The CARE Inventory: A Self-Reflective, Behavior-Based Instrument to Guide Professional Development and Mentorship of Academic Faculty

Wulf, Karyn; Hurtubise, Larry; Brod, Heather; Binkley, Philip F.

doi:10.15766/mep_2374-8265.10763

Cited by 5 publications

(3 citation statements)

References 13 publications

(12 reference statements)

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“…Our response rate of 36% was disappointing, but we found from a search of MedEdPORTAL that other responses have ranged from 13% to 100% and we fell within that range. [21][22][23] In all four residency programs that implemented this workshop, residents at all levels of training were invited to attend. Ideally, residents should receive this training as part of orientation or as early as possible in their residency.…”

Section: Limitationsmentioning

confidence: 99%

Allyship in Residency: An Introductory Module on Medical Allyship for Graduate Medical Trainees

et al. 2021

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Introduction: Lack of diversity impacts research, medical curricula, and medical trainees' ability to provide equitable patient care. The concept of allyship, defined as a supportive association between identities with power and privilege and marginalized identities, provides an optimal framework for enhancing education about health equity. Currently, there are no established curricula focused on allyship and limited mention within current medical training literature. We propose use of allyship to increase graduate medical trainee understanding of diversity and focus on health equity. Methods: We developed a 1-hour workshop aimed at helping residents understand the definition of allyship, effective allyship to patients and colleagues, and allyship differences across communities. The workshop consisted of pre-and postassessment surveys, a didactic presentation module, and facilitated case study discussions. It was conducted locally on four occasions across pediatrics, family medicine, surgery, and emergency medicine residency programs. Results: An analysis of the 101 preassessment and 58 postassessment survey responses revealed an increased level of knowledge regarding allyship (p < .001) and increased comprehension of allyship competencies (p < .001). All workshop learning objectives demonstrated positive change postmodule. Discussion: With an increasing need for curricula to address health equity in medical trainees, this workshop serves as a unique and effective approach to expanding cultural responsiveness skills under the lens of allyship. Specifically, the workshop functions as a constructive introduction to allyship principles and practices and can serve as a foundation on which residents can build more robust skills as a part of their allyship journey.

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Section: Limitationsmentioning

confidence: 99%

Allyship in Residency: An Introductory Module on Medical Allyship for Graduate Medical Trainees

et al. 2021

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“…Faculty should be encouraged to be innovative, trained in the skill of negotiation, serve as role models for other faculty and students, and be aggressive yet humble in their dedication to learners and the mission of the institution. Faculty should use peer mentoring and teamwork in order to develop new skills and address problem areas [38,39].…”

Section: Support Professional Identity Formation For Faculty Developmentmentioning

confidence: 99%

Institutional and Faculty Partnerships to Promote Learner Preparedness for Health Professions Education

Campbell

Kaur-Walker

Singh

et al. 2020

J. Racial and Ethnic Health Disparities

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By the year 2060, it is projected that 57% of the US population will be members of minority groups, with no one group being the majority. While there is increasing diversity of the population, there remain significant disparities in morbidity and mortality affecting minority groups, and persistent low numbers of underrepresented students in the health professions. Increasing the numbers of underrepresented minority students in health care and decreasing the disparity gap have been a priority for many institutions. Increasing diversity requires an approach that not only involves health professions schools but also involves undergraduate institutions, faculty, and other professionals who provide pre-health training to students. In 2018, a group of academic medicine leaders convened the Innovators, Collaborators, and Leaders conference with faculty at institutions across the state of North Carolina to discuss ways to improve learner preparedness for health professions education and increase numbers of underrepresented students pursuing health careers. In this manuscript, the authors share results from the conference and how institutional and faculty partnerships can promote learner preparedness for health professions education.

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“…23 , 30 The IDP is an instrument that can be used to assess specific competencies, identify skill and knowledge gaps, develop learning strategies, and plan for the pursuit of specific career paths. 26 , 30 , 32 IDPs have been associated with an increase in confidence in the knowledge of how to achieve career goals, how to implement a plan to develop strengths, and how to strengthen mentor/mentee relationships. Furthermore, IDPs can be used as a tool to identify and appreciate mentees’ needs and desires early in the mentoring process.…”

mentioning

confidence: 99%

Use of an Individualized Development Plan to Identify Career Development Needs in Prospective Orthopaedic Sports Medicine Fellows

Cheah

Cabell

Bonazza

et al. 2021

Orthopaedic Journal of Sports Medicine

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Background: Mentorship is a key aspect of leadership development for orthopaedic surgeons, but there are few formalized mentorship programs in medical training. The individualized development plan (IDP) is a tool that potentially improves mentorship opportunities through identifying specific competency deficiencies and facilitating communication with mentors. Purpose: To assess the views of prospective orthopaedic surgery sports medicine fellows on the skills necessary for career development and the utility of an IDP for longitudinal career mentorship during a sports medicine fellowship. Study Design: Cross-sectional study. Methods: Candidates who interviewed for an orthopaedic surgery sports medicine fellowship voluntarily completed an anonymous IDP as well as a survey to assess their perceptions of the IDP tool to define their career goals and its use for longitudinal mentorship. The IDP included quantitative and qualitative responses for the self-assessment of multiple skill domains (general research, teaching, professional, interpersonal, leadership, and management) using a 5-point Likert scale (1 = needs improvement, 5 = highly proficient). Quantitative results were analyzed using analysis of variance and Student t test. Results: A total of 25 candidates completed the IDP and survey. The mean ± standard deviation composite score of all skill domains was 3.62 ± 0.91. The candidates’ greatest deficit was in grant writing (2.28 ± 0.94; P < .01), while their greatest strength was getting along with others (4.52 ± 0.65; P < .01). Candidates identified, as short-term goals, obtaining a fellowship training position, completion of research/academic projects, and improvement of surgical skills; their common long-term goals included having a role in an academic institution, professional society, and/or research and innovation environment. The majority of participants agreed that the IDP is a valuable tool to characterize career and personal goals (74%) and facilitate longitudinal fellowship mentorship (83.3%). Conclusion: The majority of candidates valued the IDP for their short- and long-term goals. Program implementation of an IDP could be beneficial in allowing trainees to effectively identify areas of weakness and strengths while facilitating efficient communication of these needs to mentors.

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The CARE Inventory: A Self-Reflective, Behavior-Based Instrument to Guide Professional Development and Mentorship of Academic Faculty

Cited by 5 publications

References 13 publications

Allyship in Residency: An Introductory Module on Medical Allyship for Graduate Medical Trainees

Allyship in Residency: An Introductory Module on Medical Allyship for Graduate Medical Trainees

Institutional and Faculty Partnerships to Promote Learner Preparedness for Health Professions Education

Use of an Individualized Development Plan to Identify Career Development Needs in Prospective Orthopaedic Sports Medicine Fellows

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