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Med Educ Online ; 26(1): 1905918, 2021 Dec.
Artículo en Inglés | MEDLINE | ID: mdl-33789548

RESUMEN

In the USA, numerous summer programs are available for undergraduate students that seek to increase the number of individuals from groups underrepresented in medicine (URM) that matriculate to medical school. These programs have typically been conducted at research-focused institutions, involving hands-on-research and various enrichment experiences. For 2020, the COVID-19 pandemic resulted in the suspension of on-campus student activities at American universities, necessitating a switch to a virtual format for these URM-focused programs. Outcomes, however, from these programs conducted virtually, necessitated by the COVID-19 pandemic, have not been reported. The Penn Access Summer Scholars (PASS) program at the Perelman School of Medicine (PSOM) targets URM undergraduates, providing two consecutive summers of mentored research and enrichment experiences, with the goal of enabling participants' matriculation to PSOM. PASS has been an 8 week on-campus experience, but during summer 2020, virtual programming of 6 weeks was provided due to the COVID-19 pandemic. Participants in the 2020 virtual offering of PASS completed pre- and post-program surveys that included 5-point Likert-style and open-ended questions to determine the impact of the programing on self-assessments of research skills, familiarity with the physician identity, and preparedness to be a PSOM student. Post-program, participants also assessed program administration and content. With respect to program objectives, participants reported significant increases in their self-reported confidence in conducting research, understanding of physician identity, and sense of preparedness for medical school. The educational value of the program content, their level of engagement in the program and the overall quality of the program were rated as excellent or outstanding by large majorities of respondents. Content analyses of participant comments were consistent with these quantitative results. Therefore, a premedical summer enrichment program targeting URM undergraduates can be successfully conducted virtually to achieve program objectives and may increase the availability to these initiatives.


Asunto(s)
Mentores , Grupos Minoritarios , Investigación/educación , Estudiantes Premédicos , Femenino , Humanos , Masculino , Pandemias , Pennsylvania , Evaluación de Programas y Proyectos de Salud , Facultades de Medicina , Autoinforme , Universidades
4.
BMC Med Educ ; 21(1): 229, 2021 Apr 22.
Artículo en Inglés | MEDLINE | ID: mdl-33882933

RESUMEN

BACKGROUND: Medical students show varying clinical practical skills when entering their final year clinical clerkship, which is the final period to acquire and improve practical skills prior to their residency. We developed a one-on-one mentoring program to allow individually tailored teaching of clinical practical skills to support final year students with varying skill sets during their neurosurgical clinical clerkship. METHODS: Each participating student (n = 23) was paired with a mentor. At the beginning students were asked about their expectations, teaching preferences and surgical interest. Regular meetings and evaluations of clinical practical skills were scheduled every 2 weeks together with fixed rotations that could be individually adjusted. The one-on-one meetings and evaluations with the mentor gave each student the chance for individually tailored teaching. After completion of the program each student evaluated their experience. RESULTS: The mentoring program was well received by participating students and acquisition or improvement of clinical practical skills was achieved by most students. A varying practical skill level and interest in the field of surgery was seen. CONCLUSIONS: A neurosurgical one-on-one mentoring program is well received by final year medical students and allows for individually tailored learning of clinical practical skills.


Asunto(s)
Prácticas Clínicas , Tutoría , Mentores , Neurocirugia/educación , Estudiantes de Medicina/psicología , Competencia Clínica , Docentes Médicos , Humanos , Facultades de Medicina , Estados Unidos
5.
Int J Prison Health ; ahead-of-print(ahead-of-print)2021 02 17.
Artículo en Inglés | MEDLINE | ID: mdl-33656310

RESUMEN

PURPOSE: Currently, people leaving prisons face concurrent risks from the COVID-19 pandemic and the overdose public health emergency. The closure or reduction of community services people rely on after release such as treatment centres and shelters has exacerbated the risks of poor health outcomes and harms. This paper aims to learn from peer health mentors (PHM) about changes to their work during overlapping health emergencies, as well as barriers and opportunities to support people leaving prison in this context. DESIGN/METHODOLOGY/APPROACH: The Unlocking the Gates (UTG) Peer Health Mentoring Program supports people leaving prison in British Columbia during the first three days after release. The authors conducted two focus groups with PHM over video conference in May 2020. Focus groups were recorded and transcribed, and themes were iteratively developed using narrative thematic analysis. FINDINGS: The findings highlighted the importance of peer health mentorship for people leaving prisons. PHM discussed increased opportunities for collaboration, ways the pandemic has changed how they are able to provide support, and how PHM are able to remain responsive and flexible to meet client needs. Additionally, PHM illuminated ways that COVID-19 has exacerbated existing barriers and identified specific actions needed to support client health, including increased housing and recovery beds, and tools for social and emotional well-being. ORIGINALITY/VALUE: This study contributes to our understanding of peer health mentorship during the COVID-19 pandemic from the perspective of mentors. PHM expertise can support release planning, improved health and well-being of people leaving prison and facilitate policy-supported pandemic responses.


Asunto(s)
Integración a la Comunidad/psicología , Criminales , Accesibilidad a los Servicios de Salud , Mentores/psicología , Ajuste Social , Colombia Británica , Grupos Focales , Humanos , Grupo Paritario , Investigación Cualitativa , Trastornos Relacionados con Sustancias/prevención & control
6.
GMS J Med Educ ; 38(1): Doc8, 2021.
Artículo en Inglés | MEDLINE | ID: mdl-33659613

RESUMEN

Objectives: The COVID-19 pandemic has led to major adjustments in health care systems and significantly affected medical education. Accordingly, our mentoring program MeCuM-Mentor had to expand its virtual elements, in order to continue to meet the needs for mentoring at the medical faculty of the Ludwig-Maximilians-University Munich. Methods: Here we report on our recently implemented online formats to facilitate training for currently coached peer mentors, as well as the introduction of an online consultation hour and a new social mentoring event called PubQuiz. Results: First results demonstrated feasibility of the above-mentioned virtual formats, which were positively rated by the participants in small voluntary evaluation questionnaires. Utilization rates indicate existing need for mentoring during the pandemic. In addition, the new event PubQuiz promotes social interaction among peers during isolation due to COVID-19. Conclusion: With the transition to online formats, mentoring at the Medical Faculty could be continued during COVID-19. The newly introduced mentoring event PubQuiz will be repeated. However, it remains unclear to what extent online formats can replace in-person one-to-one mentoring conversations or peer mentoring meetings.


Asunto(s)
/epidemiología , Educación Médica/organización & administración , Docentes Médicos/organización & administración , Tutoría/organización & administración , Grupo Paritario , Humanos , Internet , Mentores , Pandemias
7.
Mol Cell ; 81(5): 889-892, 2021 03 04.
Artículo en Inglés | MEDLINE | ID: mdl-33667377

RESUMEN

We talk to Prashant Rawat and Marc Boehning, collaborators and co-first authors of "Stress-induced nuclear condensation of NELF drives global transcriptional downregulation" (this issue, previewed by Xu et al.), about their motivation for becoming scientists, the challenges they faced in the course of their project, and the importance of collaboration for scientific research.


Asunto(s)
Investigación Biomédica/organización & administración , Selección de Profesión , Mentores/educación , Transcripción Genética , Adulto , Alemania , Historia del Siglo XXI , Humanos , Masculino
8.
Mol Cell ; 81(5): 893-895, 2021 03 04.
Artículo en Inglés | MEDLINE | ID: mdl-33667378

RESUMEN

Here, we talk to first authors Kyosuke Nakamura and Georg Kustatscher, as well as co-corresponding author Anja Groth, about their paper "Proteome dynamics at broken replication forks reveal a distinct ATM-directed repair response suppressing double-strand break ubiquitination" (in this issue of Molecular Cell) and their scientific journeys until now.


Asunto(s)
Investigación Biomédica/organización & administración , Selección de Profesión , Replicación del ADN , Proteómica/tendencias , Adulto , Dinamarca , Historia del Siglo XXI , Humanos , Masculino , Mentores
9.
Neurology ; 96(10): e1482-e1486, 2021 03 09.
Artículo en Inglés | MEDLINE | ID: mdl-33686009

RESUMEN

OBJECTIVE: To determine whether increased patient interaction, exposure to the neurologic examination, and access to positive neurology mentors increase interest in neurology for first-year medical students. METHODS: Neuro Day was a 2-part experience for first-year medical students. The first part consisted of a flipped classroom to teach the standard neurologic examination. The second part involved patient encounters modeled off of the traditional patient rounds. Students rotated from room to room, listening to patients' experiences with different neurologic diseases and eliciting pathologic neurologic examinations. Students were surveyed before and after Neuro Day. RESULTS: The result of the binomial test indicated that the proportion of medical students interested in neurology significantly increased from 78% to 85% (95% confidence interval [CI] 0.79-0.92; p = 0.034) after participating in Neuro Day. The proportion of students' knowledge of clinical neurology increased from 45% to 63.1% (95% CI 0.54-0.72; p < 0.0001), comfort with performing a neurologic examination increased from 30% to 78.4% (95% CI 0.70-0.86; p < 0.0001), and fear of studying neurology decreased from 46% to 26% (95% CI 0.17-0.34; p < 0.0001) following Neuro Day. One hundred percent of students indicated that they would recommend Neuro Day to their peers. CONCLUSION: Neuro Day is a feasible and effective model to incorporate into medical education. There was increased interest in and decreased fear of neurology. We anticipate that this paradigm can be used in the future to encourage students to consider a career in neurology.


Asunto(s)
Curriculum , Internado y Residencia , Neurología/educación , Estudiantes de Medicina , Selección de Profesión , Prácticas Clínicas , Educación de Pregrado en Medicina , Humanos , Mentores , Pacientes , Estudios Prospectivos , Encuestas y Cuestionarios
10.
CBE Life Sci Educ ; 20(2): ar14, 2021 06.
Artículo en Inglés | MEDLINE | ID: mdl-33734867

RESUMEN

Participating in mentored undergraduate research experiences can improve students' grade point averages, retention, and job placement. Graduate students also benefit from serving as mentors, as they gain teaching and research management experience. In early 2020, the SARS-CoV-2 (COVID-19) pandemic caused many institutions to shut down physical work spaces and move research and teaching online. In this study, we explore how graduate student mentors and undergraduate student mentees at Washington University in St. Louis adapted to virtual research mentoring during the COVID-19 pandemic. We examined changes in mentoring methods, research productivity, and the impact on the future plans of both mentors and mentees across six science/engineering departments. Survey responses from 79 mentees and 38 mentors indicated that a majority of mentees were able to have meaningful and productive virtual mentoring experiences, while other mentors failed to adequately involve their mentees in continued mentoring. Focusing virtual research experiences on activities such as literature review and data analysis and collaborating on goal setting can serve as a way for mentors to engage mentees even when they are unable to access lab equipment. Data from the present study reveal opportunities and challenges of virtual mentoring and can be used to inform effective research mentoring practices in the future.


Asunto(s)
Tutoría , Humanos , Mentores , Pandemias , Estudiantes , Washingtón
11.
CBE Life Sci Educ ; 20(2): ar15, 2021 06.
Artículo en Inglés | MEDLINE | ID: mdl-33734868

RESUMEN

Research mentors are reticent to address, and sometimes unaware of how, racial or ethnic differences may influence their mentees' research experiences. Increasing research mentors' cultural diversity awareness (CDA) is one step toward improving mentoring effectiveness, particularly with mentees from underrepresented racial/ethnic groups in science, technology, engineering, and mathematics fields. The indicators of CDA for research mentors are not yet known. Thus, we developed a scale to assess CDA related to race/ethnicity (CDA-R/E) in research mentoring relationships informed by multicultural counseling theory and social cognitive theory. The validation process was guided by classical test theory and item response theory and involved qualitative data, cognitive interviews, and an iterative series of item testing with national samples of mentors and mentees. Confirmatory factor analysis evidenced validity for a three-factor mentor scale assessing attitudes, behavior, and confidence, and a two-factor mentee scale assessing attitudes and behavior. The mentee version captures mentees' perception of the relevance of culturally aware mentoring ("Attitudes") and their perception of the frequency of mentor's culturally aware mentoring behaviors ("Behaviors"). Implications for use of the CDA-R/E scale in practice, such as assessing alignment between mentor and mentee CDA scores, and use in future studies are discussed.


Asunto(s)
Tutoría , Mentores , Diversidad Cultural , Grupos Étnicos , Humanos , Estudiantes
12.
CBE Life Sci Educ ; 20(2): ar16, 2021 06.
Artículo en Inglés | MEDLINE | ID: mdl-33734869

RESUMEN

Effective mentoring promotes the development and success of graduate students. Yet mentoring, like other relationships, can have negative elements. Little knowledge exists about the problematic mentoring that graduate students experience despite its potentially detrimental impacts. To begin to address this gap, we conducted an exploratory interview study to define and characterize negative mentoring experiences of 40 life science doctoral students. Students attributed their negative mentoring experiences to interacting factors at multiple levels-from interpersonal differences and poor relationship quality to issues at the research group, departmental, organizational, and discipline levels-all of which they perceived as harmful to their development. We found that doctoral students experienced forms of negative mentoring similar to those reported in workplace and undergraduate research settings, but they also experienced negative mentoring that was unique to academic research and their stage of development. Our results are useful to mentors for reflecting on ways their behaviors might be perceived, to mentees for avoiding situations that might be conducive to negative mentoring, and to programs and institutions for improving structures and processes to prevent negative mentoring. Our findings also serve as a foundation for future research on the prevalence and impacts of negative mentoring experiences in graduate education.


Asunto(s)
Tutoría , Mentores , Educación de Postgrado , Humanos , Relaciones Interpersonales , Estudiantes
14.
BMJ Open ; 11(2): e042602, 2021 02 05.
Artículo en Inglés | MEDLINE | ID: mdl-33550251

RESUMEN

INTRODUCTION: Mentored clinical practice is central to demonstrating achievement of International Educational Standards in advanced musculoskeletal physical therapy. While traditionally delivered face-to-face, telehealth e-mentoring is a novel alternative to offering this unique pedagogy to facilitate mentee critical reflection, deeper learning and enhanced knowledge translation to optimise patient care. With COVID-19 resulting in widespread adoption of telehealth and access to mentors often limited by geography or cost, the potential value of telehealth e-mentoring needs investigating. To investigate the experiences and outcomes of multiple stakeholders (student mentees, mentors and patients) engaged in musculoskeletal physical therapy telehealth e-mentoring across two universities (UK and Canada). METHODS AND ANALYSIS: Using case study design, we will use sequential mixed methods involving qualitative and quantitative components based on existing evidence. To examine the influence of telehealth e-mentoring on health outcomes in patients with musculoskeletal complaints, we will use patient-reported outcomes for satisfaction, patient empowerment and change in musculoskeletal health. We will conduct semistructured interviews to explore the development of critical thinking, clinical reasoning, communication skills and confidence of students engaged in telehealth e-mentoring. To explore the mentor acceptability and appropriateness of telehealth e-mentoring, we will conduct a focus group in each site. Finally, we will include a focus group of participants from each site to allow a cross-cultural comparison of findings to inform international stakeholders. Quantitative data will be analysed using descriptive statistics (median and IQR) to describe changes in outcome data and qualitative data will be analysed following the Framework Method. ETHICS AND DISSEMINATION: This study has ethical approval from both institutions: the University of Birmingham (ERN_20-0695) and Western University (2020-116233-47832). Findings will be published in a peer-reviewed journal and disseminated to key stakeholders in musculoskeletal physical therapy education and practice.


Asunto(s)
Comparación Transcultural , Tutoría , Fisioterapia/educación , Fisioterapia/tendencias , Telemedicina , Canadá , Humanos , Mentores , Proyectos de Investigación , Reino Unido
15.
Med Educ Online ; 26(1): 1886029, 2021 Dec.
Artículo en Inglés | MEDLINE | ID: mdl-33567998

RESUMEN

In view of limited resources during the COVID-19 pandemic, there is an urgent need to create novel programs to meet the changing demands of trainees towards developing and strengthening their skills in healthcare research. During the COVID-19 pandemic, digital learning has become an invaluable tool by providing more learning opportunities. Through the use of platforms available for distant learning, we made our pre-existing online research program more interactive. Through collaboration in small groups, the trainees developed their research and mentorship skills and were able to meet the goal of submitting their research projects as abstracts. All of the abstracts were accepted for publication.


Asunto(s)
/epidemiología , Educación a Distancia/organización & administración , Investigación sobre Servicios de Salud/organización & administración , Humanos , Aprendizaje , Mentores , Motivación , Pandemias
16.
CBE Life Sci Educ ; 20(1): es2, 2021 03.
Artículo en Inglés | MEDLINE | ID: mdl-33635126

RESUMEN

Maintaining your research team's productivity during the COVID-19 era can be a challenge. Developing new strategies to mentor your research trainees in remote work environments will not only support research productivity and progress toward degree, but also help to keep your mentees' academic and research careers on track. We describe a three-step process grounded in reflective practice that research mentors and mentees can use together to reassess, realign, and reimagine their mentoring relationships to enhance their effectiveness, both in the current circumstances and for the future. Drawing on evidence-based approaches, a series of questions for mentees around documented mentoring competencies provide structure for remote mentoring plans. Special consideration is given to how these plans must address the psychosocial needs and diverse backgrounds of mentors and mentees in the unique conditions that require remote interactions.


Asunto(s)
Tutoría , Humanos , Mentores , Estudiantes
17.
Curr Opin Anaesthesiol ; 34(2): 145-148, 2021 Apr 01.
Artículo en Inglés | MEDLINE | ID: mdl-33606397

RESUMEN

PURPOSE OF REVIEW: The purpose of this review is to look at the historical and current gender pay gap in healthcare, specifically in the field of anesthesiology, as well as discuss some of the reasons for the difference in compensation and its consequences. Future aims and directions to bridge the gap will also be explored. RECENT FINDINGS: Even though women have achieved equality in terms of admission to medical school and residency programs, disparities still exist in terms of compensation for equal or comparable work. However, institutional initiatives to close the pay gap have achieved success. SUMMARY: In order to improve the gender pay inequality, there needs to be continuous efforts on the institutional level for recognition of the disparity, initiation of programs for mentorship and sponsorship for female faculties, and continuous monitoring of the effect of the programs.


Asunto(s)
Anestesiología , Humanos , Internado y Residencia , Mentores
18.
Viruses ; 13(2)2021 01 29.
Artículo en Inglés | MEDLINE | ID: mdl-33573029

RESUMEN

With great sadness and sympathy for his family, especially for his wife and companion for many decades, Sylvia, I convey the news of the peaceful passing of Professor Sir Peter Lachmann on 26 December 2020, three days after his 89th birthday and after a Christmas celebration-as far as this was possible these days-in the heart of his family [...].


Asunto(s)
Proteínas del Sistema Complemento , Mentores , Distinciones y Premios , Proteínas del Sistema Complemento/historia , Historia del Siglo XX , Historia del Siglo XXI , Humanos , Masculino
19.
Am Surg ; 87(3): 333-335, 2021 Mar.
Artículo en Inglés | MEDLINE | ID: mdl-33625869

RESUMEN

Debriefing after a major event is a key component in ongoing improvement in performance. Likewise, reflecting on one's career at the time of leaving the operating room environment is an opportunity to transmit the lessons learned from decades of surgical practice. The authors, recently retired from daily operating and leaders in American surgery, reflect on the impact of surgical life on surgeons and their personal lives. Observations regarding selection of medical students, surgical trainees and practice models are presented from this perspective.


Asunto(s)
Actitud del Personal de Salud , Cirugía General , Calidad de Vida/psicología , Estudiantes de Medicina/psicología , Cirujanos/psicología , Equilibrio entre Vida Personal y Laboral , Cirugía General/educación , Cirugía General/organización & administración , Humanos , Internado y Residencia , Mentores , Jubilación , Cirujanos/educación , Estados Unidos
20.
BMC Geriatr ; 21(1): 126, 2021 02 16.
Artículo en Inglés | MEDLINE | ID: mdl-33593287

RESUMEN

BACKGROUND: Caring of older adults with dementia at home can be challenging for home care workers. There is a need to develop suitable training for home care workers to improve the quality of dementia care. We evaluated a 12-week dementia care training including mobile e-learning, social networking, and mentoring support group meetings on the dementia care knowledge, attitude, and competence of home care workers. METHODS: This controlled study involved 140 home care workers from two home care agencies, which were selected from 12 home care agencies in eastern Taiwan. The two home care agencies were randomly allocated either the intervention group or the control group. The intervention group received mobile e-learning, mentor-led online social support networking, and monthly face-to-face mentoring support group meetings. Participants in the control group received 8-h conventional lectures. The primary outcomes were knowledge, attitude, and competence in dementia care. Questionnaires consisting of the Dementia Knowledge Assessment Scale, Approaches to Dementia Questionnaire, and Sense of Competence in Dementia Care Staff scale were administered to the participants at three time points (baseline, end of the 12-week intervention, and 12 weeks after the end of the intervention). RESULTS: Generalized estimating equation analyses showed that the intervention significantly improved the knowledge, attitude, and competence of home care workers on dementia care. The effects remained significant even 12 weeks after the end of the intervention. CONCLUSIONS: A 12-week dementia care training program consisting of mobile e-learning, social networking, and face-to-face mentoring support group meetings were found to a feasible approach in improving the knowledge, attitude, and competence of home care workers. Mobile e-learning and online environment provides a platform that is self-directed, flexible, accessible, and cost-effective for training home care workers. The findings provide a call to action for nurse educators and policy makers to re-design existing dementia care training for home care workers to meet the critical home care needs of a growing dementia population. TRIAL REGISTRATION: ClinicalTrials.gov. NCT03822286 . Registration date: 27/01/2019. Posted date: 31/01/2019.


Asunto(s)
Instrucción por Computador , Demencia , Servicios de Atención de Salud a Domicilio , Tutoría , Anciano , Demencia/terapia , Humanos , Mentores , Taiwán
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