Short-time mentoring - enhancing female medical students' intentions toward surgical careers.

BACKGROUND: Women pursuing a career in surgery or related disciplines are still in the minority, despite the fact that women compose at least half of the medical student population in most Western countries. Thus, recruiting and retaining female surgeons remains an important challenge to meet the need for surgeons and increase the quality of care. The participations were female medical students between their third and fifth academic year. In this study, we applied the well-established psychological theory of planned behavior (TPB) which suggests that the intention to perform a behavior (e.g. pursuing a career in surgery) is the most critical and immediate predictor of performing the behavior. We investigated whether a two-part short-mentoring seminar significantly increases students' intention to pursue a career in a surgical or related specialty after graduation. METHOD: The mentoring and role-model seminar was conducted at 2 days for 90 minutes by six inspiring female role models with a remarkable career in surgical or related disciplines. Participants (N = 57) filled in an online survey before (T0) and after the seminar (T1). A pre-post comparison of central TPB concept attitude towards the behavior, 2) occupational self-efficacy and 3) social norm) was conducted using a paired sampled t-test. A follow-up survey was administered 12 months later (T2). RESULTS: The mentoring seminar positively impacted female students' attitude towards a career in a surgical specialty. Female students reported a significantly increased positive attitude (p < .001) and significantly higher self-efficacy expectations (p < .001) towards a surgical career after participating in the mentoring seminar. Regarding their career intention after the seminar, female students declared a significantly higher intention to pursue a career in a surgical specialty after graduating (p < .001) and this effect seems to be sustainable after 1 year. CONCLUSION: For the first time we could show that short-mentoring and demonstrating role models in a seminar surrounding has a significant impact on female medical student decision´s to pursue a career in a surgery speciality. This concept may be a practical and efficient concept to refine the gender disparity in surgery and related disciplines.

'Learning and growing': Young people's experiences of being peer trainers within a 'Beads of life' group in an oncology setting.

AIMS: To explore the experiences of young people who take on a peer mentoring role within a psycho-oncology service narrative therapy informed 'Beads of Life' group. METHOD: Eight semi-structured interviews were conducted with these 'Peer Trainers' and analysed using Interpretive Phenomenological Analysis. RESULTS: Three superordinate themes emerged: identity and self, identity and others, and identity and relationship to cancer. Peer trainers perceived themselves as helpful and mentoring provided an opportunity to develop and grow as a person, while feeling good through helping others. Peer trainers tested out alternative roles, and experienced the benefits of challenging isolation, through connection to others and processing of the emotional burden of cancer. Peer trainers felt grateful for the opportunity, while wanting to make way for the next generation. CONCLUSIONS: Findings suggest an impact on identity, with young people noticing changes in the self, their relationships with others, and their relationship to cancer. Overall, young people reported positive experiences and a 'levelling up' of identity, suggesting future potential for peer mentoring and community narrative practices within paediatric settings.

"You are not alone": Connecting through a bereaved parent mentor program for parents whose child died of cancer.

BACKGROUND: Bereavement after the death of a child is devastating and associated with worse physical and psychosocial well-being in parents. Evidence suggests that parents desire and benefit from support provided by other bereaved parents. To foster this peer support, an institutional peer-to-peer mentorship program for bereaved parents was established, through which trained bereaved parent mentors offer support for newly bereaved parents. METHODS: Using a retrospective cohort design, we describe the characteristics of participants of the Bereaved Parent Mentorship program. Trained bereaved parent mentors documented encounters with newly bereaved parent mentees using a secure internet-based form. Mentors summarized each encounter including any concerns or need for professional psychosocial support. Descriptive statistics were used to describe mentor and mentee characteristics; free text from encounter summaries was qualitatively analyzed using content analysis. RESULTS: A total of 1368 documented encounters occurred between 150 mentees and 39 mentors from January 1, 2014 to February 29, 2020. Only seven encounters (0.5%) were flagged as serious concern necessitating professional psychosocial support. Four key themes in the encounters between mentors and mentees emerged, including: descriptions of the grief experience, ways in which a mentor supported their mentee, challenges the mentor experienced in supporting the mentee, and personal benefit gained by the mentor from supporting their mentee. CONCLUSION: This structured Bereaved Parent Mentorship program fostered rich interactions between bereaved parent participants, with very few encounters requiring professional assistance. Future research will assess the impact of bereaved mentor programs on resilience and psychosocial, physical, and functional well-being of parents.

Identifying institutional factors in general surgery resident wellness and burnout.

BACKGROUND: Effects of the institutional macrocosm on general surgery resident wellbeing have not been well studied. We sought to identify organizational factors that impact resident wellness and burnout. METHODS: Using a modified Delphi technique, an open-ended survey and two subsequent iterations were distributed to wellness stakeholders at two institutions to identify and stratify institutional factors in six burnout domains. RESULTS: Response rates for each survey round were 29/106 (27%), 30/46 (65%) and 21/30 (70%). Top factors identified in each domain were: CONCLUSION: A modified Delphi technique prioritized institutional wellness and burnout factors. Top factors identified were compensation, vacation time, and autonomy. These results can direct future scholarship of barriers/facilitators of resident wellbeing.

Physical Activity Adoption and Maintenance Among Breast Cancer Survivors: A Randomized Trial of Peer Mentoring.

BACKGROUND: Peer support can extend the reach of physical activity (PA) interventions. In previous studies, peer support via weekly counseling calls increased PA at 3 and 6 months among breast cancer survivors, compared to contact control. However, effects were attenuated at 6 months. Interventions targeting PA maintenance among cancer survivors are limited. Hence, we extended prior work to identify effective PA maintenance interventions. PURPOSE: Following a 3-month PA intervention, the study compared the effects of three 6-month interventions on PA at 12 months. METHODS: One hundred and sixty-one inactive breast cancer survivors participated in a 12-month randomized controlled trial. Intervention delivery was uniform for the first 3-months: all participants received a weekly call with their peer coach to encourage PA. Following month 3, participants self-monitored PA and received feedback reports (Reach Plus) or additionally received, a monthly phone call (Reach Plus Phone), or weekly text message (Reach Plus Message). Moderate-to-vigorous PA (MVPA) was measured using self-report (7 Day PAR) and accelerometry at baseline, 3, 6, 9, and 12 months. RESULTS: At 3 months, there were significant within group increases in self-reported and objectively measured MVPA with no between-group differences (ps > .05). At 6 months, adjusted longitudinal models showed that Reach Plus Message reported an additional 23.83 (SD = 6.33, f2 = .12) min/week of MVPA and Reach Plus Phone reported an additional 18.14 min/week (SD = 5.15, f2 =.16) versus Reach Plus. Results were similar at 9 months. At 12 months, Reach Plus Message and Reach Plus Phone both out-performed Reach Plus (ps = .04 and .05 respectively and effect sizes f2 = .11 and f2 = .21 respectively). Accelerometer data showed similar patterns: Reach Plus Message and Reach Plus Phone out-performed Reach Plus at 6 (f2 = .20) and 9 months (f2 = .09). CONCLUSION: Phone calls from peer mentors and text messaging can support PA maintenance among breast cancer survivors. CLINICAL TRIAL INFORMATION: ClinicalTrials.Gov NCT02694640.

Mentorship in Plastic Surgery: A Critical Appraisal of Where We Stand and What We Can Do Better.

SUMMARY: Mentorship is a critical tool for professional development and career success. In academic surgery, supportive mentorship affords higher job satisfaction, academic productivity, and diversity and inclusion. It protects against burnout and increasing academic surgery attrition rates. Women, underrepresented minorities, and junior plastic surgeons report lower job satisfaction and fewer mentorship opportunities. Given the unique challenges these groups face in a constantly changing health care system, the importance of mentorship cannot be overstated. Through a survey of American Society of Plastic Surgeons members, this study evaluated different aspects of mentorship to describe the current state in plastic surgery. Despite 94.05 percent of plastic surgeons believing that mentorship is valuable, only 15.16 percent reported a structured mentorship system, often without evaluation. Male and female participants agree that mentorship is needed for both professional (clinical judgment) and personal (work-life balance) development. Interestingly, women plastic surgeons felt it was important for mentees to have gender and race/ethnicity concordance to their mentors (p < 0.001). There was no agreement regarding the most effective method to implement mentorship programs, highlighting the challenges of this problem. Through thoughtful planning and commitment, mentorship programs can be instituted to benefit not just the mentee, but the mentor as well.

Standing on the shoulders of giants: Mentorship advice from leaders in the field.

This commentary is presenting opinions and advice on mentorship in the field of gynecologic oncology. Eleven academic gynecologic oncologists from across the country were interviewed and their thoughts about mentorship were recorded with recurring themes and ideas described in this commentary. Trust, respect, and mutual agreement on expectations were all described as vital to a functioning mentor/mentee relationship. Mentorship is critical for fellows and junior faculty to expand and uphold the standards of the field.

How to Support a Surgeon Scientist: Lessons from National Institutes of Health K-Award Recipients.

BACKGROUND: Success in academic surgery is challenging and research cannot survive without funding. NIH K-awards are designed to mentor junior investigators to achieve independence. As a result we aimed to study K awardees in departments of surgery and learn from their experience. MATERIAL AND METHODS: Utilizing the NIH RePORTer database and filtering by department of surgery, clinically active surgeons receiving a K-award between 2008 and 2018 were asked to complete an online survey. Qualitative data from two open-ended questions were coded independently using standard qualitative methods by three researchers. Using grounded theory, major themes emerged from the codes. RESULTS: Of the 144 academic surgeons identified, 89 (62%) completed the survey. The average age was 39 ± 3 when the K-award was granted. Most identified as white (69%). Men (70%) were more likely to be married (P = 0.02) and have children (P = 0.05). To identify intention to pursue R01 funding, surgeons having a K-award for 5 y or more were analyzed (n = 45). Most either intended to (11%) or had already applied (80%) of which 36% were successful. Men were more likely to apply (P = 0.05). Major themes to succeed include protected time, mentorship, and support from leadership. Common barriers to overcome include balancing time, pressures to be clinically productive, and funding. CONCLUSIONS: The demographics and career trajectory of NIH K-awarded surgeons is described. The lack of underrepresented minorities receiving grants is concerning. Most recipients required more than one application attempt and plan to or have applied for R01 funding. The major themes were very similar; a supportive environment and time available for research are the most crucial factors to succeed as an academic surgeon.

Factors Attracting or Deterring Female Medical Students in Asia From Pursuing a Surgical Career, and the Impact of Surgical Clerkship, Mentorship, and Role Models: A Multicultural Asian Perspective From a National Prospective Cohort Study.

BACKGROUND: Female surgeons are highly underrepresented in Asian countries, where prescriptive gender norms are widespread and more deeply embedded in societies. MATERIALS AND METHODS: A nationwide structured questionnaire was completed by 1741 Singaporean third- and fifth-year medical students after the completion of an 8-week general surgery rotation, during 2015-2017. Results were analyzed using mixed-effects hierarchical models which took into account clustering of survey responses under the teaching hospitals which students were posted to and medical students' year of study. RESULTS: Female medical students had a poorer perception of general surgery than male students (3.22 ± 0.91 versus 3.41 ± 0.89; P < 0.0001) before the clerkship. However, the clerkship improved female students' opinion to a greater extent than male students (+0.84 ± 1.06 versus +0.59 ± 1.03; P < 0.0001), resulting in female and male students having comparable attitudes toward surgery after the clerkship (4.06 ± 0.79 versus 4.00 ± 0.87; P = 0.2435). A total of 40.4% of female students responded that they were inspired to pursue a surgical career after the clerkship, and we identified 13 pedagogical traits of faculty and resident mentors which were associated with female students' career aspirations. Female students were more likely to consider intellectual challenges arising from cases (ratio: 1.045 [95% confidence interval 1.004-1.088, P = 0.0292]) and the presence of role models (ratio: 1.068 [95% confidence interval: 1.020-1.118, P = 0.0048]) as "pull" factors compared with their male contemporaries, but were deterred from a surgical career to a greater extent by eight "push" factors. CONCLUSIONS: A surgical clerkship itself could be regarded as an effective intervention for improving female medical students' enthusiasm for surgery, which may help to address the "pipeline problem" of few female students applying for surgical training after medical school. A greater emphasis on "pull factors" and pedagogical qualities of mentors could be used to improve the clerkship experience, to attract more female students to surgery.

Mentoria no curso de Medicina: desafios da metodologia ativa de aprendizagem durante a pandemia de Covid-19 / Mentoring at medical school: Challenges of active learning methodology during the COVID-19 pandemic

Resumo: Introdução: A atividade de mentoria pode ser vista como um relacionamento especial entre mentor e mentorado que pode contribuir para a transição entre o ensino médio e a universidade. No ano de 2020, com a pandemia de Covid-19, houve a necessidade de migração súbita das atividades presenciais acadêmicas para o ensino utilizando as plataformas digitais, o que desencadeou mudanças na estratégia pedagógica das escolas médicas e, consequentemente, impactou as atividades de mentoria. Relato de experiência: Por meio de análise do discurso dos mentores do primeiro ano do curso de Medicina de uma universidade particular, ao longo do ano de 2020, discutimos os registros que ocorreram em tempo real após cada encontro semanal em sala virtual exclusiva, na qual os mentores podiam compartilhar livremente suas impressões, considerações e depoimentos sobre o desenvolvimento de cada sessão de mentoria. Discussão: A mentoria não trata apenas do desempenho acadêmico, mas também proporciona uma visão mais ampla das questões relacionadas ao estudante e ao seu contexto, favorecendo o desenvolvimento do docente, do discente e da instituição. A mudança para as plataformas digitais não se mostrou um problema, com rápida adaptação dos envolvidos. A percepção de pertencimento e a participação do grupo foram fatores importantes no desenvolvimento da mentoria, e o acolhimento saudável dos estudantes e mentores demonstrou um fortalecimento no senso de auto humanidade. Conclusão: Estudantes e mentores cultivaram um espaço para discussão de suas rotinas no desenvolvimento do ensino e aprendizagem. Diante do cenário epidemiológico atípico, houve a percepção de que os estudantes enfrentaram problemas semelhantes e buscaram, em conjunto, sugestões para soluções. Os mentores concluíram que uma programação comum, formal, para as sessões de mentoria não deveria ser aplicada rotineiramente.

Abstract: Introduction: The mentoring activity can be seen as a special relationship between mentor and mentee, which can contribute to the transition from high school to university. In 2020, amid the Covid-19 pandemic, there was a sudden shift from face-to-face academic activities to meetings using digital platforms, triggering changes in the educational strategy of medical schools, and, consequently, impacting mentoring activities. Experience report: Through discourse analysis of accounts given by mentors of first year medical students at a private university in 2020, we discussed the records made in real time after each weekly meeting in an exclusive virtual room, in which they could freely share their experiences, impressions, considerations and testimonies about the development of each mentoring session. Discussion: Mentoring is not just about academic performance and provides a broader view of issues related to the student and their context, favoring the development of the teacher (mentor), student (mentee) and even the institution. The change to digital platforms was not a problem, as those involved swiftly adapted accordingly. The perception of belonging and participation in the group were important factors in the development of mentoring and the healthy reception of students and mentors demonstrated a strengthening in the sense of self humanity. Conclusion: Mentees and mentors cultivated a space for discussing their routines in the development of teaching and learning. In view of the atypical epidemiological scenario, there was a perception that students faced similar problems and sought suggestions for solutions together. Mentors concluded that a common, formal schedule for mentoring sessions should not be applied routinely.

Construção e avaliação de uma intervenção de Planejamento de Carreira para Estudantes Universitários / Construction and evaluation of a career Planning Intervention for College Students / Construcción y evaluación de una intervención de Planificación de Carrera para Estudiantes Universitarios

Este estudo tem por objetivo apresentar o desenvolvimento e a avaliação de uma intervenção em grupo na área de planejamento de carreira voltada a estudantes universitários, com base no modelo teórico Hope-Action Theory. Participaram 35 estudantes (22 do grupo de intervenção e 13 do grupo de comparação) com idades entre 19 e 48 anos (M = 23,46; DP = 5,38), de ambos os sexos. O grupo experimental apresentou mudanças mais robustas em termos de tamanho de efeito nas variáveis que avaliavam uma orientação positiva para o futuro (esperança e otimismo) e aspectos relativos à adaptabilidade de carreira. Discute-se acerca de intervenções voltadas para o público universitário e seus desafios, considerando a interface com a saúde mental, além da importância de intervenções pautadas em modelos teóricos consistentes e com instrumentos que possam avaliá-las. (AU)

This study aims to present the development and evaluation of a group intervention in the area of career planning aimed at university students, based on the Hope-Action Theory model. A total of 35 students (22 in the intervention group and 13 in the comparison group) participated, aged between 19 and 48 years (M = 23.46; SD = 5.38), both sexes. The experimental group presented more robust changes in terms of effect size in the variables that evaluated a positive orientation to the future (hope and optimism) and aspects related to career adaptability. We discussed the importance of interventions aimed at undergraduate students and their challenges, considering the interface with mental health, besides the importance of interventions based on consistent theoretical models and with instruments that are able to evaluate them. (AU)

Este estudio tiene por objetivo presentar la construcción y evaluación de una intervención en equipos en el área de planeamiento de carrera con estudiantes universitarios, basada en el modelo teórico Hope-Action Theory. Participaron 35 estudiantes (22 del grupo intervención y 13 del grupo de comparación) con edades de 19 a 48 años (M = 23,46; DP = 5,38), de ambos sexos. El grupo experimental presentó cambios más robustos en términos del tamaño del efecto de las variables que evaluaban una orientación positiva para el futuro (esperanza y optimismo) y aspectos relativos en la adaptabilidad de carrera. Se discute acerca de la importancia de intervenciones dirigidas al público universitario y sus desafíos, considerando la interfaz con la salud mental, así como la importancia de las intervenciones basadas en modelos teóricos consistentes e instrumentos que puedan evaluarlas. (AU)

Structuring Mentoring in Medicine and Surgery. A Systematic Scoping Review of Mentoring Programs Between 2000 and 2019.

INTRODUCTION: Evidence of novice mentoring's successes in having senior clinicians support junior doctors and/or medical students in their clinical, academic, and research goals has spurred efforts to include mentoring in the core medical curriculum. However, lack of effective structuring threatens the viability of mentoring programs, precipitating ethical concerns about mentoring. This review aims to answer the question "what is known about mentoring structures in novice mentoring among medical students and junior doctors in medicine and surgery postings?," which will guide the design of a consistent structure to novice mentoring. METHODS: Levac (2010)'s framework was used to guide this systematic scoping review of mentoring programs in medicine and surgery published between 1 January 2000 and 31 December 2019 in PubMed, ScienceDirect, ERIC, Embase, Scopus, Mednar, and OpenGrey. A "split approach" involving concurrent independent use of a directed content analysis and thematic approach was used to analyze included articles. RESULTS: Three thousand three hundred ninety-five abstracts were identified. There was concordance between the 3 themes and categories identified in analyzing the 71 included articles. These were the host organization, mentoring stages, and evaluations. CONCLUSION: The data reveal the need for balance between ensuring consistency and flexibility to meet the individual needs of stakeholders throughout the stages of the mentoring process. The Generic Mentoring Framework provides a structured approach to "balancing" flexibility and consistency in mentoring processes. The Generic Mentoring Framework is reliant upon appropriate, holistic, and longitudinal assessments of the mentoring process to guide adaptations to mentoring processes and ensure effective support and oversight of the program.

The confidence gap: Findings for women in plastic surgery.

BACKGROUND: In a surgical field, where surgeons are, "sometimes wrong, but never in doubt," lack of confidence can have detrimental effects on career advancement. In other fields there is evidence that a gap exists between women and men in the amount of confidence they display, and that confidence is a proxy for success. METHODS: This study used the General Self Efficacy Scale and Rosenberg Self-Esteem Scale confidence surveys to assess self confidence amongst female trainees and attending plastic surgeons, to search for baseline characteristics associated with higher confidence scores. RESULTS: Of the 73 participants, protective factors associated with increased female plastic surgeon confidence include age, parity, more advanced academic status, and mentorship. CONCLUSIONS: In order to matriculate into a surgical training program, there must be a measure of confidence and resiliency, but further work needs to be done to identify and address gender gaps in training and early academic careers.

Attitudes Towards Research During Residency Training: a Survey of Canadian Radiation Oncology Residents and Program Directors.

Radiation oncologists require clinical appraisal and research methodology skills, yet it is unclear how to develop these competencies during residency. We sought to attain a deeper understanding of the barriers that limit, as well as the factors that promote, engaging in research/scholarly activity during radiation oncology residency training in Canada. Following ethics approval, online surveys were circulated to all Canadian Radiation Oncology program directors and residents. Unidentifiable demographics, prior research experience, and descriptions of current research environment and barriers to engaging in research and scholarly activities were collected. Thirty-three percent (35/105) of residents and 71% (10/14) of program directors responded. Ninety-seven percent of residents, and 90% of program directors, agreed or strongly agreed that research/scholarly activity was an important part of residency training. While 66% of residents felt that there was a lack of protected time for research/scholarly activity, only 20% of program directors agreed this was a barrier (p = 0.011). While 94% of residents thought mentorship was important to completing high-quality research/scholarly activity, only 48% of respondents had a mentor. The highest barriers to completing research/scholarly activity projects were lack of protected time (for both residents and faculty), high resident clinical workload, and lack of experience in research skills. Canadian Radiation Oncology residents expressed strong enthusiasm to participate in research/scholarly activity, yet lack of protected time and competing demands were identified as major barriers. We suggest programs offer more protected time for research/scholarly activity, provide optional research methodology training, and support meaningful mentorship relationships.

Increasing Undergraduate Exposure to Oncology: the Role of Oncology Interest Groups.

This study describes a medical school oncology interest group (OIG) and assesses its influence on student perceptions of oncology, interest in pursuing oncology as a career, and comfort levels with oncology topics such as breaking bad news. From 2015 to 2017, the OIG annual event took place at a satellite campus of a larger Canadian undergraduate medical school. The event provided a question and answer period with a panel of physicians from multiple oncology specialties-discussions focused around lifestyle, training, clinical work, lifestyle, and career focus. Small physician-led groups taught breaking bad news using the SPIKES framework. The interest group also provided a mentoring and networking opportunity to interested students. Pre- and post-event surveys were distributed to students and physicians. For three consecutive years, the student-run, and physician-mentored OIG successfully recruited student and physician participants, providing a clinical skill teaching session as well as mentorship opportunities to students. Pre-event surveys found that only 20% of students believed their current curriculum was adequate as it relates to oncology education. In pre-session, 13% (6/45) of students indicated comfort with the skill of breaking bad news, compared with that in post-session with 81% (34/42) of students feeling comfortable. When asked "How likely are you to pursue a future elective opportunity in oncology?" 49% (20/41) of students indicated "likely" as their response in the pre-session. This response increased post-session to 70% (28/40). The event highlighted the potential for OIGs to increase student interest in pursuing oncology electives and student-perceived comfort with breaking bad news. OIGs are important in promoting interest in the field of oncology and in improving confidence in breaking bad news. This medical student-created, run and maintained oncology interest group supplemented standard curriculum by providing relevant educational and mentorship opportunities to students. This study highlights the feasibility of implementing a self-sustaining medical school oncology interest group and its potential to positively impact student learning and interest in oncology.

Developing a 'core of steel': the key attributes of effective practice assessors.

BACKGROUND: the Nursing and Midwifery Council has emphasised that its recently introduced standards for student supervision and assessment aim to 'ensure that no one gets onto the register who shouldn't be there'. A key element in achieving this is the new practice assessor role, implemented to bolster practical assessment processes. AIM: to identify the key personal characteristics of robust practice assessors who are prepared to fail underperforming students. METHOD: a national study, using a grounded theory approach. Thirty-one nurses were interviewed about their experiences of failing students in practice-based assessments. FINDINGS: robust practical assessors have a 'core of steel', characterised as having five key features: solidarity, tenacity, audacity, integrity and dependability. CONCLUSION: organisations should base their selection of practice assessors on how strongly they exhibit these five characteristics. Designating all current mentors as new practice assessors, when it is known that often they are reluctant to fail, could perpetuate failure to fail.

International experiences during United States ophthalmology residency training: Current structure of international experiences and perspectives of faculty mentors at United States training institutions.

BACKGROUND: There is a high level of interest in international experiences during United States (U.S.) ophthalmology residency training among both program directors and trainees. METHODS: An electronic invitation to a 26-question survey was sent to all 114 U.S. ophthalmology residency program directors. The invitation requested that the survey be completed by the one faculty member who was most involved in overseeing the international experiences for the residents. The survey consisted of multiple choice and Likert-type scale questions. The Mann-Whitney U test was used for analysis of demographic data and Friedman's test and Wilcoxon-Signed Rank test were used to analyze ranked responses. RESULTS: Responses were obtained from 70 faculty mentors representing unique programs, yielding a response rate of 61.4%. The majority of programs that responded (88.6%, n = 62) either offered international ophthalmology experiences for residents or supported residents finding their own experiences to go abroad. International experience participation rate among residents correlated with the number of years the experiences had been offered by the programs (p = 0.001). More than half of the respondents (55.0%, n = 33) felt that the residents benefited more than the hosts during these international experiences. Approximately half of the respondents (51.6%, n = 32) believed that additional training beyond what is covered in the standard curriculum to practice ophthalmology in the U.S. is necessary for practicing ophthalmology in an international setting. CONCLUSIONS: There is high interest and participation in international experiences within U.S. ophthalmology residency programs. This high participation warrants further investigation into the long-term impact of these international experiences and how U.S. residency programs can structure these experiences to maximize the benefits to both the residents and the international host communities.

It Has Always Been About Relationships.

Since the beginning of my nursing career in South Africa, for me, it has always been about relationships. I was three years older than my classmates in nursing school and was married before I graduated, so my social life was separate, but I made friends and enjoyed listening to their dating successes and woes. One of my instructors lived down the road from me, and we spent many an evening talking about nursing. She had worked in Canada's North, and I remember her telling me that it was so cold that her contact lenses froze. Little did I anticipate that, one day, I too would move to Canada (the cold certainly has been a persistent issue for me). In many ways, she was a mentor-although I didn't realize it at the time-and she was certainly an inspiration.