Junior Mentorship Program (JuMP) Start in Surgery—Implications on Trainee Success

Rajendran, Luckshi; Jones, Daniel; Brar, Savtaj

doi:10.1016/j.jsurg.2022.04.008

Cited by 4 publications

(4 citation statements)

References 27 publications

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“…A longitudinal mentorship program might be beneficial for trainees in different fields in healthcare [ 50 – 53 ]. Peer-mentoring, a specific form of mentoring, might provide multiple benefits when trainees are paired with equally experienced trainees with similar personality traits [ 54 ]. Although the best model is yet unknown [ 55 , 56 ], the ESICM NEXT mentorship program provides practical steps, a checklist, and further guidance for creating and introducing mentorship programs in the ICU [ 51 ].…”

Section: Discussionmentioning

confidence: 99%

Trainee-supervisor collaboration, progress-visualisation, and coaching: a survey on challenges in assessment of ICU trainees

Scholte,

Strehler,

Dill

et al. 2024

BMC Med Educ

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Background Assessing trainees is crucial for development of their competence, yet it remains a challenging endeavour. Identifying contributing and influencing factors affecting this process is imperative for improvement. Methods We surveyed residents, fellows, and intensivists working in an intensive care unit (ICU) at a large non-university hospital in Switzerland to investigate the challenges in assessing ICU trainees. Thematic analysis revealed three major themes. Results Among 45 physicians, 37(82%) responded. The first theme identified is trainee-intensivist collaboration discontinuity. The limited duration of trainees’ ICU rotations, large team size operating in a discordant three-shift system, and busy and unpredictable day-planning hinder sustained collaboration. Potential solutions include a concise pre-collaboration briefing, shared bedside care, and post-collaboration debriefing involving formative assessment and reflection on collaboration. The second theme is the lack of trainees’ progress visualisation, which is caused by unsatisfactory familiarisation with the trainees’ development. The lack of an overview of a trainee’s previous achievements, activities, strengths, weaknesses, and goals may result in inappropriate assessments. Participants suggested implementing digital assessment tools, a competence committee, and dashboards to facilitate progress visualisation. The third theme we identified is insufficient coaching and feedback. Factors like personality traits, hierarchy, and competing interests can impede coaching, while high-quality feedback is essential for correct assessment. Skilled coaches can define short-term goals and may optimise trainee assessment by seeking feedback from multiple supervisors and assisting in both formative and summative assessment. Based on these three themes and the suggested solutions, we developed the acronym “ICU-STAR” representing a potentially powerful framework to enhance short-term trainee-supervisor collaboration in the workplace and to co-scaffold the principles of adequate assessment. Conclusions According to ICU physicians, trainee-supervisor collaboration discontinuity, the lack of visualisation of trainee’s development, and insufficient coaching and feedback skills of supervisors are the major factors hampering trainees’ assessment in the workplace. Based on suggestions by the survey participants, we propose the acronym “ICU-STAR” as a framework including briefing, shared bedside care, and debriefing of the trainee-supervisor collaboration at the workplace as its core components. With the attending intensivists acting as coaches, progress visualisation can be enhanced by actively collecting more data points. Trial registration N/A.

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Section: Discussionmentioning

confidence: 99%

Trainee-supervisor collaboration, progress-visualisation, and coaching: a survey on challenges in assessment of ICU trainees

Scholte,

Strehler,

Dill

et al. 2024

BMC Med Educ

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“…However, it should be cautioned that simply assigning mentors may not be an effective strategy; efforts must be made to facilitate development of these relationships. Additionally, senior residents may serve as mentors for their more junior colleagues through peer-mentoring programs; senior residents offer a wealth of practical knowledge, shared experience, and perhaps increased approachability compared with faculty . Group, family, and/or team mentorship models, which provide mentees with a range of mentors with diverse expertise and perspectives, may facilitate cross-mentorship and reduce inequities in mentorship access .…”

Section: Discussionmentioning

confidence: 99%

“…Additionally, senior residents may serve as mentors for their more junior colleagues through peer-mentoring programs; senior residents offer a wealth of practical knowledge, shared experience, and perhaps increased approachability compared with faculty . Group, family, and/or team mentorship models, which provide mentees with a range of mentors with diverse expertise and perspectives, may facilitate cross-mentorship and reduce inequities in mentorship access . Until surgical faculty and leadership are adequately diversified, surgeons must learn to mentor across racial and ethnic, gender, and other demographic lines .…”

Section: Discussionmentioning

confidence: 99%

“…46,47 Group, family, and/or team mentorship models, which provide mentees with a range of mentors with diverse expertise and perspectives, may facilitate cross-mentorship and reduce inequities in mentorship access. 46 Until surgical faculty and leadership are adequately diversified, surgeons must learn to mentor across racial and ethnic, gender, and other demographic lines. [48][49][50] Opportunities for mentorship outside of a resident's home institution, such as the Association for Academic Surgery-Surgical Education Culture Optimization Through Targeted Interventions Based on National Comparative Data (SECOND) Trial National Mentorship Network, may help compensate for lack of faculty diversity, 51 although we acknowledge that this is an incomplete solution that may effectively outsource the minority tax to other institutions.…”

Section: Recommendationsmentioning

confidence: 99%

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Disparities in Mentorship and Implications for US Surgical Resident Education and Wellness

Silver,

Yuce,

Clarke

et al. 2024

JAMA Surg

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ImportanceMany surgeons cite mentorship as a critical component of training. However, little evidence exists regarding factors associated with mentorship and the influence of mentorship on trainee education or wellness.ObjectivesTo evaluate factors associated with surgical trainees’ perceptions of meaningful mentorship, assess associations of mentorship with resident education and wellness, and evaluate programmatic variation in mentorship.Design, Setting, and ParticipantsA voluntary, anonymous survey was administered to clinically active residents in all accredited US general surgery residency programs following the 2019 American Board of Surgery In-Service Training Examination. Data were analyzed from July 2019 to July 2022.ExposureResidents were asked, “Do you have a mentor who genuinely cares about you and your career?”Main Outcomes and MeasuresResident characteristics associated with report of meaningful mentorship were evaluated with multivariable logistic regression. Associations of mentorship with education (clinical and operative autonomy) and wellness (career satisfaction, burnout, thoughts of attrition, suicidality) were examined using cluster-adjusted multivariable logistic regression controlling for resident and program factors. Residents’ race and ethnicity were self-identified using US census categories (American Indian or Alaska Native, Asian, Black or African American, Native Hawaiian or Other Pacific Islander, and White), which were combined and dichotomized as non-Hispanic White vs non-White or Hispanic.ResultsA total of 6956 residents from 301 programs completed the survey (85.6% response rate); 6373 responded to all relevant questions (2572 [40.3%] female; 2539 [39.8%] non-White or Hispanic). Of these, 4256 (66.8%) reported meaningful mentorship. Non-White or Hispanic residents were less likely than non-Hispanic White residents to report meaningful mentorship (odds ratio [OR], 0.81, 95% CI, 0.71-0.91). Senior residents (postgraduate year 4/5) were more likely to report meaningful mentorship than interns (OR, 3.06; 95% CI, 2.59-3.62). Residents with meaningful mentorship were more likely to endorse operative autonomy (OR, 3.87; 95% CI, 3.35-4.46) and less likely to report burnout (OR, 0.52; 95% CI, 0.46-0.58), thoughts of attrition (OR, 0.42; 95% CI, 0.36-0.50), and suicidality (OR, 0.47; 95% CI, 0.37-0.60) compared with residents without meaningful mentorship.Conclusions and RelevanceOne-third of trainees reported lack of meaningful mentorship, particularly non-White or Hispanic trainees. Although education and wellness are multifactorial issues, mentorship was associated with improvement; thus, efforts to facilitate mentorship are needed, especially for minoritized residents.

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Non-designated preliminary resident success: how we do it

McAtee,

Winchester,

Burke

et al. 2023

Global Surg Educ

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Junior Mentorship Program (JuMP) Start in Surgery—Implications on Trainee Success

Cited by 4 publications

References 27 publications

Trainee-supervisor collaboration, progress-visualisation, and coaching: a survey on challenges in assessment of ICU trainees

Trainee-supervisor collaboration, progress-visualisation, and coaching: a survey on challenges in assessment of ICU trainees

Disparities in Mentorship and Implications for US Surgical Resident Education and Wellness

Non-designated preliminary resident success: how we do it

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