Fostering a Diverse Pool of Global Health Academic Leaders Through Mentorship and Career Path Planning

Newberry, Jennifer A; Patel, Shama; Kayden, Stephanie; O’Laughlin, Kelli N.; Cioè-Peña, Eric; Strehlow, Matthew

doi:10.1002/aet2.10403

Cited by 5 publications

(12 citation statements)

References 24 publications

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“…A total of 16 open call submissions and 12 studies 23,27,[29][30][31]40,76,80,[84][85][86][87] recognized the role of peer mentorship in enhancing research mentorship in LMIC settings. Peer mentorship is defined as informal and formal support from one researcher to another who is at a similar career stage.…”

Section: Peer and Group Mentoringmentioning

confidence: 99%

Research Mentorship in Low and Middle-Income Countries: A Global Qualitative Evidence Synthesis of Data from a Crowdsourcing Open Call and Scoping Review

Kpokiri

McDonald

Gebreyohannes

et al. 2022

Preprint

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Introduction: Research mentorship is critical for advancing science, but there are few practical strategies for cultivating research mentorship in resource-limited settings. WHO/TDR Global commissioned a group to develop a practical guide on research mentorship. This global qualitative evidence synthesis included data from a crowdsourcing open call and scoping review to identify strategies to enhance research mentorship in low- and middle-income country (LMIC) institutions. Methods: The crowdsourcing open call used methods recommended by WHO/TDR and solicited descriptions of strategies to enhance research mentorship in LMICs. The scoping review used the Cochrane Handbook and pre-defined the approach in a protocol. We extracted studies focused on enhancing research mentorship in LMICs. Textual data describing research mentorship strategies from the open call and studies from the scoping review were coded into themes. The quality of evidence supporting themes was assessed using the CERQUAL approach. Results: The open call solicited 123 practical strategies and the scoping review identified 73 studies. We identified three broad trends related to engaging institutions across the life cycle of research mentorship, leveraging existing resources for research and training to expand research mentorship, and strengthening monitoring and evaluation of research mentorship programs. We identified the following strategies to enhance research mentorship: recognizing mentorship as an institutional responsibility that should be provided and expected from all team members (8 strategies, 15 studies; moderate confidence); leveraging existing research and training resources to enhance research mentorship (15 strategies, 49 studies; moderate confidence); digital tools to match mentors and mentees and sustain mentorship relations over time (14 strategies, 11 studies; low confidence); nurturing a culture of generosity so that people who receive mentorship then become mentors to others (7 strategies, 7 studies; low confidence); peer mentorship defined as informal and formal support from one researcher to another who is at a similar career stage (16 strategies, 12 studies; low confidence). Interpretation: Research mentorship can be strengthened in resource-limited institutions. The evidence from this open call and scoping review informed a WHO/TDR practical guide. More research mentorship programs are needed in LMIC institutions.

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Section: Peer and Group Mentoringmentioning

confidence: 99%

Research Mentorship in Low and Middle-Income Countries: A Global Qualitative Evidence Synthesis of Data from a Crowdsourcing Open Call and Scoping Review

Kpokiri

McDonald

Gebreyohannes

et al. 2022

Preprint

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“…We propose that future adaptations plan for long-term partnerships, connect instructors and students to existing networks, and offer a mentorship component. Mentorship has been widely lauded as a valuable tool that can support career growth for women in global health [ 25 26 ]. We propose incorporating a mentorship model for local instructors and students.…”

Section: Future Iterations Of the Coursementioning

confidence: 99%

Development, Implementation, and Evaluation of a New Course on Essential Skills for Women’s Leadership in Global Health

Kalbarczyk

Hood

Azizatunnisa

et al. 2022

Annals of Global Health

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While many calls have been made to support the development of women leaders in global health, few resources have been developed and evaluated to meet this goal. We developed and evaluated a one week online short course on the essential skills for women’s leadership in global health, offered in June 2021 to 22 students from 4 countries (Australia, Ethiopia, Thailand, and the United States). The course covered the state of women’s leadership in global health and influencing factors; leadership theories models and frameworks; self-awareness and self-assessments; organizations and enabling environments; communication; and negotiation, and was designed to promote skills via practice, discussion, and debrief. Students rated the course highly and enjoyed the skills-building components, diversity of voices presented throughout the course, and embedded networking opportunities. Future iterations of the course, particularly those held in low-and middle-income countries, should contextualize materials, co-create with local instructors and amplify local voices, and consider incorporating shadowing, coaching, mentorship, and communities of practice.

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“…This gap is partly attributed to limited numbers of trained GEM faculty members and uneven distributions of these faculty members between institutions. 10 , 11 …”

Section: Gem Student Leadership Programmentioning

confidence: 99%

“…Although GEM fellowship opportunities are increasing, there are limited opportunities for GEM mentorship, education, and career guidance for medical students. This gap is partly attributed to limited numbers of trained GEM faculty members and uneven distributions of these faculty members between institutions 10,11 …”

Section: Gem Student Leadership Programmentioning

confidence: 99%

“…This gap is partly attributed to limited numbers of trained GEM faculty members and uneven distributions of these faculty members between institutions. 10,11 Several national societies have addressed the need for increased equitable access to education and mentorship in GEM. The Emergency Medicine Residents' Association (EMRA) created The Nuts and Bolts of Global Emergency Medicine.…”

Section: Gem Student Leadership Programmentioning

confidence: 99%

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Building a virtual community of practice for medical students: The Global Emergency Medicine Student Leadership Program

et al. 2021

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Virtual communities of practice (VCoPs) facilitate distance learning and mentorship by engaging members around shared knowledge and experiences related to a central interest. The American College of Emergency Physicians and Emergency Medicine Residents' Association's Global Emergency Medicine Student Leadership Program (GEM-SLP) provides a valuable model for building a VCoP for GEM and other niche areas of interest. This VCoP facilitates opportunities for experts and mentees affiliated with these national organizations to convene regularly despite barriers attributed to physical distance. The GEM-SLP VCoP is built around multiple forms of mentorship, monthly mentee-driven didactics, academic projects, and continued engagement of program graduates in VCoP leadership. GEM-SLP fosters relationships through (1) themed mentoring calls (career paths, work/life balance, etc); (2) functional mentorship through didactics and academic projects; and (3) near-peer mentoring, provided by mentors near the mentees' stage of education and experience. Monthly mentee-driven didactics focus on introducing essential GEM principles while (1) critically analyzing

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Fostering a Diverse Pool of Global Health Academic Leaders Through Mentorship and Career Path Planning

Cited by 5 publications

References 24 publications

Research Mentorship in Low and Middle-Income Countries: A Global Qualitative Evidence Synthesis of Data from a Crowdsourcing Open Call and Scoping Review

Research Mentorship in Low and Middle-Income Countries: A Global Qualitative Evidence Synthesis of Data from a Crowdsourcing Open Call and Scoping Review

Development, Implementation, and Evaluation of a New Course on Essential Skills for Women’s Leadership in Global Health

Building a virtual community of practice for medical students: The Global Emergency Medicine Student Leadership Program

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