A system-wide health sciences faculty mentor training program is associated with improved effective mentoring and institutional climate

Trejo, JoAnn; Wingard, Deborah L.; Hazen, Virginia; Bortnick, Alexandra; Hoesen, Karen Van; Byars‐Winston, Angela; Pfund, Christine; Reznik, Vivian

doi:10.1017/cts.2021.883

Cited by 18 publications

(15 citation statements)

References 38 publications

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“…Because the goal of the JAM Council is to explicitly address the effects of racism, biased practices, and structures that adversely impact UIM faculty, in addition to traditional outcome measures such as career satisfaction, attrition and length to promotion, measurement of minority tax burden, belonging, connectedness, wellbeing, and impostor syndrome will be conducted. Evaluations will be conducted at multiple time points and include mixed methods of qualitative and quantitative measures with the goal of generating a holistic perspective to provide robust assessment of program processes, outcomes and lessons learned (20,21).…”

Section: Discussionmentioning

confidence: 99%

“…Although effective mentoring is critical for academic success, there are limited studies documenting the structure and effectiveness of mentoring programs for UIM faculty (12,13). More recently, studies that include the implementation or evaluation of UIM mentoring programs that explicitly addresses common obstacles rooted in racist or biased practices and structures have been described (20)(21)(22)(23)(24). Research has found that mentorship programs for UIM faculty must assess for relevant elements that include mentors' potential for bias and discrimination, previous mentorship training, experience with intersectionality and isolation, and service on diversity committees, among other factors (20,21).…”

Section: Best Practices In Mentoring Programs For Uim Facultymentioning

confidence: 99%

“…More recently, studies that include the implementation or evaluation of UIM mentoring programs that explicitly addresses common obstacles rooted in racist or biased practices and structures have been described (20)(21)(22)(23)(24). Research has found that mentorship programs for UIM faculty must assess for relevant elements that include mentors' potential for bias and discrimination, previous mentorship training, experience with intersectionality and isolation, and service on diversity committees, among other factors (20,21). Yet, most UIM "specific" mentoring programs follow traditional content and structure of general mentoring programs with the only difference being a focus of implementation with UIM faculty.…”

Section: Best Practices In Mentoring Programs For Uim Facultymentioning

confidence: 99%

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For us by us: Instituting mentorship models that credit minoritized medical faculty expertise and lived experience

et al. 2022

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The woefully low proportion of scientists and clinicians underrepresented in medicine (UIM), including members of African-American/Black, Hispanic/Latinx, American Indian/Alaska Native or Native Hawaiian/Pacific Islander communities, is well characterized and documented. Diversity in medicine is not only just, but it improves quality and outcomes. Yet, diversity in academic medicine remains stagnant, despite national recognition and urgent calls to improve diversity, equity, and inclusion across health sciences. One strategy that has shown to improve diversity in many sectors is high quality mentoring. While many institutions have adopted mentoring programs, there remains a lack of mentorship that is equitable, individualized, and sets a clear timeline for academic milestones that will position UIM mentees at the optimal trajectory for promotion and retention. A barrier to assembling these programs is the small number of UIM among the senior faculty ranks who are able to serve in this role, given the disproportionate burden to serve on a multitude of academic committees, task forces, and workgroups to fulfill institutional mandates to diversify representation. These time-consuming services, documented in the literature as the “minority tax,” are generally uncompensated and unaccounted for in terms of consideration for promotion, leadership positions, and other measures of career advancement. The Justice, Equity, Diversity, and Inclusion Academic Mentors (JAM) Council represents a novel, culturally responsive, and anti-racist approach to achieve a more equitable and inclusive institutional environment. This approach strategically leverages the intergenerational wisdom and experience of senior UIM faculty via time-protected effort with the overall goals of improving rates of promotion, retention, and career satisfaction of early career UIM colleagues. This community case study describes the rationale, resources needed, processes, and proposed workflow required to launch the JAM Council, as well as the major roles and responsibilities for JAM mentors and mentees, which may be considered by academic medical centers focused on improving diversity among the faculty ranks.

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Section: Discussionmentioning

confidence: 99%

Section: Best Practices In Mentoring Programs For Uim Facultymentioning

confidence: 99%

Section: Best Practices In Mentoring Programs For Uim Facultymentioning

confidence: 99%

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For us by us: Instituting mentorship models that credit minoritized medical faculty expertise and lived experience

et al. 2022

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“…Given the importance of mentorship in undergraduate research experiences, efforts have been made to increase the mentoring commitment and competency of STEMM faculty members. [10][11][12][13][14] Research has also uncovered key factors, such as open communication or frequent interaction, that contribute to effective mentoring relationships between faculty and undergraduate researchers. 5,[15][16][17][18][19] However, we currently know little about how similarities or differences in the social identities of mentors and mentees affect undergraduates' research experiences and outcomes.…”

Section: Introductionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

Advancing understanding of discordant mentoring relationships in STEMM: A method and framework

Morales

Grineski

Collins

2023

Annals of the New York Academy of Sciences

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Having a diverse workforce in STEMM (science, technology, engineering, mathematics, and medicine) fields is essential for the United States to remain competitive in the global economy and to create a more just society. Faculty‐mentored undergraduate research experiences have been identified as a high‐impact practice for encouraging students from diverse backgrounds to pursue STEMM education and careers. Despite extensive research examining factors influencing the effectiveness of mentor−mentee relationships, there is still limited understanding of how differences or similarities in the social identities of mentors and mentees, which we term mentor−mentee discordance, impact undergraduates’ research experiences and outcomes. In this perspective, we propose that mentor−mentee discordance should be conceptualized as a multidimensional, continuous construct and suggest a global index to measure varying degrees of discordance in mentoring relationships. We also offer a conceptual model that incorporates the Discordance Index to systematize the understanding of the effects of discordant mentoring relationships on student development across social contexts and over time. Finally, we provide recommendations for future researchers, STEMM educators, and program directors who are interested in using the Discordance Index.

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Addressing the needs and challenges of mentorship in veterinary medicine

Yanke,

Weigand,

Hofmeister

2023

New Drctns for Teach & Learn

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Veterinary medicine provides a rewarding career but is met with a high degree of mental, emotional, and physical fatigue and, as a result, professional burnout. A structured mentoring system in veterinary schools is integral to promoting well‐being as well as professional and personal growth for resilience and lifelong learning. While professional programs (e.g., human medicine, nursing, dentistry, pharmacy) often provide mentorship opportunities, program descriptions, and evidence of effectiveness have limited review in the literature, especially for veterinary medicine. Depending on the individual's professional stage, mentor and mentee roles may be established throughout one's career between a faculty mentor and a veterinary student early in the curriculum, between near‐peer students, between a private practitioner and new graduate, between a faculty mentor and house officers (interns/residents), and others. Mentorship of junior faculty by senior faculty is also important to nurture successful retention, professional growth, and promotion. With all of these relationships, expectations should be developed between the mentor and mentee to achieve mutual benefit from the relationship.While instituting a mentoring program is beneficial, not all programs are created equal. To ensure a successful program, faculty must be trained to effectively mentor veterinary and graduate students. With adequate training, more seasoned students could also provide peer mentorship to less experienced students. Consideration should be given to how mentors and mentees are matched, recognizing that pairings based on core interests may strengthen foundational relationships. Effective mentoring relationships would ensure continued support for mentees as they develop in the years following graduation. With this article, we present the opportunities and challenges for mentoring within veterinary medicine, including a review of the literature.

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A system-wide health sciences faculty mentor training program is associated with improved effective mentoring and institutional climate

Cited by 18 publications

References 38 publications

For us by us: Instituting mentorship models that credit minoritized medical faculty expertise and lived experience

For us by us: Instituting mentorship models that credit minoritized medical faculty expertise and lived experience

Advancing understanding of discordant mentoring relationships in STEMM: A method and framework

Addressing the needs and challenges of mentorship in veterinary medicine

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