Long-term follow-up of a facilitated peer mentoring program

Holmin

et al. 2018

Anatomical Sciences Ed

Peer-assisted learning has gained momentum in a variety of disciplines, including medical education. In Gothenburg, Sweden, medical students who have finished their compulsory anatomy courses have the option of working as teaching assistants (TAs). Teaching assistants provide small group teaching sessions as a complement to lectures given by faculty. Previously, TAs were left to handle the role as junior teachers by themselves, but since 2011, a continuation course in anatomy has been developed with the aim of providing the TAs better anatomy knowledge and guidance for teaching. The course was designed to comprise 7.5 ECTS credits (equivalent to 5 weeks of full-time studies), and today all TAs are required to take this course before undertaking their own teaching responsibilities. This study aims to compare course evaluations of TA teaching before and after the introduction of the anatomy continuation course, in order to understand how students perceived teaching performed by self-learned versus trained TAs. The results of this study demonstrate that there was a trend towards better teaching performed by trained TAs. The variability in rankings decreased significantly after the introduction of the continuation course. This was mainly due to an improvement among the TAs with the lowest levels of performance. In addition to comparing student rankings, TAs were interviewed regarding their experiences and perceptions within the continuation course. The course was generally positively regarded. The TAs described a sense of cohesion and appreciation since the institute invested in a course dedicated specifically for them. Anat Sci Educ 11: 403-409. © 2018 American Association of Anatomists.

Section: Discussionsupporting

confidence: 92%

Improving near‐peer teaching quality in anatomy by educating teaching assistants: An example from Sweden

Holmin

et al. 2018

Anatomical Sciences Ed

Journal of Continuing Education in the Health Professions

“…In single institution studies of junior faculty, mentored faculty (36%) were more likely to be men (odds ratio: 2.9) and clinician‐scientists (odds ratio: 10.3). In addition, mentored clinician‐educators reported spending significantly more time on scholarly activity (20.6% vs 11.5%, p < .01) and higher levels of self‐efficacy in career and skill development, academic success (awards, grants, teaching/mentoring, publications), career satisfaction, and scholarly productivity …”

Section: Introductionmentioning

confidence: 99%

“…In addition, mentored clinician-educators reported spending significantly more time on scholarly activity (20.6% vs 11.5%, p < .01) 8 and higher levels of self-efficacy in career and skill development, 9,10 academic success (awards, grants, teaching/mentoring, publications), 11 career satisfaction, 12 and scholarly productivity. 13,14 A series of studies has focused on mentoring of research careers in academic medicine. 4,[15][16][17][18][19] One national study conducted a decade ago reported that the 54% of junior faculty who were mentored perceived more institutional support for teaching, research, and administration; allocated more time to research each week; were more satisfied at work; and believed they had better research skills.…”

Section: Introductionmentioning

confidence: 99%

Mentoring Faculty: A US National Survey of Its Adequacy and Linkage to Culture in Academic Health Centers

Pololi

Evans

Civian

et al. 2015

“…Overall, women experience greater challenges in procuring effective mentorship and it does remain a key factor in career progression . Well‐organized programmes do appear to help, and the changes brought about by mentoring of women can be sustained . Clear boundaries need to be in place as sexual harassment has been reported …”

Section: Special Circumstances (Gender and Cross‐cultural)mentioning

confidence: 99%

Mentoring in surgical training

Rashid

Narra

Woo

2015

ANZ Journal of Surgery

Surgical mentors have helped trainees develop fulfilling and academically productive careers, while supervisors are formally assigned to impart skills and oversee training. This paper reviews the comparative roles of the supervisor and mentor and how they overlap, while exploring the impact of the 'unknown' mentor. While the supervisor's role in directing the student is formally recognized, the mentee will personally select a mentor who successfully models the career and life balance to which the mentee aspires. The unknown mentor is known only to the mentee. The mentee's commitment to communicating with both mentor and supervisor is crucial to success. Better processes can be used to guide the mentor relationship. Confusion between the two roles -mentor and supervisor -is due to their complementary nature as well as an overlap in roles. Both remain essential to the growth and development of the surgical trainee. The unknown mentor could give detached advice and guidance to the student, while acting as a positive role model.