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2.
Pan Afr Med J ; 40: 21, 2021.
Artigo em Inglês | MEDLINE | ID: mdl-34733389

RESUMO

Introduction: the blended SORT-IT model uses a combination of online modules and teleconferences with local and international mentors to teach operational research. We modified SORT-IT to create the Acute Care Operational Research (ACOR) course directed to anesthesiology residents in Kigali, Rwanda. This course takes students from an initial research idea through submitting a paper for publication. Our viewpoint on entering this study was that ACOR participants would have adequate resources to complete the course, but be hampered by cultural unfamiliarity with the blended teaching approach. Methods: we conducted a qualitative analysis of the experiences of all those who participated in the ACOR course to understand obstacles and improve future course iterations. Six anesthesiology residents participated in the first iteration of the course, with 4 local mentors and 2 secondary mentors, one of whom was based at the University of Virginia, with a total of 12 participants. Semi-structured interviews were conducted with all participants and mentors, which were independently coded for topics by two reviewers. Results: there was a 50% publication rate for those enrolled in the course and an expected 100% acceptance rate for those who completed the course. Some reported benefits to the course included improved research knowledge, societal improvements, and knowledge exchange. Some reported obstacles to successful course completion included time limitations, background knowledge, and communication. Of note, only 4 out of 12 participants recognized cultural barriers. Conclusion: although successful in the sense that all participants completed their research project, ACOR did not fully solve the main issues hindering research training. Our results show that research training in low-resource settings needs a continuing and formal focus on the factors that hinder participants´ success: mentorship and time.


Assuntos
Anestesiologia/educação , Internato e Residência , Mentores , Pesquisa Operacional , Humanos , Cooperação Internacional , Ruanda , Estudantes de Medicina
3.
J Prof Nurs ; 37(5): 1004-1010, 2021.
Artigo em Inglês | MEDLINE | ID: mdl-34742503

RESUMO

BACKGROUND: As a requirement of doctor in nursing practice (DNP) programs, a final scholarly project is required. Little is known about the student experience initiating, implementing, evaluating, and disseminating the scholarly DNP project. PURPOSE: The purpose of this qualitative, descriptive study was to explore descriptions of what it is like to move through the DNP project process, from the perspective of successful recent DNP graduates. METHOD: Using purposive, convenience, and snowball sampling, 15 recent DNP graduates were recruited to participate in a semi-structured interview. Using a pragmatic, open coding approach with constant comparison, four researchers evaluated the transcripts and reduced the data three times by coding and categorizing, clustering responses so the essential theme emerged. RESULTS: Nine categories were interpreted, and one overarching theme emerged: Journeying Through the DNP Project. A metaphor weaving together the categories is offered. CONCLUSION: Faculty support, through communication and mentorship, is strongly encouraged. Rigor of projects needs to be enhanced. Student experiences may be improved by faculty establishing supportive student relationships and ensuring that faculty understand the differences between and among research, evidence-based practice, quality improvement, and process improvement. The DNP student experience can be enhanced with program support and faculty mentorship and support.


Assuntos
Educação de Pós-Graduação em Enfermagem , Estudantes de Enfermagem , Docentes de Enfermagem , Humanos , Mentores , Melhoria de Qualidade
4.
J Prof Nurs ; 37(5): 935-941, 2021.
Artigo em Inglês | MEDLINE | ID: mdl-34742525

RESUMO

PhD-prepared nurses are integral to the delivery of cost-effective, safe, and high-quality care to the increasingly diverse population in the U.S. Nurses with a PhD are needed to develop knowledge that informs and directs nursing care, promote positive health outcomes, and train the next generation of nurses and nurse scientists. Unfortunately, less than 1% of nurses have their PhD in nursing and there is an ongoing shortage of nurses in the U.S. that has not been effectively addressed. The PhD in nursing pipeline needs to be bolstered to address the escalating nursing shortage. This is especially important considering the importance of having an adequate number of well-prepared nurses to address the increasing complexities of health conditions and patient populations in the U.S. This paper presents strategies to promote and sustain interest in PhD in nursing among baccalaureate nursing students and discusses the importance of meaningful engagement in research and engaged faculty mentorship. It is important to incorporate research into undergraduate experiences, promote engaged mentorship during undergraduate level and beyond, and provide a conducive environment for undergraduate students to address their fears, misconceptions, and myths about PhD in nursing.


Assuntos
Bacharelado em Enfermagem , Educação de Pós-Graduação em Enfermagem , Estudantes de Enfermagem , Docentes , Humanos , Mentores
5.
BMC Med Educ ; 21(1): 567, 2021 Nov 09.
Artigo em Inglês | MEDLINE | ID: mdl-34753470

RESUMO

BACKGROUND: Although formal participation in research is an integral and often mandatory component of clinical training programs, resulting productivity is highly variable. The objective of this review was to identify determinants of successful research performance among graduate medical education trainees. METHODS: A structured review of the published literature was performed by searching PubMed, CINAHL, and EMBASE from inception through to 7 April, 2021. Articles examining graduate medical education trainee research productivity evidenced by publications in peer-reviewed journals were included. RESULTS: Eighty-five articles were included of which most (66; 78%) were reported from the USA or Canada (10; 12%). A wide range of disciplines were represented with the most common being general surgery, internal medicine, orthopedic surgery, and pediatrics. Themes (number of reports) included trainee characteristics (n = 24), project characteristics (n = 8), mentoring/supervision (n = 11), and programmatic aspects (n = 57). Although variable results were observed, research productivity tended to be higher with prior research experience, later years of training, male gender, and pursuit of a postgraduate degree. Few project related aspects of success were identified. Trainee publication was associated with mentors with higher rank, publication productivity, and supportive academic environments. Training programs with organised programs/curricula including protection of time for research were associated with increased productivity as were provision of incentives or rewards but not mandatory requirements. CONCLUSION: This review identifies several trainee characteristics, project and mentor aspects, and programmatic aspects associated with increased productivity that may serve as a useful resource for trainees and graduate medical education training programs.


Assuntos
Educação Médica , Tutoria , Criança , Educação de Pós-Graduação em Medicina , Eficiência , Humanos , Masculino , Mentores
6.
Br J Community Nurs ; 26(11): 554-559, 2021 Nov 02.
Artigo em Inglês | MEDLINE | ID: mdl-34731034

RESUMO

As advocates for health, nurses are ideally situated to deliver effective health promotion in their daily interactions with people. This work evaluates the integration of healthy conversation training, making every contact count (MECC), into a health promotion module in an undergraduate nursing degree at a higher education institute (HEI). In all, 108 students completed the online questionnaire I year after receiving healthy conversation training. 67% of students reported the regular or occasional use of healthy conversation skills and identified a wide range of scenarios where they had used the skills. 65% of students used health action planning framework in their own personal self-care. Student nurses acknowledged barriers and enablers to their use of healthy conversation skills. Having knowledgeable mentors who role modelled healthy conversations skills in their consultations was the most frequently raised factor, in addition to lack of knowledge of local resources, time and confidence. All placement settings should ensure that registered nurses, especially those undertaking mentorship responsibilities have access to healthy conversation training.


Assuntos
Comunicação , Bacharelado em Enfermagem , Mentores , Estudantes de Enfermagem/psicologia , Adulto , Promoção da Saúde , Nível de Saúde , Humanos , Enfermeiras e Enfermeiros
7.
J Aging Stud ; 59: 100972, 2021 Dec.
Artigo em Inglês | MEDLINE | ID: mdl-34794718

RESUMO

This article offers a fresh examination of Mitch Albom's bestseller Tuesdays with Morrie (1997) from a perspective of literary age studies, with a special focus on the concept of later-life mentorship. The classic mentor figure, commonly seen as the archetype of a wise old teacher, is revived through the healing power of an end-of-life narrative. The mentorial relationship between a young man and an old man shows that the personal growth is as an ongoing and ageless process of becoming that can lead to wisdom and a better understanding of aging and living-with-dying. It also reveals that later-life narratives of mentorship are an integral part of the transmission of knowledge and humanistic values to establish solid relationships between generations. Life lessons with Morrie, collected in the form of a memoir, provide readers with important tools to learn to accept life in all its dimensions, and show how literary narratives of growing older can help deconstruct negative western notions of old age and lead to more meaningful lives in all life stages.


Assuntos
Envelhecimento , Mentores , Humanos , Conhecimento , Masculino , Narração
8.
PLoS One ; 16(11): e0258660, 2021.
Artigo em Inglês | MEDLINE | ID: mdl-34758034

RESUMO

Due to COVID-19 precautions, the Vanderbilt University summer biomedical undergraduate research program, the Vanderbilt Summer Science Academy (VSSA), rapidly transitioned from offering an in-person training program to a virtual seminar format. Our program typically supports undergraduate development through research and/or clinical experience, meeting with individuals pursuing postgraduate training, and providing career development advice. Evidence supports the idea that summer programs transform undergraduates by clarifying their interest in research and encouraging those who haven't previously considered graduate studies. We were interested in exploring whether a virtual, synchronous program would increase participants' scientific identity and clarify postgraduate career planning. Rather than create a virtual research exposure, our 5-week "Virtual VSSA" program aimed to simulate the casual connections that would naturally be made with post-undergraduate trainees during a traditional summer program. In seminars, presenters discussed 1) their academic journey, explaining their motivations, goals, and reasons for pursuing a career in science as well as 2) a professional story that illustrated their training. Seminars included Vanderbilt University and Medical School faculty, M.D., MD/Ph.D., as well as Ph.D. students from diverse scientific and personal backgrounds. In addition, weekly informational sessions provided an overview of the nature of each degree program along with admissions advice. Through pre-and post-program surveys, we found that students who registered for this experience already strongly identified with the STEMM community (Science, Technology, Engineering, Mathematics, and Medicine). However, participation in the Virtual VSSA increased their sense of belonging. We also uncovered a gap in participants' understanding of postgraduate pathways prior to participation and found that our program significantly increased their self-reported understanding of postgraduate programs. It also increased their understanding of why someone would pursue a Ph.D. or Ph.D./MD versus M.D. These changes did not uniformly impact participants' planned career paths. Overall, by providing personal, tangible stories of M.D., MD/Ph.D., and Ph.D. training, the Virtual VSSA program offered seminars that positively impacted students' sense of belonging with and connection to the STEMM disciplines.


Assuntos
Engenharia/educação , Matemática/educação , Tecnologia/educação , Academias e Institutos , Pesquisa Biomédica/educação , COVID-19/epidemiologia , Escolha da Profissão , Docentes/educação , Humanos , Conhecimento , Mentores/educação , Grupos Minoritários/educação , Faculdades de Medicina , Estudantes , Universidades
9.
West J Emerg Med ; 22(6): 1355-1359, 2021 Oct 26.
Artigo em Inglês | MEDLINE | ID: mdl-34787562

RESUMO

INTRODUCTION: Leadership positions occupied by women within academic emergency medicine have remained stagnant despite increasing numbers of women with faculty appointments. We distributed a multi-institutional survey to women faculty and residents to evaluate categorical characteristics contributing to success and differences between the two groups. METHODS: An institutional review board-approved electronic survey was distributed to women faculty and residents at eight institutions and were completed anonymously. We created survey questions to assess multiple categories: determination; resiliency; career support and obstacles; career aspiration; and gender discrimination. Most questions used a Likert five-point scale. Responses for each question and category were averaged and deemed significant if the average was greater than or equal to 4 in the affirmative, or less than or equal to 2 in the negative. We calculated proportions for binary questions. RESULTS: The overall response rate was 55.23% (95/172). The faculty response rate was 54.1% (59/109) and residents' response rate was 57.1% (36/63). Significant levels of resiliency were reported, with a mean score of 4.02. Childbearing and rearing were not significant barriers overall but were more commonly reported as barriers for faculty over residents (P <0.001). Obstacles reported included a lack of confidence during work-related negotiations and insufficient research experience. Notably, 68.4% (65/95) of respondents experienced gender discrimination and 9.5% (9/95) reported at least one encounter of sexual assault by a colleague or supervisor during their career. CONCLUSION: Targeted interventions to promote female leadership in academic emergency medicine include coaching on negotiation skills, improved resources and mentorship to support research, and enforcement of safe work environments. Female emergency physician resiliency is high and not a barrier to career advancement.


Assuntos
Medicina de Emergência , Médicas , Docentes , Docentes de Medicina , Feminino , Humanos , Liderança , Mentores , Sexismo
10.
CBE Life Sci Educ ; 20(4): ar63, 2021 12.
Artigo em Inglês | MEDLINE | ID: mdl-34618540

RESUMO

We examine the impact of Biology Mentoring and Engagement (BIOME) near-peer mentorship on 437 first-year undergraduate students over three cohort years. The BIOME course consists of ten, 50-minute meetings where groups of six first-year mentees meet with an upper-division student mentor to discuss topics including metacognition, growth mindset, and effective study strategies. We employed a mixed-methods approach to evaluate the impact of BIOME on mentee academic outcomes. Initial ethnographic analysis revealed that BIOME influenced student study methods, approaches to academic challenges, and use of campus learning communities. We then constructed a novel, program-specific instrument to measure the implementation of these habits, a construct we named "academic habit complexity." Regression analysis supported the hypothesis that enrollment in BIOME leads to students using more diverse approaches than their peers. Enrollment in BIOME, and the associated development of academic habit complexity, is related to higher course grades in General Chemistry, a biology major prerequisite. Finally, students participating in BIOME demonstrated improved short-term student retention as measured by increased enrollment in the subsequent prerequisite General Chemistry course. These results suggest that course-based near-peer mentorship may be an effective and scalable approach that can promote student academic success.


Assuntos
Desempenho Acadêmico , Tutoria , Biologia , Humanos , Mentores , Estudantes
11.
BMC Health Serv Res ; 21(1): 1054, 2021 Oct 05.
Artigo em Inglês | MEDLINE | ID: mdl-34610844

RESUMO

BACKGROUND: Capacity Building and Mentorship Partnership (CBMP) is a flagship program designed by the Ethiopian Ministry of Health in collaboration with six local universities to strengthen the national health information system and facilitate evidence-informed decision making through various initiatives. The program was initiated in 2018. This evaluation was aimed to assess the outcome of CBMP on health data quality in the public health facilities of Amhara National Regional State, Ethiopia. METHODS: A matched comparison group evaluation design with a sequential explanatory mixed-method was used to evaluate the outcome of CBMP on data quality. A total of 23 health facilities from the intervention group and 17 comparison health facilities from a randomly selected district were used for this evaluation. The Organization for Economic Cooperation and Development (OECD) evaluation framework with relevance, effectiveness, and impact dimensions was used to measure the program's outcome using the judgment parameter. The program's average treatment effect on data quality was estimated using propensity score matching (PSM). RESULTS: The overall outcome of CBMP was found to be 90.75 %. The mean data quality in the intervention health facility was 89.06 % [95 %CI: 84.23, 93.88], which has a significant mean difference with the comparison health facilities (66.5 % [95 % CI: 57.9-75]). In addition, the CBMP increases the data quality of pilot facilities by 27.75 % points [95 %CI: 17.94, 37.58] on the nearest neighboring matching. The qualitative data also noted that there was a data quality problem in the health facility and CBMP improved the data quality gap among the intervention health facilities. CONCLUSIONS: The outcome of the CBMP was highly satisfactory. The program effectively increased the data quality in the health facilities. Therefore, the finding of this evaluation can be used by policymakers, program implementers, and funding organizations to scale the program at large to improve the overall health data quality for health outcome improvement.


Assuntos
Fortalecimento Institucional , Mentores , Confiabilidade dos Dados , Etiópia , Instalações de Saúde , Humanos , Avaliação de Resultados em Cuidados de Saúde , Melhoria de Qualidade
12.
Can J Rural Med ; 26(4): 176-185, 2021.
Artigo em Inglês | MEDLINE | ID: mdl-34643557

RESUMO

Introduction: While medical school interventions can help address rural physician shortages, many urban Canadian medical students lack exposure to rural medicine. The Rural Mentorship Programme (RMP) is a 4-month pilot initiative designed by medical students to bridge this gap by pairing preclerkship medical students at an urban medical school with rural physician mentors to provide exposure to rural careers. Methods: A realist-influenced methodology evaluated perceived benefits and challenges of RMP, assessed how RMP influenced mentee perceptions and intentions towards rural careers, and investigated factors leading to success. Quantitative and qualitative data were collected through evaluative pre-, post-, and 4-month post intervention surveys, mentor interviews and a mentee focus group. Likert scales assessed satisfaction, attainment of objectives and mentee changes in perceptions and intentions. Results: 18/23 mentees and 11/15 mentors completed at least 1 survey; 5 mentees joined the focus group and 3 mentors were interviewed. Most mentees were of non-rural backgrounds and initially neutral about pursuing rural practice. RMP helped mentees better understand rural careers. They especially valued the mandatory community clinical visit and forming relationships with mentors. Mentors enjoyed teaching, reflecting on their careers and demonstrating the merits of rural practice. Transportation and scheduling were major programme challenges. Conclusions: This pilot suggests that structured mentorship programmes can improve understanding of, and provide exposure to, careers in rural medicine for urban medical students. Results will inform future programme development.


Assuntos
Médicos , Estudantes de Medicina , Canadá , Humanos , Mentores , Avaliação de Programas e Projetos de Saúde
13.
Intern Med J ; 51(10): 1741-1747, 2021 Oct.
Artigo em Inglês | MEDLINE | ID: mdl-34664370

RESUMO

In March 1961 the University of New South Wales enrolled the first students into the new faculty of medicine that is now ranked 4th in Australia and 59th in the world. The author was fortunate to be a member of that pioneering group and looks back in gratitude to all the visionary and committed academics and mentors, who made this happen. Many of the foundation academics were fellows of the Royal Australasian College of Physicians, with two becoming University of New South Wales deans of medicine. One-quarter of the foundation year's graduates became fellows of the college and the first PhD medical graduate, Professor John Chalmers AC, became president of the college.


Assuntos
Aniversários e Eventos Especiais , Faculdades de Medicina , Humanos , Mentores , Pandemias , Universidades
14.
Int J Nurs Educ Scholarsh ; 18(1)2021 Oct 18.
Artigo em Inglês | MEDLINE | ID: mdl-34668360

RESUMO

Globally, nurse educators participate in the three main role activities of teaching, scholarship, and service. Matching for different global locations and career stages, 12 mentor-mentee pairs completed a one-year coordinated virtual program through Sigma Theta Tau International's Global Leadership Mentoring Community and mentees reported building their nurse educator capacities. The authors describe factors that potentially influence international mentoring such as language, time, technology, and key characteristics of mentoring relationships. Growth in educator roles occurred in the contexts of the culture of academe itself and Boyer's definitions of scholarship. Consistent with Sigma's vision statement, nurse educators have a global presence and responsibility to prepare competent nurses who can advance the health of the world's people. Readers may benefit for future planning of mentoring activities to build capacities in nurse educator roles through international interactions.


Assuntos
Tutoria , Fortalecimento Institucional , Docentes de Enfermagem , Humanos , Liderança , Mentores
15.
J Nurs Educ ; 60(10): 582-585, 2021 Oct.
Artigo em Inglês | MEDLINE | ID: mdl-34605686

RESUMO

BACKGROUND: Academic demands along with stressors inherent to daily life may be overwhelming for undergraduate psychiatric nursing students. Peer mentorship programs have been found to improve emotional well-being in students; however, little research is available regarding psychiatric nursing students' experiences. METHOD: Hermeneutic phenomenology was used to answer the research question: "What are the lived experiences of mentors within an undergraduate psychiatric nursing peer mentorship program?" Nine undergraduate psychiatric nursing students with experience serving as a mentor were interviewed. RESULTS: The participants expressed they gained important skills that are valued by the profession of psychiatric nursing. The themes identified included: support, empathy, the mentor-mentee relationship, active listening, and leadership. CONCLUSION: Involvement in these programs may assist with fostering these skills in undergraduate psychiatric nursing students. Offering a mentorship program for undergraduate psychiatric nursing students has been demonstrated to be valuable. [J Nurs Educ. 2021;60(10):582-585.].


Assuntos
Bacharelado em Enfermagem , Educação em Enfermagem , Enfermagem Psiquiátrica , Estudantes de Enfermagem , Humanos , Mentores , Grupo Associado
16.
Curr Urol Rep ; 22(9): 48, 2021 Oct 02.
Artigo em Inglês | MEDLINE | ID: mdl-34599411

RESUMO

PURPOSE OF REVIEW: Minimally invasive partial nephrectomy (MIPN) is a very challenging technique and complications may occur during its learning curve. It is important to acquire surgical skills to minimize operative risks. Surgical skills may be acquired through simulation devices or mentoring by a mentor. RECENT FINDINGS: We designed a 3D operable model with multiple and variant surgical scenarios in order to facilitate surgical training in MIPN. The model delivered a real-life feel and handle. To our knowledge, this is the first minimally invasive partial nephrectomy simulator to encompass a series of scenarios with multiple levels of difficulty while delivering a real-life experience.


Assuntos
Modelos Anatômicos , Nefrectomia , Simulação por Computador , Humanos , Curva de Aprendizado , Mentores
17.
J Infect Dev Ctries ; 15(9.1): 3S-6S, 2021 09 29.
Artigo em Inglês | MEDLINE | ID: mdl-34609954

RESUMO

The Structured Operational Research and Training Initiative (SORT IT) model has contributed to building research capacity and has produced evidence for improving public health program performance in countries with limited research capacity. The model involves hands-on mentorship and consists of three modules/weeks. It is recognized to be an innovative research capacity building model. In a world changed by COVID-19, where bringing people together is not viable, an innovative, interactive, web-based, knowledge-transfer platform (e-SORT IT) for virtual implementation of SORT IT modules was created. The platform design imitated the residential course as closely as possible with the same lectures, plenary sessions, and breakout rooms. Despite the challenges, the platform performed well and even though participants and mentors were located in eight different time zones, the course was successful; 90% of participants achieved their milestones and 10 manuscripts were successfully completed. Participant evaluation revealed a satisfaction level that was nearly equivalent to the residential module. However, mentor evaluation indicated a number of shortcomings including capacity building, professional networking, communication, engagement, and contribution by participants, as well as overall module success. In conclusion, COVID-19 stimulated the creation of the e-SORT IT platform that provided a functional alternative to the residential version. Despite the limitations of reduced capacity building and networking, the e-SORT IT platform should be considered a success - it delivered the goods. This is an example of innovation and flexibility, two attributes that are sorely needed to maintain activities during the pandemic and beyond.


Assuntos
COVID-19 , Educação à Distância/normas , Pesquisa/educação , Mentores/psicologia , Estudantes/psicologia
18.
Neuron ; 109(20): 3179-3181, 2021 10 20.
Artigo em Inglês | MEDLINE | ID: mdl-34672972

RESUMO

Shubha Tole, Dean of Graduate Studies at the Tata Institute of Fundamental Research in Mumbai, India, shares with Neuron her approach to mentorship during these challenging times, how connecting diverse perspectives across the globe makes us stronger, and her love of the arts-including classical dance and poetry.


Assuntos
Tutoria , Mentores , Neurociências , COVID-19 , Humanos , Índia , SARS-CoV-2 , Comunicação por Videoconferência
19.
Neuron ; 109(20): 3182-3183, 2021 10 20.
Artigo em Inglês | MEDLINE | ID: mdl-34672973

RESUMO

Gregory Quirk has worked in New York, Honduras, and Puerto Rico with a decades-long commitment to mentorship and the global promotion of neuroscience. In an interview with Neuron, he talks about his upcoming move to the University of the Philippines and how virtual meetings are making us rethink collaborations and interactions with members of the community.


Assuntos
Congressos como Assunto , Tutoria , Mentores , Neurociências , Comunicação por Videoconferência , COVID-19 , Comportamento Cooperativo , Humanos , SARS-CoV-2
20.
BMC Public Health ; 21(1): 1863, 2021 10 15.
Artigo em Inglês | MEDLINE | ID: mdl-34654399

RESUMO

BACKGROUND: Conflicting schedules and geographic access limit prospects for mutually beneficial relationships between experts and early career professionals. A formal long-distance mentorship program could address these barriers and potentially bridge the gap of traditional face-to-face mentorship. This study was done to determine the feasibility of implementing a formal long-distance mentorship program amongst public health physicians of Nigeria. METHOD: A mixed-method study comprising of in-depth interviews and surveys was used to collect information from members of the Association of Public Health Physicians in Nigeria. A total of 134 survey participants were recruited consecutively during an annual scientific meeting of the association. In-depth interviewees were purposively selected to ensure diversity in expertise, experience, and social stratifiers such as age. Quantitative data were analyzed using descriptive and inferential statistics, while qualitative data were analyzed using thematic content analysis. RESULTS: Public health physicians of Nigeria are willing to participate in a formal Long-Distance Mentorship Program, and four elements of feasibility were highlighted as necessary for implementing the program. Namely i) capacity to coordinate LDMP, ii) technical expertise and individual competence to provide mentorship, iii) financial capacity to implement and sustain LDMP, and iv) demand for mentorship by mentees. There is a consensus that the organizational structure of the National Postgraduate Medical College of Nigeria and West African College of Physicians provide an enabling environment to initiate a LDMP for public health physicians of Nigeria. The vast human resources with various expertise and the annual National conferences can be leveraged upon to champion and administer the program. However, there is a need for an administrative structure and technical expertise to enable proper coordination. More so, the need for demand creation and the financial requirement was considered gaps that need to be filled to be able to ensure feasibility. Bivariate analysis showed a significant relationship between the dependent variable (preferred role- mentor/mentee) and independent variables (age, year of graduation, and the number of years of practice), while the binary logistic regression model showed that physicians are more likely to participate as mentors with each unit increase in the number of years of practice. This further buttressed the need to commence the mentoring process as soon as trainees gain entrance into the program, as mentorship does not just prepare them for excellent public health practice, but also builds their capacity to mentor the younger and upcoming public health physicians. CONCLUSION: There are enabling structures to incorporate a formal long-distance mentorship program for public health physicians in Nigeria, and physicians are willing to participate in such a program. However, the feasibility of establishing a successful and sustainable program will require robust coordination, technical expertise, demand creation, and financial commitment at both institutional and college levels.


Assuntos
Mentores , Médicos , Estudos de Viabilidade , Humanos , Nigéria , Avaliação de Programas e Projetos de Saúde , Saúde Pública
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