Mentoring during Uncertain Times

Termini, Christina M.; McReynolds, Melanie R.; Rutaganira, Florentine U.; Roby, ReAnna S.; Hinton, Antentor; Carter, Calvin S.; Huang, Haigen; Vue, Zer; Martinez, Denise; Shuler, Haysetta; Taylor, Brittany L.

doi:10.1016/j.tibs.2021.01.012

Cited by 37 publications

(25 citation statements)

References 12 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…The COVID-19 pandemic has led to several changes in cardiology residency programs like ours; trainees have been directly exposed to COVID-19 patients, and interactions between trainees and clinical teachers have diminished. Mentoring programs in the United States and other countries also use more online approaches than face-to-face meetings [ 2 , 10 , 11 ]. However, unlike our study, several mentoring programs in the United States use group models, whereas the trainees in our study preferred a personal mentoring model.…”

Section: Discussionmentioning

confidence: 99%

Trainees’ perceptions and expectations of formal academic mentoring during the COVID-19 pandemic in Indonesian cardiology residency programs

Raharjo

Mustika

Lydia

et al. 2021

J Educ Eval Health Prof

View full text Add to dashboard Cite

Purpose: During medical residency programs, physicians develop their professional identities as specialists and encounter high expectations in terms of achieving competencies. The responsibilities of medical trainees include caring for patients, balancing work with personal life, and weathering stress, depression, and burnout. Formal academic mentoring programs strive to ease these burdens. The coronavirus disease 2019 (COVID-19) pandemic has altered the trainee–academic mentor relationship, and solutions are needed to address these challenges. The present study aimed to evaluate the formal academic mentoring process through trainees’ perceptions and expectations of formal mentoring programs during COVID-19 in Indonesian cardiology residency programs.Methods: This cross-sectional study used a self-administered online questionnaire to capture trainees’ perceptions and expectations regarding academic mentoring programs in 3 cardiology residency programs in Indonesia from October to November 2020. The questionnaire was developed before data collection. Perceptions of the existing mentoring programs were compared with expectations.Results: Responses were gathered from 169 out of 174 residents (response rate, 97.3%). Most trainees reported having direct contact with COVID-19 patients (88.82%). They stated that changes had taken place in the mode and frequency of communication with their academic advisors during the pandemic. Significant differences were found between trainees’ perceptions of the existing mentoring programs and their expectations for academic mentoring programs (P<0.001).Conclusion: Despite the challenges of interacting with their academic mentors, trainees still perceived academic mentors as a vital resource. Study programs need to consider trainees’ expectations when designing academic mentoring programs.

show abstract

Section: Discussionmentioning

confidence: 99%

Trainees’ perceptions and expectations of formal academic mentoring during the COVID-19 pandemic in Indonesian cardiology residency programs

Raharjo

Mustika

Lydia

et al. 2021

J Educ Eval Health Prof

View full text Add to dashboard Cite

show abstract

“…In addition, the pandemic disproportionately affected marginalized groups (Termini et al . 2021b ; Hildreth and Alcendor 2021 ). Unprecedented changes to work and life resulted in burnout across the academic spectrum (Moss 2021 ).…”

Section: Mentoring Gone Wrong—awfulization Demoralization and Burnoutmentioning

confidence: 99%

Intentional mentoring: maximizing the impact of underrepresented future scientists in the 21st century

Shuler

Cazares

Marshall

et al. 2021

Pathogens and Disease

Self Cite

View full text Add to dashboard Cite

Mentoring is a developmental experience intended to increase the willingness to learn and establish credibility while building positive relationships through networking. In this commentary, we focus on intentional mentoring for underrepresented mentees, including individuals that belong to minority racial, ethnic, and gender identity groups in Science, Technology, Engineering, Mathematics, and Medicine (STEMM) fields. Intentional mentoring is the superpower action necessary for developing harmony and comprehending the purpose and value of the mentor/mentee relationship. Regardless of a mentor's career stage, we believe the strategies discussed may be used to create a supportive and constructive mentorship environment; thereby improving the retention rates of underrepresented mentees within the scientific community.

show abstract

“…Furthermore, this workshop could be adapted into a virtual format. The COVID-19 pandemic dramatically changed the way in which undergraduate and graduate students were educated and trained (Carr et al 2021;Termini et al 2021). The development and implementation of a virtual workshop to address issues related to students making use of multiple mentors, gaining networking experience and opportunities, and thoroughly understanding the importance of cultivating a healthy mentee-to-mentor relationship comes with its own challenges.…”

Section: Limitations and Considerationsmentioning

confidence: 99%

“…This seminar ultimately sought to explain the importance of mentors and how mentors should adapt for individual mentees to serve as an important resource. Mentors should be constantly shifting through getting out their message, boosting their mentees, and changing methods through the changing climates (Termini et al 2021). For example, mentors should be able to adapt through electronic learning by e-mentoring through mediums such as video chatting, such as Skype or Zoom; or digital communication, including text, email, or GroupMe (McReynolds et al 2020).…”

mentioning

confidence: 99%

The Importance of Mentors and How to Handle More Than One Mentor

Marshall

Brady

Palavicino‐Maggio

et al. 2021

Preprint

Self Cite

View full text Add to dashboard Cite

IntroductionWorking with multiple mentors is a critical way for students to expand their network, gain opportunities, and better prepare for future scholastic or professional ventures. However, students from underrepresented groups (UR) are less likely to be mentored or have access to mentors, particularly in science, technology, engineering, and mathematics (STEM) fields. We developed and implemented a workshop, to provide the necessary foundation for students to be better prepared for establishing future mentorships throughout graduate and professional school.MethodsFaculty well-versed in the area of effective mentorship from multiple universities developed and delivered a 1.5-hour workshop to address the roles of a mentor, especially when it comes to UR students, and how students may effectively work with multiple mentors. This workshop was delivered to a group of students from the HBCU Winston Salem State University, and a pre/post-Likert scale-based survey was administered.ResultsWe analyzed the raw data with nonparametric tests for comparison within paired samples. Wilcoxon matched-pairs and signed-rank tests showed statistically significant growth in student self-ratings related to the workshop learning objectives.ConclusionsThe “How to Handle More than One Mentor to Achieve Excellence” workshop was well received as a component of pre-graduate and pre-professional training. Incorporating workshops like this may increase student preparedness around developing and cultivating healthy mentorship relationships throughout STEM training.EDUCATIONAL OBJECTIVESBy the end of this workshop, learners will be able to:Describe the role of mentors in developing the next generation of trainees.Describe current research on mentorship among underrepresented populations.Apply skills on effective communication needed in the development of successful mentorship relationships.Work with multiple mentors at one time while maintaining solid professional and personal relationships.

show abstract

Mentoring during Uncertain Times

Cited by 37 publications

References 12 publications

Trainees’ perceptions and expectations of formal academic mentoring during the COVID-19 pandemic in Indonesian cardiology residency programs

Trainees’ perceptions and expectations of formal academic mentoring during the COVID-19 pandemic in Indonesian cardiology residency programs

Intentional mentoring: maximizing the impact of underrepresented future scientists in the 21st century

The Importance of Mentors and How to Handle More Than One Mentor

Contact Info

Product

Resources

About