The Radiation Oncology Mentorship Initiative: Analysis of a Formal Mentoring Initiative for Medical Students Interested in Radiation Oncology

Boyd, Graham; Rand, Alexander E.; DeNunzio, Nicholas J.; Agarwal, Ankit; Hirsch, Ariel E.

doi:10.1007/s13187-019-01539-w

Cited by 17 publications

(10 citation statements)

References 23 publications

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“…A recent survey of radiation oncology residency graduates indicated that “faculty mentorship” was the most valued factor of respondents' residency experience and that the value of mentorship extends beyond residency (6, 7). Most mentorship relationships occur via individual radiation oncology departments, though some institutions such as the American College of Radiation Oncology (ACRO) do provide some medical student/resident and resident/attending mentorship programs (8). We recently instituted a formal mentoring program at our institution based on resident feedback identifying a desire for additional mentorship.…”

Section: Introductionmentioning

confidence: 99%

The Impact of Formal Mentorship Programs on Mentorship Experience Among Radiation Oncology Residents From the Northeast

et al. 2019

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Purpose: Strong mentorship has been shown to improve mentee productivity, clinical skills, medical knowledge, and career preparation. We conducted a survey to evaluate resident satisfaction with mentorship within their radiation oncology residency programs.Methods and Materials: In January 2019, 126 radiation oncology residents training at programs in the northeastern United States were asked to anonymously complete the validated Munich Evaluation of Mentoring Questionnaire (MEMeQ). Results of residents with a formal mentoring program were compared to those without a formal program.Results: Overall response rate was 42%(n = 53). Participants were 25% post-graduate year two (PGY-2), 21% PGY-3, 26% PGY-4, and 28% PGY-5. Only 38% of residents reported participation in a formal mentoring program, while 62% had no formal program, and 13% reported having no mentor at all. Residents participating in a formal mentoring program reported strikingly higher rates of overall satisfaction with mentoring compared to those who were not (90% vs. 9%, p < 0.001). Overall, 38% of residents were either satisfied/very satisfied with their mentoring experience, while 49% of residents were unsatisfied/very unsatisfied.Conclusion: Residents participating in a formal mentorship program are significantly more likely to be satisfied with their mentoring experience than those who are not. Our results suggest that radiation oncology residency programs should strongly consider implementing formal mentorship programs.

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Section: Introductionmentioning

confidence: 99%

The Impact of Formal Mentorship Programs on Mentorship Experience Among Radiation Oncology Residents From the Northeast

et al. 2019

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“…At our institution, the Radiation Oncology Mentorship Initiative connects medical students with radiation oncology faculty and provides opportunities for both formal and informal research mentorship. 15 , 16 , 17 , 18 Our study demonstrates that the number of first-author articles published during medical school could be useful for assessing an applicant's potential research output during residency.…”

Section: Discussionmentioning

confidence: 84%

Correlation Between Research Productivity During Medical School and Radiation Oncology Residency

Huang¹,

Qureshi²,

Truong³

et al. 2023

Advances in Radiation Oncology

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“…Although studies with adults suggest that online and in‐person mentoring do indeed influence career‐path‐relevant, real‐life choices, 36,37 in these studies, the career choices occurred immediately or very shortly after participation. In the case of online and in‐person mentoring programs for girls in secondary education, real‐life choices about university courses of study and entering professions often do not occur until years after program participation.…”

Section: Introductionmentioning

confidence: 77%

“…To our knowledge, this is the first study to systematically examine whether successful participation in a mentoring program offered to girls enrolled in secondary education can positively influence real‐life STEM choices made years after participation. While studies have examined the impact of (online) mentoring on real‐life choices of STEM majors and careers, 32 they were either retrospective surveys that did not address formal (online) mentoring programs or were studies with adults 36,37 . Studies with students in secondary education have so far primarily examined the short‐term effectiveness of formal (online) mentoring programs (e.g., influences on STEM interests and elective intentions in STEM) 13 .…”

Section: Discussionmentioning

confidence: 99%

Online mentoring for girls in secondary education to increase participation rates of women in STEM: A long‐term follow‐up study on later university major and career choices

Stoeger

Debatin

Heilemann

et al. 2023

Annals of the New York Academy of Sciences

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An important first step in talent development in science, technology, engineering, and mathematics (STEM) is getting individuals excited about STEM. Females, in particular, are underrepresented in many STEM fields. Since girls' interest in STEM declines in adolescence, interventions should begin in secondary education at the latest. One appropriate intervention is (online) mentoring. Although its short-term effectiveness has been demonstrated for proximal outcomes during secondary education (e.g., positive changes in elective intentions in STEM), studies of the long-term effectiveness of STEM mentoring provided during secondary education-especially for real-life choices of university STEM majors and professions-are lacking. In our study, we examine females' real-life decisions about university majors and entering professions made years after they had participated in an online mentoring program (CyberMentor) during secondary education. The program's proximal positive influence on girls' elective intentions in STEM and certainty about career plans during secondary education had previously been demonstrated in several studies with pre-post-test waitlist control group designs. Specifically, we compared the choices that former mentees (n = 410) made about university majors and entering professions several years after program participation with (1) females of their age cohort and (2) females of a group of girls comparably interested in STEM who had signed up for the program but then not participated (n = 71). Further, we examined the explanatory contribution to these later career-path-relevant, real-life choices based on (1) mentees' baseline conditions prior to entering the program (e.g., elective intentions in STEM), (2) successful 1-year program participation, and (3) multiyear program participation. Findings indicate positive long-term effects of the program in all areas investigated.

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The Radiation Oncology Mentorship Initiative: Analysis of a Formal Mentoring Initiative for Medical Students Interested in Radiation Oncology

Cited by 17 publications

References 23 publications

The Impact of Formal Mentorship Programs on Mentorship Experience Among Radiation Oncology Residents From the Northeast

The Impact of Formal Mentorship Programs on Mentorship Experience Among Radiation Oncology Residents From the Northeast

Correlation Between Research Productivity During Medical School and Radiation Oncology Residency

Online mentoring for girls in secondary education to increase participation rates of women in STEM: A long‐term follow‐up study on later university major and career choices

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