Mentoring in medicine: keys to satisfaction

Ramanan, Radhika A.; Phillips, Russell S.; Davis, Roger B.; Silen, William; Reede, Joan Y.

doi:10.1016/s0002-9343(02)01032-x

Cited by 156 publications

(120 citation statements)

References 8 publications

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“…Many medical schools have attempted to cultivate professional and career development among medical students by assigning faculty advisors to individual students (Mann 1992;Rose et al 2005). Studies have demonstrated that mentoring relationships play a role in career advancement (Jackson et al 2003) and increase professional satisfaction and productivity (Sirridge 1985;Ramanan et al 2002). While the impact of medical student mentorship on career success is unknown, students report that mentors commonly provide career support (Aagaard & Hauer 2003) resulting in overall increased student satisfaction (Coates et al 2008).…”

Section: Introductionmentioning

confidence: 99%

Improvements in medical school wellness and career counseling: A comparison of one-on-one advising to an Advisory College Program

et al. 2010

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Section: Introductionmentioning

confidence: 99%

Improvements in medical school wellness and career counseling: A comparison of one-on-one advising to an Advisory College Program

et al. 2010

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“…8,9 This study was done as part of program evaluation of a newly started mentoring program for first year M.B.B.S students. The main objective was to analyse the expectations and opinion of students on the process, outcome of the program and on mentor-mentee relationship.…”

Section: Discussionmentioning

confidence: 99%

Mentoring for Medical Undergraduates - Feedback from Mentees (Need For Training of Mentors)

Jayalakshmi¹,

Damodar²,

Nadig³

2012

Asian J Med Sci

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Objective: The need for mentoring of undergraduate medical students has been well perceived and several medical institutions have started the practice of setting up mentoring programs. Program evaluation is essential in establishing an effective mentoring program. With students being the core of the program, their expectations from the program needs due consideration to analyze the outcome efficacy of the program. This study was done as part of program evaluation to analyze the opinion of mentees on impact of mentoring and on mentee-mentor relationship. The aim was to use the input of this feedback to improve the conduction of the program for the next batch of students. Results: 85% of mentees agreed upon the need for mentoring for all students. Majority felt that mentoring had only helped in academics and not in improving behavior. More than 50% agreed that mentors should be involved in personal aspects besides academics. Responses to open ended questions has well expressed their expectations from mentors and perceived lacunae . There was a clear perception on the need for quality in mentoring. Their responses has also given us a list of causes for discordant mentor-mentee relationship, majority of which can be rectified by training mentors. Conclusion:Feedback from students after implementing a mentoring program can be considered very essential for effective mentoring. The feedback has exposed the need to have good mentors who can build a satisfying trustworthy mentoring relationship. Training for mentors can be an effective solution and should be a part of the mentoring program early during the planning phase.

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“…The aim of this review is to develop strategies to increase the level of mentorship among clinician-investigator trainees. While excellent reviews exist on mentorship in academic medicine [6,7], this paper is unique in that it focuses on the perspective of the clinician-investigator trainees and provides not just a review of the literature but practical recommendations for mentors and mentees as well as institutions.…”

Section: Principal Findings and Conclusionmentioning

confidence: 99%

“…Those trainees receiving mentorship tended to allocate more time to research, be more productive in their research (as assessed by number of publications and grants), were more likely to complete their theses and were more likely to be appointed professors [6,7]. Mentored students have rated their overall well-being higher than their nonmentored counterparts [8].…”

Section: Importance and Benefits Of Mentorshipmentioning

confidence: 99%

Fostering mentorship for clinician-investigator trainees: overview and recommendations

Wang

Keow³

et al. 2015

CIM

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Purpose: The Clinician Investigator Trainee Association of Canada/ Association des cliniciens-chercheurs en formation du Canada (CITAC/ACCFC) recently published the first survey to assess factors contributing to trainee satisfaction. One key finding is that increased level of mentorship strongly correlates with overall satisfaction; however, while 98% of respondents reported mentorship as important to success, more than 60% expressed some dissatisfaction with the mentorship received. To help address this discrepancy, we reviewed mentorship in academic medicine, focusing on clinician-investigator trainees, and distilled a set of recommendations for mentors, mentees and institutions. Source: OVID and manual curation based on the search terms ‘mentorship’ AND ‘education, medical and research’ identified 198 articles. Two authours independently reviewed both titles and abstracts and narrowed them down to 75 articles, based on relevance to mentorship in academic medicine. Consensus resulted in the selection of 19 articles for detailed review. Principal findings and Conclusion: Mentorship is beneficial at each training stage and is associated with greater research productivity, career retention and promotion. Nevertheless, more rigorous studies are needed, especially regarding cost-effectiveness. Studies have identified the characteristics of good mentors, including the ability to ensure open communication, ability to maintain confidentiality and ability to ensure that there is no mentor-mentee competition. Similarly, the characteristics of good mentees have been identified as the ability to take ownership of a project and the ability to build a network or team of mentors. The literature has also identified the actions that institutions can take to facilitate mentorship, which include mentor training and recognizing mentorship through awards.

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Mentoring in medicine: keys to satisfaction

Cited by 156 publications

References 8 publications

Improvements in medical school wellness and career counseling: A comparison of one-on-one advising to an Advisory College Program

Improvements in medical school wellness and career counseling: A comparison of one-on-one advising to an Advisory College Program

Mentoring for Medical Undergraduates - Feedback from Mentees (Need For Training of Mentors)

Fostering mentorship for clinician-investigator trainees: overview and recommendations

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