consideration, we created an 8-item short form and a 14-item short form. Analyses indicate that both short forms nearly equivalently measure faculty mentoring competency and are more feasible to implement in future studies, compared to the original, longer scale.

Developing implant mentoring programmes: breaking down the components.

Mentoring has been identified as a key component of training in implant dentistry. However there has been little guidance about how this should take place, the expected outcomes, who should be providing mentoring, and the processes involved. Dentists are required to ensure they are appropriately trained, competent and confident when undertaking clinical tasks. Mentoring will play a key role in giving assurance that these are in place. This article, which is partly based on the College of General Dentistry publication Mentoring in Implant Dentistry: Good Practice Guidelines, provides background and context to the role of mentoring in implant dentistry training programmes. Key components of structured mentoring programmes are described to assist mentors, mentees, and implant education providers.

Developing a Career-Focused, Diverse Mentoring Program for Underrepresented STEM Undergraduates.

The racial and gender composition of the STEM workforce and holders of advanced degrees still has low representation from those traditionally underrepresented groups (URGs) in STEM. Having little representation of URGs in the STEM workforce, especially among academic faculty, perpetuates the issue of STEM students having few, if any, diverse STEM faculty to engage which has been shown to hinder retention in STEM. While involving STEM students from URGs in research mentoring experiences with non-minority faculty mentors addresses this issue to some extent, it also may limit a student's exposure to STEM careers beyond academic research which may help retain them. Thus, the UMBC STEM BUILD program developed and implemented a career-focused mentoring program that included a broad array of STEM professions from URGs to support career development of 2nd year STEM students.

Fostering leadership development and growth of nurse leaders: Experiences from Midwest Nursing Research Society Leadership Academy.

Leadership development and growth of nurse leaders is critically important for the thriving of the nursing profession. Formal leadership training programs are helpful in building leadership knowledge and skills. The Midwest Nursing Research Society (MNRS) launched the Leadership Academy (LA), a new initiative to foster leadership development and intentionally create a steady pool of members prepared to step into MNRS leadership positions. The purpose of this article was to describe the experiences of a mentor and mentee dyad through the MNRS LA and discuss their perspectives on fostering leadership development and growth. The success of a leadership development program has a far-reaching impact on novice and potential future leaders. A tailored leadership mentoring relationship helps increase one's self-confidence in being a leader and provides individualized leadership development opportunities. Engagement of both the mentee and mentor in the leadership mentoring relationship is a key to ensure an optimized leadership mentoring experience.

Mentoring for Admission and Retention of Black Socio-Ethnic Minorities in Medicine: A Scoping Review.

Purpose: Despite numerous mentoring strategies to promote academic success and eligibility in medicine, Black students remain disproportionately underrepresented in medicine. Therefore, we conducted a scoping review to identify the mentoring practices available to Black pre-medical students, medical students and medical residents, specifically the mentoring strategies used, their application, and their evaluation. Method: Between May 2023 and October 2023, the authors conducted a literature review. Studies that described a mentoring strategy applied among Black learners were eligible for inclusion, and all years of publication were included. Two reviewers screened each article using the Covidence tool, and conflicts were resolved by a third author. All reviewers extracted the data to summarize the various mentoring practices. Results: After screening 6292 articles, 42 articles met the criteria for full review. Of these, 14 studies were included in the study. Mentoring practices for Black students included peer mentoring, dyad mentoring, and group mentoring. Mentoring was typically offered through discussion groups, educational internships, and didactic activities. Evaluation of mentoring programs took into account (1) pass rates on medical exams (eg, MCAT, Casper), (2) receipt of an invitation to a medical school admissions interview, (3) successful match to a competitive residency program, and (4) a mentee's report of the overall experience and effectiveness of the program. Conclusion: This review is the first, to our knowledge, to focus on mentoring strategies implemented among Black learners in medicine. The results will inform mentoring strategies adapted for Black learners and will therefore address the underrepresentation of Black students in medicine.

Multidisciplinary team training in postpartum hemorrhage: impact on the use of blood products.

Objective: Compare the number of puerperal women submitted to blood transfusion before and after the implementation of a care protocol for postpartum hemorrhage (PPH) with multidisciplinary team training. Methods: Cross-sectional study in a university hospital, analyzing births from 2015 to 2019, compared the use of blood products before and after the adoption of a PPH protocol with multidisciplinary training. Results: Between 2015 and 2019, there were 17,731 births, with 299 (1.7%) postpartum women receiving blood products and 278 postpartum women were considered for this analysis, 128 (0.7%) at Time 1 and 150 (0.8%) at Time 2. After the multiprofessional team training (T2), there was a difference in the complete use of the PPH protocol (use of oxytocin, misoprostol and tranexamic acid) (T1 = 5.1% x T2 = 49.5%, p≤0.0001). An individual categorized analysis revealed that, in the T2 period, there was lower use of blood component units per patient compared to T1 (Mann-Whitney, p=0.006). It should be noted that at T1 and T2, 54% and 24% respectively received two units of blood products. It is important to highlight that after the multidisciplinary team training for the PPH protocol, the goal of zero maternal death due to hemorrhage was reached. Conclusion: The adoption of a specific protocol for PPH, combined with the training of a multidisciplinary team, had an impact on the ability to identify women at high risk of hemorrhage, resulting in a decrease in the use of blood components.

Allyship, authenticity and agency: The Triple A Model of Social Justice Mentoring.

This conceptual review explores the full potential of mentoring for diversity initiatives. Using a positive relationships lens, I describe how focusing on average relationships obscures the benefits of high-quality mentoring and how traditional views of mentoring as hierarchical, one-way relationships limit our understanding of its role in advancing social justice. Addressing these limitations, I extend relational mentoring and diversified mentoring theories to introduce the Triple A Model of Social Justice Mentoring. This model holds that the effects of high-quality mentoring extend beyond the relationship to influence social justice outcomes. Both members can learn about diversity and experience relational dynamics that foster allyship, agentic empowerment and authentic identities. Implications for formal mentoring, diverse friendships, mentoring episodes and high-quality connections are discussed.

The Neuroscience Research Opportunities to Increase Diversity Program: Transformative and Successful Research Training Strategies for Undergraduate Students within Hispanic Serving Institutions.

Over the past 14 years, the Neuroscience Research Opportunities to Increase Diversity (NeuroID) program, funded by the National Institute of Neurological Diseases and Stroke (NINDS), has played a transformative role in training numerous undergraduate Hispanic students within The University of Puerto Rico-Rio Piedras (UPR-RP). This innovative Neuroscience-based research training initiative has successfully guided dozens of Hispanic students toward graduate programs in Neuroscience, significantly contributing to the enhancement of diversity within the academic and scientific fields. The achievements of the NeuroID program can be attributed to three key objectives. Firstly, the establishment of a comprehensive and innovative program has provided Hispanic undergraduate students with invaluable insights into various facets of a research career in neuroscience. Secondly, the program has fostered a robust mentorship network that supports selected students throughout their journey to become neuroscientists. Thirdly, it has strengthened the neuroscience network in Puerto Rico by bridging the gap between undergraduate teaching universities and research laboratories in top-tier institutions across the mainland United States.

Associations of an Online Health Coaching Intervention with Movement Behaviors and Perceived Health: A Mediation Analysis.

The purpose of this study was to examine the associations of an online coaching intervention that included goal setting with movement behaviors and perceived general health (GH) and emotional wellbeing (EW) in college students. Participants were college students from a university within the western United States (N=257; 57.2% female). Participants met with health coaches in an online setting for one hour and goals were set for physical activity (PA) and/or sleep duration. PA, sleep duration, and perceptions of GH and EW were collected at baseline and at 2- and 4-weeks after the coaching session within a single arm research design. Mediation analyses determined the indirect effect (IE) of each movement behavior both after the health coaching session and after goal setting on the GH and EW outcomes in addition to the bidirectional association between GH and EW. No movement behavior positively mediated the associations with GH or EW after the health coaching session or after goal setting, although after goal setting PA and weeknight sleep at 2-weeks associated with GH at 4-weeks (ß=0.16-0.39, p<0.01) and associated with EW at 4-weeks (ß=0.22-0.25, p<0.01). EW mediated the associations of the health coaching session on GH (IE=0.19, p<0.001) and GH mediated the association of the health coaching session on emotional wellbeing (IE=0.09, p<0.001). In conclusion, movement behaviors correlated with GH and EW, but no positive mediating associations were observed. After the health coaching session, EW mediated the association with GH and vice-versa, suggesting a bidirectional association between the two health perceptions.

Telehealth for Rare Disease Care, Research, and Education Across the Globe: A Review of the Literature by the IRDiRC Telehealth Task Force.

The International Rare Diseases Research Consortium (IRDiRC) Telehealth (TH) Task Force explored the use of TH for improving diagnosis, care, research, and education for rare diseases (RDs). The Task Force reviewed related literature published from January 2017 to August 2023, and identified various models and implementation strategies of TH for RD. The Task Force highlighted the reported values and benefits of using TH for RDs, along with the limitations and opportunities. The number of publications sharply increased since 2021, coinciding with the onset of the COVID-19 pandemic, which forced the rapid adoption of TH in many healthcare settings. One of the major benefits of TH for RDs lies in its capacity to surmount geographical barriers, which helps in overcoming the constraints posed by limited numbers and geographical dispersion of specialists. This was evident during the pandemic when TH was used to maintain a level of continued medical care and research when face-to-face visits were severely restricted. TH, through which clinical research can be decentralized, can also facilitate and enhance RD research by decreasing burden, expanding access, and enhancing efficiency. This will be especially beneficial when coupled with the adoption of digital health technologies, such as mobile health (mHealth) and wearable devices for remote monitoring (i.e., surveillance of outpatient data transmitted through devices), along with big data solutions. TH has also been shown to be an effective means for RD education and peer mentoring, enabling local health care providers (HCPs) to care for RD patients, which indirectly ensures that RD patients get the expertise and multidisciplinary care they need. However, limitations and weaknesses associated with using TH for RD care and research were also identified, including the inability to perform physical examinations and build relationships with HCPs. Therefore, TH has been recommended as a complement to, rather than substitute for, face-to-face consultations. There is also a concern that TH may lead to an amplification of health disparities and inequities related to social determinants of health for those with RDs due to lack of access to TH technologies, inadequate digital literacy, and geographical, socio-cultural, and linguistic barriers. Finally, the Task Force also discussed evidence and knowledge gaps that will benefit from future research efforts to help advance and expand the use of TH for RD care, research, and education.

Dr. Manuel Martinez-Maldonado: A Pioneer in Renal Therapeutics and Mentor to a Generation of Minority Physician-Scientists.

Dr. Manuel Martinez-Maldonado is a distinguished Puerto Rican internist, nephrologist, physician-scientist, mentor, and prolific writer whose leadership in academic and clinical settings has significantly advanced the fields of nephrology, renal physiology and pharmacology, fluids and electrolyte metabolism, calcium metabolism, hypertension research, and medical education. His research on electrolyte imbalances has led to innovative hypercalcemia treatments, notably furosemide with IV fluid therapy. This is an approach that, combined with pharmacotherapy using calcitonin and bisphosphonates, became the standard practice for managing hypercalcemia until specific therapies became available. His nephrology research team and laboratory in the San Juan VA (Veterans Affairs) Medical Center and the Medical School of the University of Puerto Rico were internationally renowned. Throughout his career, he fostered a culture of mentorship while spearheading superb clinical teaching and research initiatives. His transformative tenures at several institutions, including Baylor College of Medicine; the University of Puerto Rico-Medical Sciences Campus; the VA medical centers in Atlanta, Houston, and San Juan; Emory University; Oregon Health Sciences University; Ponce School of Medicine; and the University of Louisville School of Medicine demonstrate his lasting contributions to medical science and education. His interdisciplinary approach, advocacy for kidney and clinical research, and contributions to understanding the renin-angiotensin system and the role of sodium-potassium-activated adenosine triphosphatase in renal concentration mechanisms illustrate his enduring impact on renal physiology and human health.

Institutional factors that affect faculty mentoring in academic nursing programs.

BACKGROUND: Mentoring in academic nursing facilitates the acclimation of nurse faculty into academia, supports career development, and improves faculty satisfaction and retention. While studies have examined the characteristics of effective mentors, few have examined institutional influences on academic mentoring for faculty. PURPOSE: To identify institutional factors that support or hinder faculty-to-faculty academic mentoring from the perspectives of experienced nurse faculty mentors. METHOD: A qualitative descriptive approach was used to identify institutional factors that impact academic mentoring. Semi-structured interviews were conducted with experienced nurse faculty (n = 24) about their mentoring experiences. Remarks related to institutional factors were analyzed using conventional content analysis. RESULTS: Five institutional factors that supported mentoring were identified: (1) support of unit leaders, (2) established processes and policies, (3) mentoring development opportunities, (4) faculty-to-faculty support, and (5) faculty rewards. Six institutional factors that hindered mentoring were identified: (1) lack of support of unit leaders, (2) limited mentoring development opportunities, (3) heavy workloads that restrict mentoring, (4) limited pool of mentors, (5) inadequate faculty rewards for mentoring, and (6) limited oversight of faculty mentoring. CONCLUSION: The identification of institutional factors that support or hinder mentoring can inform academic leaders and program administrators in their efforts to strengthen mentoring.

Narratives of Actionable Medical Leadership From Senior Leaders for Aspiring Leaders in Academic Medicine.

Background: Physicians understand that certain personal attributes are essential in medical leaders, but they often do not know what actions are expected of them as leaders or what they should do to be more effective leaders. Purpose: We sought to compile, through interviews with senior leaders at an academic institution, real leadership scenarios for a series of case-based examples to be used during group mentoring sessions for aspiring medical leaders. Methods: We conducted one-to-one interviews using open-ended questions with 11 current and emeritus chairpersons or chiefs of major departments or divisions at our academic medical center. Questions were designed to elicit anecdotes and examples of actions that demonstrate effective and ineffective leadership. Responses were analyzed with qualitative techniques to generate topics of leadership behaviors, which then were compiled into a collection of illustrative examples. Results: The leaders interviewed discussed challenges they encountered in daily routines and described how they addressed certain dilemmas. Topics included making decisions without complete information, winning over reluctant administrators, building alliances with peers, involving subordinates in initiatives, and using knowledge to defend one's position. Actions requiring interpersonal skills also were discussed, including varying modes of communication, avoiding adversity, displaying gratitude toward subordinates, and safeguarding one's professional image. The leaders' insights and recommendations were compiled into a themed collection of topics to be used during group mentoring sessions to enhance leadership skills. Conclusions: This qualitative study suggests that the wisdom and experience of senior leaders may be gleaned for a collection of case-based topics that could complement other formal training programs for aspiring medical leaders.

Nursing department directors' perspectives on leadership training programme: A descriptive qualitative study.

BACKGROUND: Leadership training is crucial for nurses to navigate changes, but research on nursing department directors' views of such programmes is limited. AIM: To explore the perspectives and experiences of nursing department directors regarding a national leadership training programme for mid-level nurse managers. DESIGN: Descriptive Qualitative Study. SETTINGS: A national nurses association in Taiwan. PARTICIPANTS: A purposive sample of 11 nursing department directors who recommended mid-level nurse managers for the programme. METHODS: Eleven individual face-to-face interviews were conducted and analysed thematically between November 2022 and April 2023. RESULTS: Three themes and eight subthemes emerged, including directors' strategies for identifying potential successors, providing coaching and guidance, and observing changes in trainees. Directors reported the programme broadened perspectives, fostered responsibility, and enhanced leadership skills in mid-level managers. CONCLUSIONS: The engagement of nursing department directors and their adoption of a coaching style, such as fostering a growth mindset, were instrumental in the programme's success.

Exploring Organizational Digital Readiness to Offer Youth E-Mentoring.

The COVID-19 pandemic prompted many youth mentoring programs to offer digital services (e-mentoring). The sustained success of these efforts depended, in large part, on organizations' digital readiness. Although there are established, broad measures of digital readiness, mentoring organizations have unique requirements for readiness that have not been previously measured. The current cross-sectional survey research study measured the state of digital readiness for youth mentoring organizations and tested the organizational E-Mentoring Readiness Scale. Ninety-five representatives from U.S. mentoring programs completed an online survey. Participants felt mentors, mentees, and families were moderately comfortable with e-mentoring. There was less confidence and comfort with the required technology and execution of e-mentoring. A confirmatory factor analysis of the E-Mentoring Readiness Scale showed two distinct but related factors with good model fit. An honest assessment using this tool may allow the youth mentoring field to move into the digital age more seamlessly.

Design, Implementation, and Adaptation of a Tutoring Program for the Competency Development of New Nurses in a Hospital Emergency Department.

The healthcare environment faced by nurses is complex, with high workloads and situations of high comorbidity. The integration of nurses into the work environment is a cause for concern, and improvements are sought for their incorporation into the workforce. The benefits of mentoring programs are described not only for nurses but also for patients with safer practices and benefits for the institution due to the increased commitment of its professionals. A methodological article that illustrates the complete process to design and implement a tutoring program for new nurses in an emergency department is presented. The competency profile required for the figure of tutor was developed, including the steps followed for the development of the program and the structure and phases of which it is composed, as well as the validation of the evaluation instruments of the process. A strength was the participation of experts during the in-depth analysis of the competency profile, as well as in the adaptation of the evaluation items, which endorses the pertinence, relevance, usefulness, and clarity of the content of this program. The transparency in this methodology makes it possible to follow the steps for its reproduction and applicability in other hospitals.

Changing the Approach in Supporting and Advancing Underrepresented in Medicine (UIM) Medical Students.

Introduction: Research has shown the importance of diversity in improving patient care. Medical students from backgrounds underrepresented in medicine (UIM) face unique challenges, including minority tax, stereotype threat, and expectations to be the sole representative of their identity group. Mentors must be aware of these challenges and develop skills to address them. Methods: We designed a 90-minute workshop about the challenges UIM students encounter in medical school and best practices in mentorship. Target audience and facilitators were undergraduate medical educators. Three videos and questions for case-based facilitated small-group discussion with medical school faculty and administrators were included. Using a retrospective pre-post design, we elicited participants' confidence level in recognizing and addressing issues UIM students may experience and plans to apply skills gained in the workshop. Results: Workshop participants (N = 57) reported a mean increase in confidence rating of 20-26 points out of 100 for recognizing, identifying, and applying skills related to optimal UIM mentorship (mean confidence: 53-60 preworkshop, 79-81 postworkshop). Participants also reported a mean of 82 in readiness to apply skills learned. Participants rated the workshop a 4.6 in overall helpfulness on a 5-point Likert scale (1 = not helpful, 5 = extremely helpful). Discussion: Health care professionals working with UIM medical students have an essential role in mentorship and support. This workshop provides a structured forum to discuss challenges and build awareness, comfort, and skills regarding engaging in meaningful discussions about race and the experiences of medical students, even when identities are incongruent.