The Rising Physicians Program: A Novel Approach for Mentoring Medical Students

Scott, Sean E; Cook, Stacy C.; Kim, Shawn K; Pomfret, Roland W; Samardzic, Kristen; Hartzell, Joshua D.; Hutchinson, Jeffrey

doi:10.1093/milmed/usy289

Cited by 12 publications

(14 citation statements)

References 10 publications

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“…Nesse sentido, detectamos um consenso entres os autores: o ambiente de aprendizagem, estabelecido no Peer-Mentoring, visa a criação de espaços agradáveis de aprendizagem onde a transmissão do conhecimento ocorre de forma afetiva (Celebi et al, 2019;Green, 2018;Lockspeiser et al, 2008;Scott et al, 2019). Outro importante fator positivo, relatado por esses autores, foi a fácil acessibilidade aos tutores, gerando uma relação de segurança e auto confiança entre os mentor-mentee.…”

Section: Discussionunclassified

Peer-mentoring na educação em saúde: quais as suas aplicações, limitações e estratégias para o sucesso?

Silva

Freire

Aires

et al. 2021

RSD

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Este estudo buscou investigar a contribuição do Peer-Mentoring na formação acadêmica de base e educação continuada de profissionais da saúde, bem como identificar as principais limitações, desafios e alternativas para atingir o sucesso de sua implementação. Trata-se de um estudo de revisão integrativa com busca sistemática, realizada nas bases de dados PubMed, Scopus, Web Of Science, Education Resources Information Center (ERIC) e Biblioteca Virtual em Saúde (BVS). Foram incluídos artigos eletrônicos, disponíveis na íntegra, nos idiomas português, inglês e/ou espanhol e publicados nos últimos 5 anos. Excluiu-se os estudos do tipo revisão de literatura, resumos, carta ao editor, manuscritos duplicados e estudos que não apresentaram relação com a temática. Os seguintes descritores foram combinados com os operadores booleanos AND e OR: “Peer-Mentoring”, “Peer Group”, “Mentoring”, “Mentors”, “Health Education” e "Education, Medical”. Foram coletados 31 artigos elegíveis, que passaram por uma análise na íntegra e fichamento dos dados. Os estudos foram agrupados em cinco categorias de análise: (1) contribuição do Peer-Mentoring no processo de formação acadêmica; (2) impacto do Peer-Mentoring na educação continuada de profissionais da saúde educação continuada; (3) limitações são encontradas durante a execução do Peer-Mentoring; (4) desafios pedagógicos que devem ser vencidos, no transcurso da mentoria entre pares; (5) Como atingir o sucesso durante a implantação e execução de programas de Peer-Mentoring?. O Peer-Mentoring mostrou-se capaz de melhorar significativamente o processo de ensino em saúde. Perspectivas futuras apontam para uma maior adesão, por parte das instituições de ensino, em inserir a mentoria entre pares nos programas pedagógicos.

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Section: Discussionunclassified

Peer-mentoring na educação em saúde: quais as suas aplicações, limitações e estratégias para o sucesso?

Silva

Freire

Aires

et al. 2021

RSD

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“…The near-peer mentoring model has shown success in other resident-to-medical student contexts. 9,10 To our knowledge, ours is the first program to specifically connect URM residents and medical students for the purposes of mentorship. Prior research connected senior residents with 1 to 2 medical students during their obstetrics and gynecology rotation.…”

Section: Discussionmentioning

confidence: 99%

“…An additional study connected first-year medical students with residents to aid in the transition to medical school. 10 While this orientation program fostered communication between students and residents, STRIVE employs defined pillars including curriculum review sessions and panel discussions that promote a more comprehensive experience for students.…”

Section: Discussionmentioning

confidence: 99%

The STRIVE Initiative: A Resident-Led Mentorship Framework for Underrepresented Minority Medical Students

Youmans

Adrissi

Akhetuamhen

et al. 2020

Journal of Graduate Medical Education

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Background Underrepresented minority (URM) trainees face unique challenges in academic medicine. Near-peer mentorship is an under-described method to support URM trainees. Objective We created and evaluated the Student to Resident Institutional Vehicle for Excellence (STRIVE) program in a large urban medical school and associated residency programs. Methods All URM residents were invited to participate in the STRIVE mentorship program consisting of 3 pillars of programming: medical school curriculum review sessions, panel discussions, and social events for medical students. The program was evaluated through participation rates and a 7-item survey delivered in May 2019 after 3 years of implementation. Results The STRIVE initiative conducted 25 events. Thirty-five of 151 eligible (23%) URM residents participated as mentors for an average of 50 of 110 eligible (45%) URM medical students annually. Resident mentors participated for an average of 3 to 4 hours each year. Twenty of 32 eligible resident mentors (63%) completed the survey. Ninety-five percent (19 of 20) of survey respondents agreed that STRIVE made them a better mentor; 90% (18 of 20) reported that they would have appreciated an equivalent program during their medical school training; and 75% (15 of 20) agreed that the program helped them address the challenges of underrepresentation in medicine. Conclusions Over a 3-year period, STRIVE required a modest amount of resident time and was valued by the URM residents and medical students who participated in the program.

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“…Residents teaching anatomy has been shown to increase the understanding and confidence that students have in the subject and to amplify student interest in the residents' particular specialties [1][2][3][4][5][6][7][8]. Interacting with residents also allows students to gain positive role models and gives them opportunities to seek one-on-one advice about medical education and learn about residency programs and resident lifestyles early in their medical school career [9]. This practice has been shown to increase the confidence residents have in their teaching abilities and provides residents the opportunity to review anatomy in a low-stress environment [1,5,8,10].…”

Section: Introductionmentioning

confidence: 99%

“…Residents teaching anatomy has been shown to increase the understanding and confidence that students have in the subject and to amplify student interest in the residents’ particular specialties [ 1 - 8 ]. Interacting with residents also allows students to gain positive role models and gives them opportunities to seek one-on-one advice about medical education and learn about residency programs and resident lifestyles early in their medical school career [ 9 ].…”

Section: Introductionmentioning

confidence: 99%

Program Directors’ Opinions About Otolaryngology Resident Teaching Medical School Anatomy

Wanstreet

Callaham

O’Brien

et al. 2020

Cureus

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To evaluate whether otolaryngology residency program directors (PDs) provide residents to teach preclinical medical students anatomy and to outline their perceptions of this practice. Methods An anonymous online survey was sent to active U.S. otolaryngology residency PDs in 2019, assessing each program's involvement in teaching medical student anatomy. Results Forty-five of 121 (37.1%) of surveyed otolaryngology PDs responded. Sixteen of the 44 (36.4%) residency programs that were associated with a medical school provided residents to teach anatomy ("Teaching Programs"). The 29 (64.4%) remaining programs did not provide residents ("Non-teaching Programs"). No significant differences were found between Teaching and Non-teaching Programs (P<0.05) for the size of the program, the presence of fellowships, the size of medical school, whether residents had won teaching awards, or the number of otolaryngology residency applicants from that school. In general, all PDs responded positively about residents teaching medical school anatomy. Non-teaching Programs primarily cited not being approached by the medical school as a reason for not providing residents to teach. Conclusion The majority of respondent otolaryngology PDs have a positive view of residents teaching medical students but few do it. Otolaryngology departments will need to take the lead on developing opportunities to put students and residents together for anatomy education.

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The Rising Physicians Program: A Novel Approach for Mentoring Medical Students

Cited by 12 publications

References 10 publications

Peer-mentoring na educação em saúde: quais as suas aplicações, limitações e estratégias para o sucesso?

Peer-mentoring na educação em saúde: quais as suas aplicações, limitações e estratégias para o sucesso?

The STRIVE Initiative: A Resident-Led Mentorship Framework for Underrepresented Minority Medical Students

Program Directors’ Opinions About Otolaryngology Resident Teaching Medical School Anatomy

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