Mentoring Medical Education Research: Guidelines from a Narrative Review

Dallaghan, Gary L. Beck; Coe, Catherine; Wright, Sarah Towner; Jordan, Sheryl G.

doi:10.1007/s40670-022-01565-2

Cited by 6 publications

(5 citation statements)

References 42 publications

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“…Moreover, PMR can also aid in managing the dynamics of the mentor-mentee relationship in medical education. For educators and mentors, practicing PMR could lead to a more patient and understanding approach toward students, nurturing a more supportive and conducive learning environment (Beck Dallaghan et al, 2022 ).…”

Section: Discussionmentioning

confidence: 99%

Progressive muscle relaxation in pandemic times: bolstering medical student resilience through IPRMP and Gagne's model

Nair,

Khan,

Naidoo

et al. 2024

Front. Psychol.

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BackgroundMedical education, already demanding, has been further strained by the COVID-19 pandemic's challenges and the shift to distance learning. This context underscores the need for effective stress reduction techniques in competency-based medical curricula (CBMC).ObjectiveWe assessed the feasibility and benefits of integrating a Progressive Muscle Relaxation (PMR) module—a known effective stress-reducing technique—into a time-restricted CBMC, particularly given such modules often find placement as elective rather than mandatory.MethodsAdapting Gagne's nine events of instruction, a 2-h PMR program was designed and implemented during the pandemic. Twenty participants were engaged on a first-come, first-served basis, ensuring adherence to social distancing measures. Feedback was continuously gathered, leading to two post-program focus group sessions. Qualitative data underwent thematic analysis following Braun and Clarke's approach, with study quality maintained by the Standards for Reporting Qualitative Research (SRQR). To gauge adaptability, we aligned the program with various learning outcomes frameworks and explored its fit within CBMC using Bourdieu's Theory of Practice.ResultsThe pilot PMR program was well-received and effectively incorporated into our CBMC. Our analysis revealed five central themes tied to PMR's impact: Self-control, Self-realization, Liberation, Awareness, and Interpersonal relationships. Feedback indicated the program's capacity to mitigate stress during the pandemic. The SRQR confirmed the study's alignment with qualitative research standards. Further, the PMR program's contents resonated with principal domains of learning outcomes, and its integration into CBMC was supported by Bourdieu's Theory. These observations led us to propose the Integrative Psychological Resilience Model in Medical Practice (IPRMP), a model that captures the intricate interplay between the identified psychological constructs.ConclusionThis research showcases an innovative, theory-guided approach to embed a wellbeing program within CBMC, accentuating PMR's role in fostering resilience among medical students. Our PMR model offers a feasible, cost-effective strategy suitable for global adoption in medical institutions. By instilling resilience and advanced stress-management techniques, PMR ensures that upcoming healthcare professionals are better equipped to manage crises like pandemics efficiently.

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Section: Discussionmentioning

confidence: 99%

Progressive muscle relaxation in pandemic times: bolstering medical student resilience through IPRMP and Gagne's model

Nair,

Khan,

Naidoo

et al. 2024

Front. Psychol.

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“…A wide range of barriers to effective mentorship are well‐described, including poorly defined expectations, time constraints, lack of mentor training, unsuccessful mentor/mentee pairing, and poor communication (Dallaghan et al., 2022; Elce, 2021). For some, mentoring is perceived to be time‐prohibitive, often due to clinical, teaching, or research obligations as well as personal commitments (Straus et al., 2009; Williams et al., 2004).…”

Section: Challenges Of Mentoringmentioning

confidence: 99%

Addressing the needs and challenges of mentorship in veterinary medicine

Yanke,

Weigand,

Hofmeister

2023

New Drctns for Teach & Learn

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Veterinary medicine provides a rewarding career but is met with a high degree of mental, emotional, and physical fatigue and, as a result, professional burnout. A structured mentoring system in veterinary schools is integral to promoting well‐being as well as professional and personal growth for resilience and lifelong learning. While professional programs (e.g., human medicine, nursing, dentistry, pharmacy) often provide mentorship opportunities, program descriptions, and evidence of effectiveness have limited review in the literature, especially for veterinary medicine. Depending on the individual's professional stage, mentor and mentee roles may be established throughout one's career between a faculty mentor and a veterinary student early in the curriculum, between near‐peer students, between a private practitioner and new graduate, between a faculty mentor and house officers (interns/residents), and others. Mentorship of junior faculty by senior faculty is also important to nurture successful retention, professional growth, and promotion. With all of these relationships, expectations should be developed between the mentor and mentee to achieve mutual benefit from the relationship.While instituting a mentoring program is beneficial, not all programs are created equal. To ensure a successful program, faculty must be trained to effectively mentor veterinary and graduate students. With adequate training, more seasoned students could also provide peer mentorship to less experienced students. Consideration should be given to how mentors and mentees are matched, recognizing that pairings based on core interests may strengthen foundational relationships. Effective mentoring relationships would ensure continued support for mentees as they develop in the years following graduation. With this article, we present the opportunities and challenges for mentoring within veterinary medicine, including a review of the literature.

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“…In HEI, the context of mentorship varies and may be "senior faculty with junior faculty", "faculty with the student", and "returning student with entering student." 119 It is preferable to have defining principles (ie, competency framework/ guideline) 120,121 to ensure that expectations are kept in focus and met, with the mentee describing the assistance needed, and the mentor, being committed to the mentorship.…”

Section: Types and Guide To Mentorshipmentioning

confidence: 99%

“…127 A contractual agreement should be signed by the student and supervisor/s to guide the expectations and interactions during the project. It is important to note that some duties are common to a mentor and a good supervisor, coach, and sponsor 128 and they include motivating the student; assisting the student with academic and personal challenges; and taking an active role in building the student's future career.…”

Section: Duties Of a Supervisormentioning

confidence: 99%

Teaching Philosophy in a Teaching Portfolio: Domain Knowledge and Guidance

Ngene

2023

AMEP

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Background: Teaching philosophy defines the beliefs and ideas that guide practices in teaching and learning. Writing teaching philosophy statements for promotion or employment is daunting for inexperienced new faculty members. Aim: This article aims to discuss the principles of relevant educational domains that academics need to know to be well informed when writing their teaching philosophy. It also provides a new perspective on how to write the personal statements. Methods: Journal articles published in English language between 2018 and 2023 (as well as important older ones) in electronic databases (Google Scholar, MEDLINE, PubMed, and SCOPUS) were searched, sifted, reviewed and used for this narrative literature review. Additionally, the websites of educational organisations such as higher education institutions were selected using convenience sampling method and searched to ascertain practices. Results: Educators need to link teaching philosophy statements to the literature about teaching. However, there is a scarcity of literature that provides a comprehensive overview of the required domain knowledge. These domains are Supervision, Curriculum development, Assessment, Mentorship, Pedagogy, and Scholarship of teaching and learning (S-CAMPS domains). Conclusion: Using various teaching practices and models to achieve the best quality learning and valued transformation is crucial in achieving a comprehensive Scholarship of Teaching and Learning. Therefore, developing a personal philosophy provides the opportunity for reflection on utilizing the theory-practice-philosophy perspective best to serve the students, academic institution, and society.

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Mentoring Medical Education Research: Guidelines from a Narrative Review

Cited by 6 publications

References 42 publications

Progressive muscle relaxation in pandemic times: bolstering medical student resilience through IPRMP and Gagne's model

Progressive muscle relaxation in pandemic times: bolstering medical student resilience through IPRMP and Gagne's model

Addressing the needs and challenges of mentorship in veterinary medicine

Teaching Philosophy in a Teaching Portfolio: Domain Knowledge and Guidance

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