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1.
Int J Aging Hum Dev ; 96(1): 6-18, 2023 Jan.
Artigo em Inglês | MEDLINE | ID: mdl-35950230

RESUMO

This brief report provides an overview of lessons learned through evaluation of the first five years of the NIA-funded South Carolina-Advancing Diversity in Aging Research (SC-ADAR) undergraduate program, whose goal is to increase the number of qualified underrepresented minority (URM) students who pursue scientific graduate studies in programs focusing on medicine, science, technology, engineering, and mathematics and aging. Partnering with five Historically Black Colleges and Universities in South Carolina, we implemented a research training approach that included two consecutive summers of research training in a University of South Carolina faculty laboratory, as part of a comprehensive 24-month research education program. In addition to the mentored research experience in a laboratory, students had coursework in the biology of aging and social gerontology, with additional workshops tailored to emergent student needs including basic academic skills development, work-life management skills, reflective social experiences, and enhanced support in the transition from undergraduate to graduate school. We provide an overview of lessons learned throughout the early program period, and a description of the iterative changes we made in the program in response to this learning, all of which have been incorporated into the existing SC-ADAR program.


Assuntos
Gerociência , Grupos Minoritários , Humanos , Estudantes , Mentores , Envelhecimento
2.
Hand Clin ; 39(1): 25-31, 2023 Feb.
Artigo em Inglês | MEDLINE | ID: mdl-36402523

RESUMO

Diversity in the Hand Surgery workforce improves the quality of care delivered, advances a wider variety of innovation within the field and leads to higher patient satisfaction, greater access to care and patient adherence to advice. An understanding of the data makes a compelling argument for change. Advocacy is necessary to stop the "leaky pipeline" of the loss of diversity in more senior and leadership roles. Hand surgeons who are both women and from underrepresented minority groups are especially vulnerable to bias from the health-care system, with focused support and mentoring required throughout their training and career.


Assuntos
Mãos , Tutoria , Humanos , Feminino , Mãos/cirurgia , Mentores , Grupos Minoritários/educação
3.
Hand Clin ; 39(1): 43-52, 2023 Feb.
Artigo em Inglês | MEDLINE | ID: mdl-36402525

RESUMO

Mentorship and sponsorship are part of academia because they are vital for professional and personal development. Inclusive mentorship is defined as mentoring across differences. It highlights the need of all mentors to be well-versed culturally and to recognize and circumvent bias and microaggressions. Inclusive mentorship can also elevate underrepresented populations in medicine and create intercultural relationships that also benefit the relationships we have with our diversifying patient populations. There are still several barriers prohibiting inclusive mentorship from being widely understood and employed. This article discusses the importance of and techniques for improving inclusive mentorship.


Assuntos
Tutoria , Mentores , Humanos , Tutoria/métodos
4.
Clin Imaging ; 93: 23-25, 2023 Jan.
Artigo em Inglês | MEDLINE | ID: mdl-36368180

RESUMO

Collaboration and teamwork are well-established cornerstones of modern clinical and academic medicine as well as research, including radiology. Mentorship is also part and parcel of daily medical practice and training. As it is, there is a wide range of opinions on the effectiveness of standard mentorship models. In some cases, academic departments may offer mentorship to fulfill a requirement rather than as a sign of commitment to ensuring that all mentees receive the guidance they seek. Although mentor-mentee relationships might have arisen organically, and such situations are still possible, the overall lack of face-to-face interactions in many departments in the COVID era suggests the need to emphasize formal mentoring programs. We appreciate the overall successes of mentorship in medicine as well as radiology, while acknowledging that, like anything, it is not perfect. Because the processes of decision making and career planning are similar across fields, a peer-to-peer cross-specialty mentorship model could yield untold benefits to early-career radiologists who may receive valuable advice from friends or colleagues outside of medicine, or simply outside of radiology, at crucial points in their careers. There is no ideal formula or format for mentoring, however. We endorse the theory or intentions of mentorship and believe that its effectiveness can take several forms. Having a formal program in place, with built-in flexibility to address our rapidly changing times, remains highly desirable. Our proposal is to expand this notion to a "whatever works," "anything goes," or, in the spirit of the COVID era, a hybrid model.


Assuntos
COVID-19 , Tutoria , Humanos , Mentores , Satisfação Pessoal , Grupo Associado , Docentes de Medicina
5.
Am J Otolaryngol ; 44(1): 103673, 2023.
Artigo em Inglês | MEDLINE | ID: mdl-36302328

RESUMO

The pandemic era has wrought disruptive changes across all aspects of academic medicine, transforming clinical care systems, research enterprises, and educational practices. Among these sweeping changes, some of the most significant for Otolaryngology-Head & Neck Surgery (OHNS) relate to innovative use of virtual communication. The virtual landscape has not only redefined the delivery of patient care but also expanded educational interactions across the career continuum. As the architecture of relationships has been reimagined, the traditional Halstedian teaching paradigm has evolved, now integrating in-person, virtual, and hybrid learning. Once formidable barriers to distance learning have diminished, giving way to social networks that support mentorship, coaching, and sponsorship. Creative use of technology supports collaboration, feedback, spaced learning, scaffolding, and interleaving. These advances have immediate significance for OHNS, a highly collaborative specialty that leads in technological innovation and aspires to improve diversity. Whereas traditional efforts to grow the ranks of underrepresented in medicine (URiM) individuals in OHNS yielded only incremental progress, the virtual landscape is unveiling new strategies for reengineering narrow or leaky pipelines. Strategies that can help attract URiM applicants include inclusive departmental web presence, interactive online clinical experiences, virtual interviews, and remote research opportunities. As students, surgeons, and scientists collectively embrace technology, accelerated progress toward diversity, equity, and inclusion (DEI) becomes possible. Maximizing these opportunities requires aligning national and institutional imperatives for diversity with departmental priorities and mission. Finally, intentional outreach and holistic assessment support growth of structured virtual communities that foster equitable access for those who need it most.


Assuntos
Internato e Residência , Otolaringologia , Médicos , Humanos , Otolaringologia/educação , Mentores , Aprendizagem
6.
Int J Aging Hum Dev ; 96(1): 91-105, 2023 Jan.
Artigo em Inglês | MEDLINE | ID: mdl-35821570

RESUMO

Mentoring underrepresented students in aging research during the COVID-19 pandemic affords many opportunities for innovation and learning, for both students and program leaders. Here, we describe lessons learned from an Advancing Diversity in Aging Research (ADAR) program at a women-centered, minority-serving undergraduate institution. We share program elements and assessment results related to scholars' education in aging, support through community-building and mentorship, and research experiences in gerosciences. Notably, we highlight lessons learned for retaining and training undergraduate students as graduate school-ready researchers: 1) draw students into a community focused on social justice, 2) show students that geroscience is inclusive and integrative, 3) model professionalism with flexibility, 4) keep open lines of communication, and 5) build a team of mentors around each scholar. By sharing insights from our community of practice in geroscience research and education, we hope to model best practices for URM student support in aging research.


Assuntos
COVID-19 , Tutoria , Feminino , Humanos , Gerociência , Pandemias , COVID-19/epidemiologia , Mentores , Tutoria/métodos , Grupos Minoritários
7.
Med Educ Online ; 28(1): 2149252, 2023 Dec.
Artigo em Inglês | MEDLINE | ID: mdl-36463500

RESUMO

BACKGROUND: Longitudinal general practice tracks have been established in medical faculties in Europe and worldwide to attract more graduates to general practice careers. In many programs, long-term mentoring relationships play an important role in providing students with positive role models, regular practical experiences, and acquisition of clinical skills in a community context. However, little is known about students' and general practitioner mentors' expectations, experiences, challenges, and ideas for improvement within these long-term mentoring relationships in general practice in our medical education system. METHODS: Qualitative study based on semi-structured interviews with 15 students and 13 mentors. Interviews were audio-recorded and transcribed verbatim. MAXQDA was used for data analysis, following a mixed deductive/inductive approach. RESULTS: Both groups had few and rather unstated expectations, particularly regarding their relationships. Consequently, expectations were often not clearly communicated. Nevertheless, a high level of satisfaction and good opportunities for teaching were achieved for both sides. The evolving familiarity facilitated a positive learning environment. Students valued independent medical tasks continuously adjusted to their current abilities. However, some felt a reluctance to demand their mentor's time and consideration. Conversely, the mentors criticized a lack of initiative from some of the students and wished that they would get more actively involved. Students, in contrast, wished for more guidance at the start of the project and joint events to deepen the relationship. CONCLUSIONS: With this study, we gained detailed insights into and understanding of the nature of long-term relationships between students and mentors. Points for improvement revealed included: 1) education of both participating groups on the goals and benefits of mentoring, including binding expectations for the participants; 2) intensified support and training of teaching physicians; 3) structured and accompanied establishment of initial contact between mentor and mentee; and 4) encouraged additional shared (teaching) time, individualized timing, and intensification, if desired.


Assuntos
Medicina Geral , Clínicos Gerais , Tutoria , Humanos , Mentores , Estudantes
8.
Afr J Prim Health Care Fam Med ; 14(1): e1-e11, 2022 Nov 30.
Artigo em Inglês | MEDLINE | ID: mdl-36453806

RESUMO

BACKGROUND: Apart from monitoring and evaluation, key performance indicators (KPIs) are used for planning of quality healthcare services and are essential for ensuring that work plans are strategic. Nurse managers (NMs) are required to use reports on the KPIs from the District Health Barometer to prepare work plans. AIM: The aim of the study was to explore the experiences of NMs regarding the use of KPIs in developing work plans. SETTING: The study was conducted in one of the four local municipalities of iLembe district in KwaZulu-Natal. METHODS: A qualitative research design was used. Data were collected through semistructured interviews with 20 NMs from seven primary health care clinics between 16 November 2020 and 24 December 2020; data were then thematically analysed. RESULTS: Nurse managers experienced challenges related to knowledge creation, knowledge sharing and knowledge application regarding the use of KPIs in developing work plans. Possible strategies which, according to NMs, could facilitate the use of KPIs in developing work plans included support in the management role, skills development and orientation, provision of resources and participative management. CONCLUSION: Relevant knowledge management practices, including knowledge sharing, are essential for knowledge creation so that individuals develop task knowledge to fulfil role expectations. In the case of this study, knowledge creation for NMs could facilitate their appropriate use of KPIs in developing work plans.Contribution: It is recommended that NMs receive ongoing training on, and be actively involved in, data management and that mentoring and support be made available for NMs to facilitate the use of KPIs in developing work plans.


Assuntos
Tutoria , Enfermeiras Administradoras , Humanos , África do Sul , Conhecimento , Mentores
9.
PLoS One ; 17(12): e0278576, 2022.
Artigo em Inglês | MEDLINE | ID: mdl-36455060

RESUMO

Research fellowship programs help medical graduates acquire research skills for an academic career. While our institution employed a large number of research fellows, it did not offer them a formal training program. This study aimed to assess the views of fellows and their mentors regarding the current research fellowship program, and to seek their suggestions for a formal training program at our medical center. We conducted a qualitative descriptive study using both focus group discussions and individual interviews with research fellows, and individual interviews with their mentors. We recruited all eligible participants by email. We collected data in person and analyzed it thematically. We followed the consolidated criteria for reporting of qualitative research (COREQ) checklist. A total of 17 research fellows and 17 mentors participated in the study. Participants described the current non-formal program and proposed suggestions for a formal training program. The identification of available vacant positions and the recruitment process followed an unstructured approach, through networking with mentors and previous fellows. Although there is a formal contract, there is no job description, and no definition of roles, responsibilities and rights. Some fellows get the opportunity of being involved in all aspects of research and benefit from a favorable mentor-mentee relationship. Conversely, others struggle with authorship and with the projects allocated to them, some being "non-research" related. Not all fellows end up publishing their projects. Participants provided suggestions to shift into a formal training, including measures to improve on the recruitment process of fellows, defining roles and exposure to all aspects of research. Research fellows are eager to learn, but the currently available program is unstructured. They need a formal training program that meets their expectations, one that offers equitable learning opportunities and benefits to all.


Assuntos
Centros Médicos Acadêmicos , Bolsas de Estudo , Humanos , Mentores , Instalações de Saúde , Autoria
10.
J Oral Maxillofac Surg ; 80(12): 1869-1870, 2022 Dec.
Artigo em Inglês | MEDLINE | ID: mdl-36464424

Assuntos
Tutoria , Humanos , Mentores
11.
Korean J Med Educ ; 34(4): 327-336, 2022 Dec.
Artigo em Inglês | MEDLINE | ID: mdl-36464903

RESUMO

Due to the short history of dental education in Laos, the educational system is still incomplete, with only a few faculty development (FD) programs. This study aims to identify the needs assessment for FD, in Lao dental education. A survey was conducted, with dentists from the Faculty of Dentistry, in 2022. Data on demographics, perceived importance, and ability, on the 13 roles and competencies of teachers, as well as the 26 FD items' needs assessment were collected. Data were compared between the two groups (lecturers and assistant teachers), and analyzed to identify different needs. Sixty-seven responses were included, after excluding inappropriate ones. Lecturers and assistant teachers expressed their needs for developing a syllabus, and teaching using simulation. Lecturers revealed the need to improve their roles as resource developers, followed by learning facilitators and lecturer in a classroom setting. Assistant teachers reported their prioritized needs for improving their role as on-the-job role models, followed by lecturer in a classroom setting, and mentor, personal adviser, or tutor. Assistant teachers showed higher educational needs scores than lecturers, in most questionnaire items. Although the needs assessment of FD indicates different needs, based on the differing roles and responsibilities, assistant teachers' needs scores are generally higher. An FD program could prioritize the most common needs of both groups at an early stage, but the topics most needed by each group should also be considered. This study can inform a future FD program, to improve Lao dental education.


Assuntos
Docentes , Mentores , Humanos , Laos , Determinação de Necessidades de Cuidados de Saúde , Educação em Odontologia
12.
Ann Glob Health ; 88(1): 88, 2022.
Artigo em Inglês | MEDLINE | ID: mdl-36348707

RESUMO

Background: Short-term experiences in global health (STEGHs) are an important part of global health degree programs. Due to the COVID-19 pandemic, travel was not possible for students planning to participate in the Johns Hopkins Center for Global Health's Global Health Established Field Placement (GHEFP) program in 2020. Working with willing faculty mentors, in-country collaborators, and students, the Center allowed students to complete their practicums remotely so that students could gain practicum experience despite not being able to travel, and faculty and collaborators could receive the planned support on their projects. Objectives: This evaluation aims to describe the experience of pivoting the GHEFP program from an in-person, in-country program to a remote practicum. Methods: We analyzed program evaluation data from 30 students, 20 faculty members, and 10 in-country collaborators. Surveys for each group consisted of multiple choice, scale rating, and open-ended questions. The quantitative data was analyzed using Microsoft Excel to calculate survey response frequencies. The open-ended responses were analyzed for emergent themes. Findings: The remote GHEFP experience enabled students to gain practice working on global health projects from a distance, but it came with challenges related to preparation, communication, shifting scopes of work, and contextualization. All participants would have preferred an in-person experience if given a choice, but most agreed that a remote practicum was better than not participating at all. Conclusions: The remote program served its purpose during the height of the pandemic. Given the hybrid nature of global health today, many aspects of the remote practicum experience are helpful for global health training. Future iterations of remote STEGHs should initially be designed for remote work to ensure meaningful scopes for students that are helpful to faculty mentors and collaborators. Hybrid models may also be useful. Mutually beneficial twinning relationships should also be incorporated into remote and in-person STEGHs to foster a more equitable global health training environment.


Assuntos
COVID-19 , Saúde Global , Humanos , COVID-19/epidemiologia , COVID-19/prevenção & controle , Pandemias/prevenção & controle , Docentes , Mentores
13.
BMC Med Educ ; 22(1): 767, 2022 Nov 08.
Artigo em Inglês | MEDLINE | ID: mdl-36348324

RESUMO

BACKGROUND: Little is known about gender disparity among medical undergraduates in the developing world. Therefore, this study aims to explore the attitudes and perceived barriers among Jordanian medical students, particularly women. METHODS: An online, self-administered questionnaire, developed after an extensive literature review, was disseminated across all six Jordanian medical schools targeting more than 5000 medical students. Student t-test and ANOVA were used to document mean differences among different groups. Linear and logistic regression models were used to find predictors of publication and number of publications. RESULTS: A total of 636 students participated in the survey with a women to men ratio of 1.1. Women medical students report significantly higher knowledge (t(634) = 2.47, p = 0.013), personal (t(634) = 3.31, p = 0.001), and total barriers scores than men (t(634) = 3.02, p = 0.003). Moreover, compared to men, women were less likely to find same-sex mentorship (t(634) = 3.18, p = 0.001) or receive credited authorship (t(634) = 2.12, p = 0.011). Overall, women medical students were more likely to perceive that their gender (t(634) = 3.58, p < 0.001) and people's perception of their gender (t(634) = 4.25, p < 0.001) are barriers to their career advancement. Binary logistic regression demonstrated that gender is a significant predictor of being able to publish (OR: 1.645; 95%CI: 1.002-2.731), while linear regression demonstrated that gender is a predictor of number of publications (ß: 0.113; 95%CI: 0.063-0.288). CONCLUSION: A significant gender disparity exists in terms of both attitudes and overall barriers among Jordanian medical undergraduates which calls for immediate policy changes as to produce successful clinicians and researchers.


Assuntos
Pesquisa Biomédica , Estudantes de Medicina , Masculino , Humanos , Feminino , Faculdades de Medicina , Autoria , Mentores
14.
Sultan Qaboos Univ Med J ; 22(4): 472-478, 2022 Nov.
Artigo em Inglês | MEDLINE | ID: mdl-36407695

RESUMO

This article aimed to discuss the scope of reverse mentoring and intergenerational learning in nursing. Accordingly, it discusses the characteristics, significance, benefits, conceptual framework, implementation strategy and application of reverse mentoring in nursing. Reverse mentoring occurs when a technically competent younger employee mentors a senior experienced employee and reciprocally exchanges the work culture and soft skills. Diverse intergenerational learning spurs innovation through the sharing of knowledge, skills, competencies, norms and values. Thus, reverse mentoring helps to enhance the quality of education, practice-outcomes and employee development. It should be adopted for a multigenerational workforce to promote diversity, keep employees technically competent and updated in ever-changing nursing profession. Presently, the COVID-19 pandemic has given rise to an urgent need for technical competency and knowledge sharing among the diverse multigenerational nursing workforce. Therefore, a reverse-mentoring strategy is proposed as a sustainable cost-effective intergenerational knowledge-sharing tool for the current era of economic crisis.


Assuntos
COVID-19 , Tutoria , Recursos Humanos de Enfermagem , Humanos , Mentores , Pandemias
15.
J Acoust Soc Am ; 152(4): 2054, 2022 10.
Artigo em Inglês | MEDLINE | ID: mdl-36319265

RESUMO

Efforts to mentor undergraduates in research require time, energy, and resources but can yield significant benefits. A review of education research on undergraduate research is presented followed by a case study of how technical and educational principles from the literature have been implemented and practiced in a new underwater acoustics lab. This case study involves the students who have joined this lab over its first three years. The results highlight the importance of several key factors that mentors can implement to improve their students' research experience. In order to meet the steep learning curve that new students face, faculty mentors should establish a culture of research (i.e., well established norms, expectations, and practices associated with being a part of a research group) through clear expectations, open communication, and student-led peer mentorship supported by carefully selected or designed resources (i.e., scaffolding). This paper seeks to share these education research resources with the acoustics community while providing a case study for review as a specific application of these key principles into an acoustics laboratory setting.


Assuntos
Mentores , Estudantes , Humanos
17.
Elife ; 112022 11 15.
Artigo em Inglês | MEDLINE | ID: mdl-36378159

RESUMO

In a two-page tenure letter, senior faculty can make or break a career. This power has an outsized impact on Black academics and other scholars with marginalized identities, who are awarded tenure at lower rates than their white colleagues. We suggest that this difference in tenure rates is due to an implicit, overly narrow definition of academic excellence that does not recognize all the contributions that Black scholars make to their departments, institutions and academia in general. These unrecognized contributions include the (often invisible) burdens of mentoring and representation that these scholars bear disproportionately. Here we propose a set of practical steps for writing inclusive, anti-racist tenure letters, including what to do before writing the letter, what to include (and not include) in the letter itself, and what to do after writing the letter to further support the candidate seeking tenure. We are a group of mostly non-Black academics in science, technology, engineering and mathematics (STEM) based in the United States who are learning about and working toward Black liberation in academia; we hope these recommendations will help ongoing efforts to move toward an inclusive academia that appreciates and rewards diverse ways of doing, learning and knowing.


Assuntos
Docentes , Mentores , Humanos , Estados Unidos , Redação
18.
Science ; 378(6621): 694-695, 2022 11 18.
Artigo em Inglês | MEDLINE | ID: mdl-36395231

RESUMO

Matthew Schrag confronts a mentor after their joint work is flagged on the PubPeer website.


Assuntos
Neurociências , Má Conduta Científica , Denúncia de Irregularidades , Humanos , Mentores , Neurociências/ética , Doença de Alzheimer
20.
Sci Justice ; 62(6): 785-794, 2022 11.
Artigo em Inglês | MEDLINE | ID: mdl-36400500

RESUMO

This paper considers whether the adoption of a subject-specific, classroom-based, voluntary extra-curricular student mentoring scheme could provide an effective mechanism and andragogic approach to enhance higher education students' employability potential pre-graduation. Over the three-year pilot, 26 more advanced (second to fourth year) undergraduate students actively mentored nearly 400 first year undergraduate students during workshops delivered annually within forensic and policing focused courses. In total, 17 mentors anonymously completed online, post-scheme surveys. Survey data was quantitatively analysed to evaluate the scheme, establish which skills and attributes mentors had developed and investigate whether mentors could appropriately identify example skills within professional terminology used during employer recruitment. In addition, this paper reflects on the implementation of remote student mentoring during the COVID-19 pandemic and its adoption within a blended learning framework. The results from this research strongly support mentoring as an effective mechanism to develop undergraduate employability skills, significantly developing mentors' self-confidence and self-efficacy in their interpersonal and communication skills. Although mentors were aware of university graduate attributes and thought they could evidence these with appropriate examples, in practice this was not necessarily the case. As a result, a framework is proposed to enable mentors to identify their skills and how they may align with competencies sought by relevant forensic and policing employers. However, other andragogic practices may need to be implemented to maximise the potential for successful graduate employment.


Assuntos
COVID-19 , Tutoria , Humanos , Mentores , Pandemias , Estudantes
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