Mentoring programs for medical students - a review of the PubMed literature 2000 - 2008

Frei, Esther R.; Stamm, Martina; Buddeberg-Fischer, Barbara

doi:10.1186/1472-6920-10-32

Cited by 360 publications

(443 citation statements)

References 34 publications

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“…Podendo adotar diferentes formatos, é fundamental que a atividade respeite as necessidades e os objetivos do corpo discente e docente e busque a participação ativa dos envolvidos 6,11 .…”

Section: Introductionunclassified

Mentoring: uma vivência de humanização e desenvolvimento no curso médico

Martins

Bellodi

2016

Interface (Botucatu)

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Programas de Tutoria, por meio de uma relação próxima junto aos alunos, oferecem suporte e, também, um ambiente de reflexão para uma formação profissional segundo as Diretrizes Curriculares Nacionais para os Cursos de Graduação em Medicina. O objetivo foi compreender a experiência vivida por alunos de Medicina na atividade de Tutoria da Universidade Federal de Minas Gerais (UFMG), Brasil. Pesquisa documental com análise fenomenológica dos relatórios produzidos pelos alunos. Os elementos experienciais revelaram três conjuntos temáticos: 1 O contexto da tutoria; 2 O vivido na tutoria; 3 A avaliação da experiência. A relação de tutoria mostrou contribuir tanto no enfrentamento das vicissitudes da formação quanto no exercício de habilidades como: a escuta, a aceitação e a comunicação, fundamentais para a boa atuação do médico. Revelando interseções entre as ações de suporte ao estudante e as demandas de formação em áreas humanísticas no currículo médico.

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Section: Introductionunclassified

Mentoring: uma vivência de humanização e desenvolvimento no curso médico

Martins

Bellodi

2016

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“…Most programs use a group of faculty and peer mentors who focus on complementary aspects of a student’s experience [22]. For example, faculty mentoring at NYU includes three mentors: a traditional mentor, an accelerated program mentor, and a departmental mentor.…”

Section: Develop and Implement Key Components Of The Pathwaymentioning

confidence: 99%

Roadmap for creating an accelerated three-year medical education program

Leong

Cangiarella

Fancher

et al. 2017

Medical Education Online

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Medical education is undergoing significant transformation. Many medical schools are moving away from the concept of seat time to competency-based education and introducing flexibility in the curriculum that allows individualization. In response to rising student debt and the anticipated physician shortage, 35% of US medical schools are considering the development of accelerated pathways. The roadmap described in this paper is grounded in the experiences of the Consortium of Accelerated Medical Pathway Programs (CAMPP) members in the development, implementation, and evaluation of one type of accelerated pathway: the three-year MD program. Strategies include developing a mission that guides curricular development – meeting regulatory requirements, attaining institutional buy-in and resources necessary to support the programs, including student assessment and mentoring – and program evaluation. Accelerated programs offer opportunities to innovate and integrate a mission benefitting students and the public. Abbreviations: CAMPP: Consortium of accelerated medical pathway programs; GME: Graduate medical education; LCME: Liaison committee on medical education; NRMP: National residency matching program; UME: Undergraduate medical education

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“…Mentorship research emphasizes having or being a mentor and having identifiable role models as essential to advancement into leadership positions [40][41][42][43]. Despite the potential benefits, many women in academic health systems do not have adequate mentorship [42,44].…”

Section: Mentorship Programsmentioning

confidence: 99%

Women for a Change: Closing the Leadership Gap

Soklaridis

López

2014

Acad Psychiatry

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In the fall of 2013, the first author (SS) attended the Association for Academic Psychiatry's annual meeting in Charleston, South Carolina. During a panel discussion on the second day, the issue of why there are so few women leaders in psychiatry did not simply emerge-it exploded, so much so that it was a challenge for the highly skilled facilitator of the discussion to move the conversation away from gender and into other areas of navigating a career as a psychiatric educator. At the workshops, conversations and questions invariably led back to this concern about the lack of women leadership in psychiatry.Women and leadership is a hot topic, not only in the sense of its public popularity, but also in the strong beliefs and contested opinions it elicits about why so few women hold leadership positions. In post-AAP conversations, we reflected on the genuine concern expressed by conference participants who were courageous enough to speak about a topic that often provokes visceral, and sometimes vitriolic, reactions. Our conversations led us to consider how the dialogue generated during the AAP conference on the topic of women and leadership in psychiatry has deep roots in our current social and cultural environment. We discussed how a North American post-feminist culture that places such a high value on individualism influences how we develop, promote, and retain women aspiring to assume and be successful in leadership roles. The lack of women in leadership roles is not unique to psychiatry. This article provides a brief overview of feminism, post-feminism, and individualism as a means of grounding the conversation. We also offer considerations on which leaders in departments of psychiatry may reflect as they work toward maximizing female talent in their settings. Feminism, Post-feminism, and IndividualismThere are many "feminists" and many different theories. Modern feminism, however, can be grouped into three waves: The first wave spanned the late nineteenth century to the early twentieth century; the second wave occurred between the early 1960s and the late 1980s; and the third wave began in the early 1990s and continues today into post-feminism.The first wave of feminism emerged in the context of industrial society, liberal politics, and the movement to abolish slavery. Its goal was to create access and equal opportunities for women, with a focus primarily on suffrage but also on access to education and health care; the right to work, possess money, and own property; and women's right to themselves and their own bodies. First-wave feminists spent years in activism that can be traced back to the Middle Ages. Most people consider the first wave to have ended when women were granted the right to vote.Second-wave liberal feminism of the 1960s and 1970s emerged in the context of postwar Western welfare societies and the civil rights movement. The second wave focused on expanding equal opportunities for women within our existing social, economic, and political system. It was widely believed that our societal systems...

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Mentoring programs for medical students - a review of the PubMed literature 2000 - 2008

Cited by 360 publications

References 34 publications

Mentoring: uma vivência de humanização e desenvolvimento no curso médico

Mentoring: uma vivência de humanização e desenvolvimento no curso médico

Roadmap for creating an accelerated three-year medical education program

Women for a Change: Closing the Leadership Gap

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