A Facilitated Peer Mentoring Program for Junior Faculty to Promote Professional Development and Peer Networking

Fleming, Geoffrey M.; Simmons, Jill H.; Xu, Meng; Gesell, Sabina B.; Brown, Rebekah F.; Cutrer, William B.; Gigante, Joseph; Cooper, William O.

doi:10.1097/acm.0000000000000705

Cited by 79 publications

(98 citation statements)

References 29 publications

(35 reference statements)

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“…Most of the primary outcomes found in this synthesis are related to work adjustment, such as performance, patient safety, quality of care and patient satisfaction, retention, staff satisfaction, passing of assessments and registration, and employment . Outcomes in terms of adjustment to life in a new country are not generally focused on, although cultural awareness was reported .…”

Section: Resultsmentioning

confidence: 99%

Supporting international medical graduates’ transition to their host-country: realist synthesis

et al. 2016

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ContextMany health services and systems rely on the contribution of international medical graduates (IMGs) to the workforce. However, concern has grown around their regulation and professional practice. There is a need, in the absence of strong evidence and a robust theoretical base, for a deeper understanding of the efficacy of interventions used to support IMGs’ transition to their host countries. This study seeks to explore and synthesise evidence relating to interventions developed for IMGs. It aims to provide educators and policy makers with an understanding of how interventions should be developed to support IMGs in their transition to the workplace, particularly looking to identify how and why they are effective.MethodsThe realist synthesis involved an initial systematic search of the literature for the period January 1990 to April 2015. Secondary searches were conducted throughout the review in order to inform and test the developing programme theory. The context, mechanism and outcome data were extracted from all sources meeting the inclusion criteria. Fourteen case studies were included to further aid theory refinement.ResultsSixty‐two articles were identified, describing diverse interventions of varying intensity. A further 26 articles were identified through a secondary search. The findings illustrate that, alongside a developed programme, ongoing support and cultural awareness at organisational and training levels are crucial. Individual differences must also be taken into consideration. This will ensure that IMGs engage in transformative learning, increase their levels of self‐efficacy and cultural health capital, and reduce feelings of stress and anxiety. These factors will have an impact on work, interactions and cultural adjustment.ConclusionsOrganisational, training and individual contexts all play a role in IMGs’ adjustment during the transition process. Establishing ongoing support is critical. A list of recommendations for implementation is given.

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Section: Resultsmentioning

confidence: 99%

Supporting international medical graduates’ transition to their host-country: realist synthesis

et al. 2016

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“…To our knowledge, in mentoring research, there are no systematic investigations of a possible relationship between mentoring and the advancement of organisational learning (Allen et al, 2008). Even though several researchers have suggested such a relationship before (Bullis and Bach, 1989;Burke et al, 1994;Van Slyke and van Slyke, 1998;Mullen and Noe, 1999;de Vries et al, 2006;Poulsen, 2013;Cole, 2015;Gentle and Clifton, 2017), most existing research has focused on mentoring programs benefits for individual participants (Burke et al, 2006;Ragins and Kram, 2007;Eby et al, 2008;Jackevicius et al, 2014;Hagemeier et al, 2013;Fleming et al, 2015;Thomas et al, 2015).…”

Section: Introductionmentioning

confidence: 99%

Mentoring in a Medical Faculty - Chance for Organisational Learning

Petersen

Grümmer

Jendrossek

et al. 2018

IJLC

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“…A majority of published studies regarding medical students report a positive impact of mentorship on specialty selection and research opportunities (Strowd, Reynolds 2013;Galicia, Klima, Date 1997;Slockers, van de Ven, Steentjes, Moll 1981;Sambunjak, Straus, Marusic 2006;Frei, Stamm, Buddeberg-Fischer 2010;Hirsch, Agarwal, Rand, DeNunzio, Patel, Truong 2014;Dimitriadis, von der Borch, Stormann, Meinel, Moder, Reincke 2012;Griffith, Georgesen, Wilson 2000). Formal mentorship programs for young faculty have been shown to improve knowledge and clinical skills acquisition, enhance efficiency, and increase research interest (Kashiwagi, Varkey, Cook 2013;Lord, Mourtzanos, McClaren, Murray, Kimmel, Cowley 2012;Morrison, Lorens, Bandiera 2014;Schenkenberg, Foster, Bromberg, DeWitt, Flanigan 2011;Berk, Berg, Mortimer, Walton-Moss, Yeo 2005;Thorndyke, Gusic, George, Quillen, Milner 2006;Fleming, Simmons, Xu, Gesell, Brown, Cutrer, Gigante, Cooper 2015;Flint JH, Jahangir AA, Browner BD, Mehta S 2009). However, there are few detailed reports of mentoring for pediatric residents specifically.…”

Section: Introductionmentioning

confidence: 99%

Impact of an Institution-Wide Mentoring Program on a Single-Class Cohort of Pediatric Residents

Pulcini¹,

Ploof²,

Hofkosh³

et al. 2018

MedEdPublish

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Background: Formal mentorship programs have been shown to improve knowledge and clinical skills acquisition, enhance efficiency, and increase research interest. However, there are few detailed reports of mentoring for pediatric residents specifically. Objective: To describe a formal, institution-wide and longitudinal resident mentoring program and to assess resident perceptions of their satisfaction with their primary (program-matched) mentor and their mentoring needs over time. Methods: The program surveyed all residents annually about their experience (n = 108). We administered an additional survey to a selected class cohort in their 3rd year to assess perceptions of mentor assistance in specific domains. All survey data was de-identified and we used descriptive statistics. Results: The selected class cohort consisted of 36 total residents, 30 of which were categorical. The survey response rate for categorical residents each of the three years was ≥ 90%. The response rate for the additional survey sent in the 3rd year of residency was 57% (17/30). Most residents desired to continue with their assigned mentor throughout residency. Mentorship domains that seemed most important to pediatric residents throughout training included: clinical skills, guidance with scholarly projects, & career planning. Later in training, job search skills, negotiation skills and wellness were seen as important mentorship needs. However, most residents perceived having little active assistance from their mentor related to their scholarly work. Conclusions: An institutional mentorship program with careful formal mentor-mentee matching can be a successful strategy to initiate long-term 1:1 mentor relationships throughout residency training. As mentoring needs change across training years, mentoring programs should consider tailoring mentoring priorities and training to match needs associated with the year of training, in addition to the specific needs of the individual resident.

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A Facilitated Peer Mentoring Program for Junior Faculty to Promote Professional Development and Peer Networking

Cited by 79 publications

References 29 publications

Supporting international medical graduates’ transition to their host-country: realist synthesis

Supporting international medical graduates’ transition to their host-country: realist synthesis

Mentoring in a Medical Faculty - Chance for Organisational Learning

Impact of an Institution-Wide Mentoring Program on a Single-Class Cohort of Pediatric Residents

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