The Nature and Evolution of the Mentoring Relationship in Academic Health Centers

Hill, Sarah; Ward, Wendy L.; Seay, A; Buzenski, Jessica

doi:10.1007/s10880-022-09893-6

Cited by 33 publications

(9 citation statements)

References 52 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…They also try to manage their workload by setting clear goals and prioritising tasks that are most important (Prescott, 2020). Some faculty members may engage in professional development opportunities or seek mentoring to address specific stressors or personal challenges (Hill et al, 2022). Additionally, many pharmacy schools offer wellness programmes and resources to support the well-being of their faculty members (Kennedy et al, 2022).…”

Section: Introductionmentioning

confidence: 99%

Assessment of stress among pharmacy educators: Validation of the faculty stress index and 2-year cross-sectional follow-up in a Lebanese pharmacy school

Younes,

Sakr,

Mourad

et al. 2023

Pharm Educ

View full text Add to dashboard Cite

Background: Exploring faculty stress and coping strategies among pharmacy educators has not been previously addressed among Lebanese pharmacy schools. The study’s aim was to validate the Faculty Stress Index (FSI) among pharmacy educators and to assess stress and coping strategies in a school of pharmacy in Lebanon. Methods: A cross-sectional study was conducted using a self-administered web-based questionnaire. Results: The FSI structure was validated with factor analysis. All items had good factor loading that ranged from 0.561 to 0.926. All models were verified to be adequate with satisfactory KMO measures of sampling adequacy and a significant Bartlett’s test of sphericity with p < 0.001. FSI reliability was confirmed by the very good to excellent Cronbach’s alpha values for each stress area that ranged from 0.851 to 0.972. Faculty members had mean total stress scores of 129.43 (±56.90) and 115.59 (±57.34) over 2 academic years, respectively, with higher scores indicating more stress. The greatest stress areas were Time Constraint and Satisfaction with Online Courses. Spending time with family, spirituality, and getting enough sleep were the stress coping strategies considered by the majority of faculty members. Conclusion: This study provided a watchful apprehension of stress levels and key areas precipitating stress among pharmacy educators.

show abstract

Section: Introductionmentioning

confidence: 99%

Assessment of stress among pharmacy educators: Validation of the faculty stress index and 2-year cross-sectional follow-up in a Lebanese pharmacy school

Younes,

Sakr,

Mourad

et al. 2023

Pharm Educ

View full text Add to dashboard Cite

show abstract

“…25 Mentorship is also known to benefit mentors as well through greater productivity, career satisfaction, and personal gratification. 25,26 Given the importance of mentorship, ASCO has inbuilt multiple mentorship programs as part of its core structure. As of 2023, four subdomains of mentorship opportunities have been included: global mentoring, virtual mentoring, diversity mentoring, and topical mentoring.…”

Section: Discussionmentioning

confidence: 99%

Evaluating Systemic Burnout in Medical Oncology Through a National Oncology Mentorship Program

Nindra,

Shivasabesan,

Mellor

et al. 2024

JCO Oncol Pract

View full text Add to dashboard Cite

PURPOSE Mentorship has a positive influence on trainee skills and well-being. A 2022 Pilot Mentorship Program in New South Wales involving 40 participants revealed high burnout rates in Medical Oncology trainees. As part of an Australia-wide inaugural National Oncology Mentorship Program in 2023 (NOMP23), a national survey was undertaken to assess the prevalence of burnout, anxiety, depression, professional fulfilment, and drivers of distress in the Australian medical oncology workforce. METHODS NOMP23 is a 1-year prospective cohort study that recruited medical oncology trainees and consultants using e-mail correspondence between February and March 2023. Each participant completed a baseline survey which included the Maslach Burnout Index (MBI), Stanford Professional Fulfilment Index, and Patient Health Questionnaire-4 for anxiety and depression. RESULTS One hundred and twelve participants (56 mentors, 56 mentees) were enrolled in NOMP23, of which 86 (77%) completed the baseline survey. MBI results at baseline demonstrated that 77% of consultants and 82% of trainees experienced burnout in the past 12 months. Professional fulfilment was noted to be <5% in our cohort. Screening rates of anxiety and depression in trainees were 32% and 16%, respectively, compared with 7% and 2% for consultants. When assessing reasons for workplace stress, two thirds stated that heavy patient load contributed to stress, while almost three quarters attributed a heavy administrative load. Lack of supervision was a key stressor for trainees (39%), as was lack of support from the training college (58%). CONCLUSION Trainees and consultant medical oncologists demonstrate high rates of burnout and low professional fulfilment. The NOMP23 program has identified a number of key stress factors driving burnout and demonstrated concerning levels of anxiety and depression. Ongoing mentorship and other well-being initiatives are needed to address these issues.

show abstract

“…In addition, near‐to‐peer mentoring appears to be effective because the hierarchical structures present where a senior doctor is a mentor are avoided 57 . Near‐to‐peer support also benefits the student mentor, increasing their confidence 58 …”

Section: Curriculum Interventions That Encourage An Empathic Hidden C...mentioning

confidence: 99%

Towards an empathic hidden curriculum in medical school: A roadmap

Howick,

Slavin,

Carr

et al. 2024

Evaluation Clinical Practice

View full text Add to dashboard Cite

The “hidden curriculum” in medical school includes a stressful work environment, un‐empathic role models, and prioritisation of biomedical knowledge. It can provoke anxiety and cause medical students to adapt by becoming cynical, distanced and less empathic. Lower empathy, in turn, has been shown to harm patients as well as practitioners. Fortunately, evidence‐based interventions can counteract the empathy dampening effects of the hidden curriculum. These include early exposure to real patients, providing students with real‐world experiences, training role models, assessing empathy training, increasing the focus on the biopsychosocial model of disease, and enhanced wellbeing education. Here, we provide an overview of these interventions. Taken together, they can bring about an “empathic hidden curriculum” which can reverse the decline in medical student empathy.

show abstract

The Nature and Evolution of the Mentoring Relationship in Academic Health Centers

Cited by 33 publications

References 52 publications

Assessment of stress among pharmacy educators: Validation of the faculty stress index and 2-year cross-sectional follow-up in a Lebanese pharmacy school

Assessment of stress among pharmacy educators: Validation of the faculty stress index and 2-year cross-sectional follow-up in a Lebanese pharmacy school

Evaluating Systemic Burnout in Medical Oncology Through a National Oncology Mentorship Program

Towards an empathic hidden curriculum in medical school: A roadmap

Contact Info

Product

Resources

About