Career-Focused Mentoring for Early-Career Clinician Educators in Academic General Internal Medicine

Kirsch, John A. W.; Duran, Alisa; Kaizer, Alexander; Buum, Heather Thompson; Robiner, William N.; Weber-Main, Anne Marie

doi:10.1016/j.amjmed.2018.07.028

Cited by 15 publications

(13 citation statements)

References 16 publications

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“…Abedin et al (2013) found that of the 55 Academic Health Centres surveyed, 96% provided mentor training at a program level and 93% at an institutional level. The general goals of the programs were to train and support mentors [2,[6][7][8][9][10][11]13,15,17,30,[48][49][50][51]70,77,81,82,86,95,106,107] and ensure a consistent mentoring experience for mentees [108,109]. McCulloch et al (2015) and Rhodes (2013) found that mentor training programs also motivate mentors.…”

Section: Structure Of Mentor-training Programmentioning

confidence: 99%

“…Novice mentoring dominates the mentoring landscape in medical education [1][2][3][4][5][6] and has been found to enhance innovation and career progression [7][8][9][10][11][12][13][14][15], encourage research involvement amongst women and underrepresented ethnic minorities, boost grant success [16], and publications [10,[17][18][19][20][21][22][23] and navigating the complex landscape of academic life [2,[24][25][26][27]. Clinicians who have been mentored are also more motivated, resilient, have well-developed professional identities and feel better supported in their jobs than colleagues without mentors [28][29][30][31].…”

Section: Introductionmentioning

confidence: 99%

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A scoping review of mentor training programs in medicine between 1990 and 2017

Sheri

Too

Chuah

et al. 2018

Medical Education Online

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Effective mentoring enhances the personal and professional development of mentees and mentors, boosts the reputation of host organizations and improves patient outcomes. Much of this success hinges upon the mentor’s ability to nurture personalized mentoring relationships and mentoring environments, provide effective feedback and render timely, responsive, appropriate, and personalized support. However, mentors are often untrained raising concerns about the quality and oversight of mentoring support.To promote effective and consistent use of mentor training in medical education, this scoping review asks what mentor training programs are available in undergraduate and postgraduate medicine and how they may inform the creation of an evidenced-based framework for mentor training.Six reviewers adopted Arksey and O’Malley’s approach to scoping reviews to study prevailing mentor-training programs and guidelines in postgraduate education programs and in medical schools. The focus was on novice mentoring approaches. Six reviewers carried out independent searches with similar inclusion/exclusion criteria using PubMed, ERIC, EMBASE, SCOPUS, Google Scholar, and grey literature databases. Included were theses and book chapters published in English or had English translations published between 1 January 1990 and 31 December 2017. Braun and Clarke’s approach to thematic analysis was adopted to circumnavigate mentoring’s and mentor training’s evolving, context-specific, goal-sensitive, learner-, tutor- and relationally dependent nature that prevents simple comparisons of mentor training across different settings and mentee and mentor populations.In total, 3585 abstracts were retrieved, 232 full-text articles were reviewed, 68 articles were included and four themes were identified including the structure, content, outcomes and evaluation of mentor training program.The themes identified provide the basis for an evidence-based, practice-guided framework for a longitudinal mentor training program in medicine and identifies the essential topics to be covered in mentor training programs.

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Section: Structure Of Mentor-training Programmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

A scoping review of mentor training programs in medicine between 1990 and 2017

Sheri

Too

Chuah

et al. 2018

Medical Education Online

View full text Add to dashboard Cite

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“…12,28,29 Mentors influence mentees' scholarship productivity, retention, career satisfaction, and development as a leader and educator. 13,[30][31][32][33] In our study, mentors and role models also created a community supportive of medical education. Mentors allowed interested faculty the opportunity for socialization in the field of medical education and were an introductory influence on a career as a CE.…”

Section: Discussionmentioning

confidence: 94%

Influences on and Characteristics of the Professional Identity Formation of Clinician Educators: A Qualitative Analysis

et al. 2020

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PurposeProfessional identity formation is the process of internalizing the ideals, values, and beliefs of a profession. In recent years, research on clinician-educator (CE) identity formation has expanded, yet gaps exist in understanding initial influences on an educator identity, sustainment throughout a career, and development of successful pathways for early CEs. This study explored the initial influences on and characteristics of the professional identity formation of CEs in an age-diverse, multispecialty population in the United States. MethodThis was a cross-sectional qualitative study of a purposive sample of medical educators at 6 institutions across the United States between 2018 and 2019.Focus groups were conducted to obtain participants' perspectives on their career choice and subsequent formation of their professional identity as CEs. The authors used a thematic analysis of focus group data to identify themes and domains through an iterative process. ResultsTwelve focus groups were conducted with a total of 93 participants. Responses were categorized into 5 domains: community supportive of medical education, culture of institution and training, personal characteristics, facilitators, and professionalization of medical education. Themes highlighted the importance of role models and mentors, an affinity and aptitude for teaching and education, specific facilitators for entry into a career in medical education, the evolution from a layperson, importance of formalized training programs, and a supportive academic community.

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“…Although some specialties, such as general internal medicine (GIM) and emergency medicine [1][2][3][4], have well-established communities and pathways for clinician-educators, others have only recently recognized the needs of their clinician-educator members. Often, the predominant career pathways for academic internal medicine (IM) subspecialties are based on basic science or clinical/translational research models.…”

Section: Introductionmentioning

confidence: 99%

How do internal medicine subspecialty societies support clinician-educator careers? A qualitative exploratory study

et al. 2022

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Background Internal Medicine (IM) subspecialty professional societies can provide valuable community, recognition, resources, and leadership opportunities that promote career success. Historically, this support focused on clinical and research dimensions of academic careers, but educational dimensions have gained more attention recently. This study explores how IM subspecialty professional societies support their clinician-educator members. Methods Using a qualitative study with two phases, the authors collected information from each IM subspecialty society’s website about support for medical education. Using information from the first phase, we developed an interview guide for subspecialty society leaders. We used inductive thematic analysis to analyze interview transcripts. Results Website analysis identified various mechanisms used by several IM subspecialty societies to promote medical education. These included websites focused on medical education, dedicated medical education poster/abstract sessions at annual meetings, and strategies to promote networking among clinician-educators. Interviews with eight subspecialty society leaders about the professional societies’ roles with respect to medical education yielded four main themes: [1] varying conceptions of “medical education” in relation to the society [2] strategies to advance medical education at the society level [3] barriers to recognizing medical education [4] benefits of clinician-educators to the societies. Integrating these themes, we describe recommended strategies for professional societies to better serve clinician-educators. Conclusions We explore how IM subspecialty societies attend to a growing constituency of clinician-educators, with increasing recognition and support of the career path but persistent barriers to its formalization. These conversations shed light on opportunities for professional subspecialty societies to better serve the needs of their clinician-educator members while also enabling these members to make positive contributions in return.

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Career-Focused Mentoring for Early-Career Clinician Educators in Academic General Internal Medicine

Cited by 15 publications

References 16 publications

A scoping review of mentor training programs in medicine between 1990 and 2017

A scoping review of mentor training programs in medicine between 1990 and 2017

Influences on and Characteristics of the Professional Identity Formation of Clinician Educators: A Qualitative Analysis

How do internal medicine subspecialty societies support clinician-educator careers? A qualitative exploratory study

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