The role of same-sex mentorship and organizational support in encouraging women to pursue surgery

Faucett, Erynne A.; McCrary, Hilary C.; Milinic, Tijana; Hassanzadeh, Tania; Roward, Simin; Neumayer, Leigh

doi:10.1016/j.amjsurg.2017.07.005

Cited by 98 publications

(85 citation statements)

References 15 publications

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“…Fellows or physicians other than a faculty member were the least beneficial in terms of reducing burnout and marital satisfaction . Another recent study ranked same‐sex mentorship to be a significant positive influence on women in surgery, leading the authors to conclude that early exposure to organizations that support women in surgery can positively influence career choices …”

Section: Coping Strategies Are Used By Surgical Traineesmentioning

confidence: 99%

Leaving surgical training: some of the reasons are in surgery

Forel

Vandepeer

Duncan

et al. 2018

ANZ Journal of Surgery

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In 2014, the Royal Australasian College of Surgeons identified, through internal analysis, a considerable attrition rate within its Surgical Education and Training programme. Within the attrition cohort, choosing to leave accounted for the majority. Women were significantly over-represented. It was considered important to study these 'leavers' if possible. An external group with medical education expertise were engaged to do this, a report that is now published and titled 'A study exploring the reasons for and experiences of leaving surgical training'. During this time, the Royal Australasian College of Surgeons came under serious external review, leading to the development of the Action Plan on Discrimination, Bullying and Sexual Harassment in the Practice of Surgery, known as the Building Respect, Improving Patient Safety (BRIPS) action plan. The 'Leaving Training Report', which involved nearly one-half of all voluntary 'leavers', identified three major themes that were pertinent to leaving surgical training. Of these, one was about surgery itself: the complexity, the technical, decision-making and lifestyle demands, the emotional aspects of dealing with seriously sick patients and the personal toll of all of this. This narrative literature review investigates these aspects of surgical education from the trainees' perspective.

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Section: Coping Strategies Are Used By Surgical Traineesmentioning

confidence: 99%

Leaving surgical training: some of the reasons are in surgery

Forel

Vandepeer

Duncan

et al. 2018

ANZ Journal of Surgery

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show abstract

“…For the entire group, regardless of age, mentorship was surprisingly less influential in choice of specialty for AAaAD otolaryngologists. Although other specialities demonstrate that increased numbers of minorities and mentorship have impact on recruitment to the specialty, [9][10][11] similarly notable for women, [12][13][14][15][16] it is plausible that otolaryngology has proportionally fewer mentors in position of influence and impact for AAaAD medical students than other specialities such as general surgery, urology, orthopedics, and obstetrics and gynecology. With only two respondents mentored by an AAaAD otolaryngologist, our study shows a gap in the trends observed in general surgery, where Powers et al found that AAaAD surgical residents are more likely to pursue a career in academic medicine if they had AAaAD mentors.…”

Section: Discussionmentioning

confidence: 99%

African American Otolaryngologists: Current Trends and Factors Influencing Career Choice

et al. 2019

Self Cite

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Objectives 1) Identify factors that influence African American physicians to choose a career in otolaryngology; 2) determine the predominant practice setting for African American otolaryngologists who can be role models; and 3) determine if the presence of an African American otolaryngologist in academic setting influences career choice. Methods Survey methodology included a 15‐item survey to determine trends in practice and factors that influenced choice of specialty. Results The results were reviewed for trends influencing career choice and practice location and stratified by age group. Most African American otolaryngologists are in academic practice and have subspecialty fellowship training. Enjoying medical student clerkship was the most frequently cited reason why African Americans chose otolaryngology as a career regardless of age. Early exposure was a driving factor in those 30 to 40 years old. Receiving mentorship was less influential in career choice for all age groups, but there was a positive association between those who were mentored in training and those who mentor faculty. Conclusion The findings suggest the continued need for initiatives to increase African Americans in our specialty. Encouraging early exposure, intentional mentoring of students, and development of African American role models who can be mentors may help increase the number of African American otolaryngologist faculty. This can help our specialty achieve racial parity in a percentage that matches the number of African Americans in the United States workforce. Level of Evidence 5 Laryngoscope, 130:2336–2342, 2020

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“…Focused and strong mentorship has been linked to enhanced mentee productivity, self-efficacy, career satisfaction and a sense of belonging and support [6,7]. Learners who participate in active mentorship relationships are more likely to persist in their academics and make positive academic and social decisions [8,9], with positive mentoring being cited as the most important factor in completion of studies [10].…”

Section: Introductionmentioning

confidence: 99%

Knowledge, attitudes and practices of faculty on mentorship: An exploratory interpretivist study at a Sub-Saharan African medical school

Mubuuke

Mbalinda

Munabi

et al. 2020

Preprint

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Background Mentorship has become a routine part of undergraduate training in health professions education. Although many health professions training institutions have successfully incorporated faculty-student mentorship in their formal training, many others especially in Sub-Saharan Africa have not fully embraced this. Institutionalized mentorship programmes are an effective methods of enhancing student learning experiences. Faculty, who are the mentors have an active role to play in driving the mentorship agenda and ensure that students benefit from this important activity. The aim of this study was to explore the knowledge, attitudes and practices of faculty about student mentorship at Makerere University College of Health Sciences. Methods It was an exploratory qualitative study using interviewer-administered semi-structured questionnaires. The study participants included faculty at Makerere University College of Health Sciences. Thematic analysis was used to analyse the data using pre-determined themes. Results Four themes were identified: 1) Knowledge of mentorship, 2) Attitude towards mentorship, 3) Practice of mentorship and 4) Improving the mentorship process. Majority of the faculty reported being less knowledgeable on mentorship regardless of seniority. The level of knowledge seemed to influence the practice of mentorship. Despite the observed knowledge gap, all faculty demonstrated a positive attitude to participate in mentoring. Conclusion Faculty demonstrated a positive attitude towards mentorship despite the knowledge gap of mentorship identified. Continuous faculty development in mentorship as well as using peer mentorship were identified as key in sustaining the mentorship programme.

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The role of same-sex mentorship and organizational support in encouraging women to pursue surgery

Cited by 98 publications

References 15 publications

Leaving surgical training: some of the reasons are in surgery

Leaving surgical training: some of the reasons are in surgery

African American Otolaryngologists: Current Trends and Factors Influencing Career Choice

Knowledge, attitudes and practices of faculty on mentorship: An exploratory interpretivist study at a Sub-Saharan African medical school

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