Factors associated with mentor satisfaction among teaching and learning curriculum program participants

Folz, Heather N.; Sprunger, Tracy L.; Sheehan, Amy; Aranda, Josephine P.; Bozymski, Kevin M; Ramsey, Darin C.; Gonzalvo, Jasmine D.

doi:10.1016/j.cptl.2018.01.001

Cited by 4 publications

(3 citation statements)

References 21 publications

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“…A close working relationship with the supervising attending might contribute to a high level of job satisfaction. Mentor accessibility and frequent interaction are known as key factors for a satisfying mentor-mentee relationship which is essential for the success of postgraduate training curricula ( 15 ). Since women are less likely to ask for advice than men, structured mentorships and close supervision could especially help women to improve in career development and research productivity ( 16 ).…”

Section: Discussionmentioning

confidence: 99%

Standardized evaluation of satisfaction within urology residents during clinical training: Implementation of a new urological residency rotation program at the university hospital Frankfurt

Siech

García

Leyh³

et al. 2022

Front. Surg.

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BackgroundStructured curricula are demanded to improve training programs of future urologists. This study aimed to evaluate the acceptance of the newly implemented residency rotation program at the University Hospital Frankfurt. Primary endpoint was resident's satisfaction with the current residency rotation program. Secondary endpoint was the fulfilment of the objectives and expectations by residents.MethodsA standardized 15-item, online-based survey was sent to every urologic resident of the University Hospital Frankfurt, completing their rotation between August 2020 and August 2022. In addition to baseline characteristics, training and working conditions were assessed. Descriptive statistics were applied.ResultsIn total 15 rotations of the Residency Rotation Program at the University Hospital Frankfurt were evaluated, including urologic practice (5/15), Intermediate Care Unit (4/15), urooncology (4/15) and clinical exchange to St. Gallen (2/15). Overall, the majority were very (67%) or rather satisfied (2%) with their rotation. Of the pre-rotation defined objectives, 71% were fulfilled, 18% partially fulfilled and 8% not fulfilled. With respect to the expectations, 67% were fulfilled, 19% partly fulfilled and 4% were not fulfilled. All residents would recommend their respective rotations.ConclusionOur results demonstrate that the residency rotation program at the University Hospital Frankfurt enjoys a high level of acceptance as well as a positive impact on urologic training. Satisfaction with the completed rotation was convincing, most of the expectations and objectives for the respective rotation could be fulfilled. These results help to ensure the quality of urologic curricula and to improve the structure of training programs for future urologists.

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Section: Discussionmentioning

confidence: 99%

Standardized evaluation of satisfaction within urology residents during clinical training: Implementation of a new urological residency rotation program at the university hospital Frankfurt

Siech

García

Leyh³

et al. 2022

Front. Surg.

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“…Secondly, the response rate for individuals who completed both the initial and follow‐up surveys was low at 56% for the enrolled 2018 to 2019 cohort. Typical response rates for TLC completion surveys vary between 70% and 100% 24‐26 . There are two likely contributors to the low response rate: completion of the initial and follow‐up HOP‐R self‐assessments were an encouraged but not required component of the CEP, and the perceived complexity of the HOP‐R may have deterred survey participation.…”

Section: Discussionmentioning

confidence: 99%

Evaluating the change in preceptor habits while enrolled in a teaching and learning curriculum using the habits of preceptors rubric

Davis

Pogge

Larson

et al. 2020

J Am Coll Clin Pharm

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Introduction The quality of experiential education for pharmacists‐in‐training is heavily impacted by the habits of their preceptors. Assessment of preceptor capabilities and evidence of development has been limited due to the absence of a tool to meaningfully facilitate preceptor assessment in a robust and progressive fashion. Objective The primary objective was to determine the change in perceived precepting behavior and abilities of residents and preceptors enrolled in a teaching and learning curriculum (TLC) using a self‐directed assessment seeking (SDAS) approach via the Habits of Preceptors Rubric (HOP‐R). Methods Pharmacists enrolled in the 2018 to 2019 cohort of the Clinician Educators Program (CEP) TLC were invited to assess their precepting habits using the HOP‐R after attending the first seminar and again toward the end of the longitudinal 12‐month program using a SDAS approach. Using online surveys, participants rated their precepting capabilities as developing, proficient, accomplished, or master level for each of the 11 preceptor habits within the HOP‐R. The change in their self‐reported ratings was evaluated. Results The response rate for participants completing both the initial and follow‐up surveys was 56% (52/93). When comparing matched responses, the difference in self‐reported habit level ratings was statistically significant. The overwhelming majority of participants, 94%, reported advancement in one or more habits, with 60% reporting advancement in six or more habits while enrolled in the CEP. Conclusion Preceptor and resident pharmacists reported advancement of precepting capabilities within the conceptual framework of the HOP‐R while enrolled in a TLC. The SDAS approach yielded participant comments showcasing the perceived value of completing the criterion‐referenced HOP‐R assessment to foster self‐awareness and self‐efficacy related to precepting and preceptor development. The HOP‐R can be utilized within TLC to allow participants to assess precepting habits and show growth and development of their capabilities over time both individually and in aggregate.

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“…Note that all these moments are interrelated and interdependent, and the urgency of the problem of increasing the efficiency of reproduction of workers with higher education is not only great but also obvious, predetermined by the very content of the category "highly qualified specialists", by the huge role that they play in the economy [3] .…”

Section: Introductionmentioning

confidence: 99%

Methodical foundations of the preparation of highly valued personnel for high-rise construction

et al. 2018

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Abstract. When carrying out design and survey and construction and installation works for such an innovative type of activity as high-rise construction, the problem of personnel qualification becomes urgent. The article poses a research problem, identifies the main reasons for the need for training highly qualified specialists in construction, and suggests areas for improving training. The expediency of development of mentoring system was proved, the corresponding model of interaction between educational institutions and construction enterprises was offered, key interaction effects were evaluated.

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Factors associated with mentor satisfaction among teaching and learning curriculum program participants

Cited by 4 publications

References 21 publications

Standardized evaluation of satisfaction within urology residents during clinical training: Implementation of a new urological residency rotation program at the university hospital Frankfurt

Standardized evaluation of satisfaction within urology residents during clinical training: Implementation of a new urological residency rotation program at the university hospital Frankfurt

Evaluating the change in preceptor habits while enrolled in a teaching and learning curriculum using the habits of preceptors rubric

Methodical foundations of the preparation of highly valued personnel for high-rise construction

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