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This study examines the factors affecting women officials' intention to leave their chosen sport, including personal, work-related, and sociocultural factors. The empirical analysis is based on survey data of women officials in 69 different sports across Europe (n = 3,214). Overall, 10.7% of women expressed a turnover intention. Regression analyses indicate that this intention is higher for women who have more officiating experience (16–20 years), officiate at lower levels of sport (grassroots, junior), frequently experience abuse, and dislike the stress and time commitments of officiating, lack of support from the federation, and their lack of opportunity to progress. Younger women (≤24 years) with a mentor, who enjoy being part of a sport community and live in a more gender equal society are less likely to leave. The findings suggest that multiple factors are at work, which need to be addressed by sport managers to retain women in officiating roles. [ABSTRACT FROM AUTHOR]

This lecture explores the profound impact of idea development as a catalyst for transformative change across the field of Kinesiology. It discusses how the nurturing of burgeoning concepts fuels innovation, propelling our field toward progress and empowerment. Emphasizing the iterative process of idea refinement, this paper underscores how the cultivation of creativity and problem-solving skills leads to groundbreaking solutions for global challenges in Kinesiology. By recognizing the transformative power of idea development, stakeholders can harness its momentum to shape a future characterized by ingenuity and sustainable development of our field. [ABSTRACT FROM AUTHOR]

Purpose: Guided by the cultural relevance cycle, this study examined experiences of two novice physical education teachers in urban schools. We focused on successes that teachers encountered while navigating their novice years. Methods: Two purposefully sampled participants completed five journal entries and five semistructured interviews lasting between 45 and 90 min each. To promote trustworthiness, we utilized multiple coders, a peer debriefer, and triangulated data from multiple sources. Participants reviewed themes and responded to researchers' interpretations. Results: We present the results through three major themes. The first theme involves knowledge of students and community. The second theme describes belonging in the school and community, and the third theme discusses curricular realignment. Discussion and Conclusion: By focusing on elements that empowered novice teachers to find success, initial teacher preparation programs and in-service teacher mentoring programs in urban school districts might identify teaching experiences that may contribute to novice teacher retention. [ABSTRACT FROM AUTHOR]

Purpose: Grounded in occupational socialization theory, the purpose of this study was to investigate the influence of mentoring underserved youth on the socialization of preservice teachers within a community-engaged after-school program. Methods: Data consisted of semistructured interviews, critical incident accounts, and field notes. All interviews were audio-recorded and transcribed. Data were analyzed inductively using elements of grounded theory and constant comparison. Findings: Four themes were developed. First, each participant entered teacher training to provide positive experiences for students. Second, the practical experience supported preservice teachers in feeling more comfortable in their roles as educators. Third, preservice teachers developed personal relationships with the students in the after-school program. Fourth, preservice teachers internalized the obligation to model healthy social–emotional behaviors. Conclusions: Findings indicate the benefits of mentoring in a community-engaged learning project. Interacting with a diverse population of students can positively impact teacher socialization and feelings toward students and teaching. [ABSTRACT FROM AUTHOR]

Effective mentorship is a pivotal factor in shaping the career trajectory of trainees interested in classical hematology (CH), which is of critical importance due to the anticipated decline in the CH workforce. However, there is a lack of mentorship opportunities within CH compared with medical oncology. To address this need, a year-long external mentorship program was implemented through the American Society of Hematology Medical Educators Institute. Thirty-five hematology/oncology fellows interested in CH and 34 academically productive faculty mentors from different institutions across North America were paired in a meticulous process that considered individual interests, experiences, and background. Pairs were expected to meet virtually once a month. Participation in a scholarly project was optional. A mixed-methods sequential explanatory design was used to evaluate the program using mentee and mentor surveys, a mentee interview, and a mentee focus group. Thirty-three mentee-mentor pairs (94.2%) completed the program. Sixty-three percent of mentee respondents worked on a scholarly project with their mentor; several mentees earned publications, grants, and awards. Mentee perception that their assigned mentor was a good match was associated with a perceived positive impact on confidence (P = .0423), career development (P = .0423), and professional identity (P = .0302). Furthermore, 23 mentees (66%) accepted CH faculty positions after fellowship. All mentor respondents believed that this program would increase retention in CH. This mentorship program demonstrates a productive, beneficial way of connecting mentees and mentors from different institutions to improve the careers of CH trainees, with the ultimate goal of increasing retention in CH.

Humble leaders are traditionally thought to create a great deal of human and social capital, yet be overshadowed by self‐promoting rivals for promotions. We propose that through informal career mentoring, humble leaders can improve their organizational status and promotability. We tested our model among a multisource sample of 610 leaders across 18 industries and 21 job functions who participated in a leader development program. Leader humility was reported by the focal leaders' peers, leader mentoring behavior was reported by the focal leaders' direct reports, leader status was reported by the focal leaders' immediate bosses, and leader promotability was reported by the focal leaders' superiors. Results generally confirmed that leader humility predicted leader mentoring behavior, which in turn predicted leader status, and ultimately higher leader promotability ratings. We discuss how our findings extend and enrich the literatures on leader humility and mentoring, showing how humble leaders can ascend organizational hierarchies. [ABSTRACT FROM AUTHOR]

In August 2023, the biomechanics community suffered a significant loss with the death of Dr Charles J. Dillman. His work in the area of sport biomechanics was groundbreaking. In this tribute, 10 former students and 9 former colleagues remember "Chuck" and his impact on their lives, careers, and the field of biomechanics. [ABSTRACT FROM AUTHOR]

Biomechanics as a discipline is ideally placed to increase awareness and participation of girls and women in science, technology, engineering, and mathematics. A nationwide Biomechanics and Research Innovation Challenge (BRInC) centered on mentoring and role modeling was developed to engage high school girls (mentees) and early-mid-career women (mentors) in the field of biomechanics through the completion of a 100-day research and/or innovation project. This manuscript describes the development, implementation, and uptake of the inaugural BRInC program and synthesizes the research and innovation projects undertaken, providing a framework for adoption of this program within the global biomechanics community. Eighty-seven high school girls in years 9 and 10 (age range: 14–16 y) were mentored in teams (n = 17) by women in biomechanics (n = 24). Using a design thinking approach, teams generated solutions to biomechanics-based problem(s)/research question(s). Eight key reflections on program strengths, as well as areas for improvement and planned changes for future iterations of the BRInC program, are outlined. These key reflections highlight the innovation, impact, and scalability of the program; the importance of a program framework and effective communication tools; and implementation of strategies to sustain the program as well as the importance of diversity and building a sense of community. [ABSTRACT FROM AUTHOR]

The study proposes and tests a self‐concept‐based perspective for the effects of formal mentoring support on affective organizational commitment (AOC) via multiple mediators. Using time‐lagged multi‐source dyadic data (n = 203), we demonstrate that formal mentoring support significantly influences newcomer–protégés' AOC through an underlying self‐evaluative mechanism indicated by organization‐based self‐esteem (OBSE), even in the presence of a well‐established alternative mediator (perceived organizational support; POS). Moreover, we further demonstrate when or under what circumstances such effects might be attenuated or exaggerated by introducing a salient boundary condition to such a process (i.e., perceived mentor organizational prototypicality). As the findings reveal, by making newcomer–protégés feel good about themselves in the workplace (i.e., perceive self‐value) formal mentoring support can also promote organizational commitment, effects that are likely to be amplified when the formal mentor is perceived to be prototypical of the organization. Thus, bridging the mentoring and socialization literatures, the inclusion of our proposed mediators and moderator and testing their relationships simultaneously not only provides a more nuanced view of the underlying mechanisms through which the effects of formal mentoring support are channeled to influence newcomer–protégés' work attitudes but it offers new theoretical elaboration and contextual understanding that we hope will prompt future research and be of benefit to human resource practitioners. Implications to theory, practice and future research directions are discussed. [ABSTRACT FROM AUTHOR]

BACKGROUND: Coaching has been demonstrated to be an effective physician wellness intervention. However, this evidence-based intervention has not yet been widely adopted in the physician community. Documentation and implementation research of interventions to address physician burnout in real world settings is much needed. OBJECTIVE: Assess the impact of a virtual physician coaching program in women physicians. DESIGN: Pre- and post-intervention surveys administered to participants enrolled in the program (N = 329). Effect size was calculated comparing pre- and post-intervention paired data (N = 201). PARTICIPANTS: 201 women physicians from 40 states in the United States of America and 3 international participants. INTERVENTIONS: Participants were given access to an 8 week virtual coaching program including eight individual, six small group, and 24 large group sessions. MAIN MEASURES: Stanford Professional Fulfillment Inventory (PFI) containing categories for assessing professional fulfillment, burnout, and the Clinician Self-Valuation (SV) Scale (a measure of self-compassion). KEY RESULTS: Burnout was found in 77.1% (N = 155) of participants at baseline, which reduced to 33.3% (N = 67) at completion with large effect size (Cohens d 1.11). The percentage of participants who endorsed significant professional fulfillment started at 27.4% (N = 55) and improved to 68.2% (N = 137) with a large effect size (Cohens d 0.95). Self-valuation improved from 17.9% (N = 36) of the participants endorsing a compassionate self-improvement perspective to 64% of the same participants eight weeks later. The self-valuation metric showed a very large effect size (Cohens d 1.28). CONCLUSIONS: Virtual physician coaching programs led by physician coaches can decrease burnout, improve professional fulfillment, and increase self-compassion. Non-institution-based opportunities for coaching available to any physician across the United States and internationally can facilitate access to effective physician well-being interventions.

Mentorship has been widely recognized as an effective means to promote student learning and engagement in undergraduate research experiences. However, little work exists for understanding different mentors perceived approaches to mentorship, including mentorship of students from backgrounds and educational trajectories not well represented in science, technology, engineering, and mathematics (STEM). Transfer students, in particular, face unique trajectories in their pursuit of research opportunities, yet few studies investigate how mentors describe their approaches to supporting these students. Using semistructured interviews, this study examines how mentors approach mentoring students from diverse backgrounds as research trainees, with an emphasis on transfer students. First, using phenomenography as an analytical approach, we identified four categories describing variations in how mentors reflected upon or accounted for the transfer student identity in their approaches. We find that research mentors vary in their understanding and exposure to the transfer student identity and may have preconceived notions of the transfer student experience. Second, we present vignettes to illustrate how mentors approaches to the transfer student identity may relate or diverge from their general approaches to mentoring students from different backgrounds and identities. The emerging findings have implications for developing effective mentorship strategies and training mentors to support transfer students.

This study adopted Watkins and Marsick learning organization model to determine the learning organization's attributes that selected university libraries in Uganda had implemented to promote CPD activities and dissemination of the acquired knowledge. The study adopted a convergent parallel mixed methods design. Six library directors and 76 librarians from six university libraries in Uganda participated in the study. 51-67% of participants indicated that their libraries encouraged teams, provided ICTs, supported their learning requests, encouraged external collaboration, allowed staff time off for training, provided mentoring and coaching, encouraged discussions among staff, recognized and appreciated teams, had procedures for sharing CPD knowledge and skills, acknowledged and appreciated CPD participation. [ABSTRACT FROM AUTHOR]

Academic medical institutions seek to recruit and retain a diverse workforce to foster equitable, supportive environments in which early-stage investigators, especially those who are underrepresented in medicine, can thrive. Intersectionality is a critical theoretical framework rooted in Black feminist activism and scholarship that elucidates how power and privilege are differentially structured for groups at different intersectional sociodemographic positions. As a dynamic method of analyzing multiple axes of power and inequality, intersectionality has the potential to offer a critical lens through which to view the mentor-mentee relationship. In this article, we seek to elaborate upon and extend the concept of intersectional mentoring, elucidate its essential components, and explore its application in the context of mentoring early-stage investigators in academic medicine. We propose that intersectional mentorship requires an orientation toward deep cultural humility, lifetime learning about the impact of systemic oppressions on present-day opportunities and experiences of mentees, and changing systems that perpetuate inequities by centering praxis-the application of principles of intersectionality through action to transform power dynamics in academic culture and institutions. Intersectional mentorship can help build a more equitable and representative workforce to advance intersectionally relevant and innovative approaches to achieving health equity.

ObjectiveWe aimed to describe pediatric program directors' perceptions of existing mentorship programs in pediatric residencies, to assess whether characteristics used for mentor-mentee assignments impact mentoring outcomes, and to identify barriers to success in mentorship programs.MethodsWith the support of the Association of Pediatric Program Directors (APPD) Research Task Force, we conducted a cross-sectional survey study of all associate pediatric program directors in the United States in March 2022.ResultsNearly half (82 of 197, 41.6%) of programs responded. Most (87.8%) report having a formal mentoring program. Half of programs (51.4%) do not provide training to residents on how to be a mentee, and only slightly more than half (62.5%) provide training to faculty mentors. Most programs (80.6%) do not provide protected time for faculty mentors. There were no meaningful associations with characteristics used for mentorship matches and perceived successful mentorship. Top barriers from the program leadership perspective included faculty and residents lacking time, residents lacking skills to be proactive mentees, and inadequate funding.ConclusionsWhile a majority of programs have formal mentorship programs, many do not provide training to mentors or mentees. Barriers to mentorship include a lack of funding and time. National organizations, such as APPD and the Accreditation Council for Graduate Medical Education, have an opportunity to provide guidance and support for protected time, funding, and training for mentors and mentees.

This article will describe the steps taken to create a statewide mentorship program for interested and motivated library staff. The authors will share a pilot project in Colorado that was founded with a commitment to increasing diversity in library leadership, and fostering equity, diversity and inclusion by empowering library workers, library administrators, and information professionals to connect with each other and share professional knowledge and experience for career growth. Included will be group formation and logistics, how work was created and operationalized, evaluation results from participants, program sustainability, and lessons learned. [ABSTRACT FROM AUTHOR]

This paper presents an analysis of survey data to examine the association between supervised structured mentoring and students intent to pursue a career in science. Data were collected from students in the 10 Building Infrastructure Leading to Diversity (BUILD) research training programs, developed through grants from the National Institutes of Health. Propensity score matching and multinomial logistic regression demonstrated that exposure to BUILD programs-meaning participation in undergraduate research, receipt of mentoring from a primary mentor, and/or participation as a funded scholar and/or associate of each BUILD sites training program-was associated with increased intent to pursue a science career. These findings have implications for STEM program evaluation and practice in higher education.

Sponsorship describes a set of actions wherein an influential champion (sponsor) uses their position to actively support a colleagues career by helping them gain visibility, recognition, and/or positions. There is growing awareness of the importance of sponsorship for career advancement in academic medicine, particularly for women and those who are historically underrepresented and excluded in medicine (UIM). This scoping review examines the current landscape of evidence, and knowledge gaps, on sponsorship as it relates to career advancement in academic medicine for women and UIM faculty. We searched peer-reviewed literature in PubMed, Embase, and Web of Science (WoS) over the past 50 years (from 1973 through July 2023). Sixteen studies were included in the final review. We found relative consensus on sponsorship definition and value to career advancement. Heterogeneity in study design limited our ability to directly compare study outcomes. All included studies focused on gender differences in sponsorship: two of four quantitative studies found men were more likely to receive sponsorship, one reported no gender differences, and one was insufficiently powered. All but one of the qualitative studies reported gender differences, with women less likely to access or be identified for sponsorship. The mixed-methods studies suggested sponsorship may vary by career stage. Only two studies analyzed sponsorship for UIM populations. The existing data are inconclusive regarding best ways to measure and assess sponsorship, what institutional support (e.g., structured programs, formal recognition, or incentives for sponsorship) should look like, and at what career stage sponsorship is most important. Addressing this knowledge gap will be critically important for understanding what sponsorship best practices, if any, should be used to promote equity in career advancement in academic medicine. We advocate for commitment at the institutional and national levels to develop new infrastructure for transparently and equitably supporting women and UIM in career advancement.

BackgroundVirtual activities, hybrid work and virtual mentoring have become part of the ongoing milieu of academic medicine. As the shift to remote mentoring continues to evolve, it is now possible to adapt, refine, and improve tools to support thriving mentoring relationships that take place virtually. This study explores strategies for virtual mentoring as a cornerstone for effective training programs among senior mentors participating in an ongoing mentoring program.MethodsWe conducted a qualitative study among prior and current participants of an ongoing "Mentoring the Mentors" program about key strategies for optimizing virtual mentoring. Data were coded and analyzed following a thematic analysis approach.ResultsRespondents were mostly female (62%), white (58%), and associate (39%) or full professors (32%). We found that, with the expansion of hybrid and fully remote work, there are now fewer opportunities for informal but important chance meetings between mentors and mentees; however, virtual mentoring provides opportunities to compensate for reduced interactivity normally experienced in the workplace. The heightened need to plan and be more deliberate in the virtual sphere was woven throughout narratives and was the foundation of most recommendations. Specifically, a central obstacle for respondents was that spontaneous conversations were harder to initiate because virtual conversations are expected to have set agendas.ConclusionsDeveloping new ways to maintain meaningful interpersonal relationships in a virtual training environment, including opportunities for serendipitous and informal engagement, is critical to the success of virtual mentoring programs.

BackgroundWhile early autism intervention can significantly improve outcomes, gaps in implementation exist globally. These gaps are clearest in Africa, where forty percent of the world's children will live by 2050. Task-sharing early intervention to non-specialists is a key implementation strategy, given the lack of specialists in Africa. Naturalistic Developmental Behavioral Interventions (NDBI) are a class of early autism intervention that can be delivered by caregivers. As a foundational step to address the early autism intervention gap, we adapted a non-specialist delivered caregiver coaching NDBI for the South African context, and pre-piloted this cascaded task-sharing approach in an existing system of care.ObjectivesFirst, we will test the effectiveness of the caregiver coaching NDBI compared to usual care. Second, we will describe coaching implementation factors within the Western Cape Department of Education in South Africa.MethodsThis is a type 1 effectiveness-implementation hybrid design; assessor-blinded, group randomized controlled trial. Participants include 150 autistic children (18-72 months) and their caregivers who live in Cape Town, South Africa, and those involved in intervention implementation. Early Childhood Development practitioners, employed by the Department of Education, will deliver 12, one hour, coaching sessions to the intervention group. The control group will receive usual care. Distal co-primary outcomes include the Communication Domain Standard Score (Vineland Adaptive Behavior Scales, Third Edition) and the Language and Communication Developmental Quotient (Griffiths Scales of Child Development, Third Edition). Proximal secondary outcome include caregiver strategies measured by the sum of five items from the Joint Engagement Rating Inventory. We will describe key implementation determinants.ResultsParticipant enrolment started in April 2023. Estimated primary completion date is March 2027.ConclusionThe ACACIA trial will determine whether a cascaded task-sharing intervention delivered in an educational setting leads to meaningful improvements in communication abilities of autistic children, and identify implementation barriers and facilitators.Trial registrationNCT05551728 in Clinical Trial Registry (https://clinicaltrials.gov).

BackgroundAs Vietnam and other low- and middle-income countries (LMIC) experience a rapid increase in the number of people living with dementia, an acute need exists to strengthen research capacity to inform policy, improve care and support, and develop national dementia plans. We describe the development and early outcomes of an National Institutes of Health (NIH)/National Institute on Aging (NIA)-funded national dementia research capacity building program in Vietnam.MethodsThe research capacity building program commenced in 2019 and has three components: (1) Vietnam Alzheimer's and other dementias research Network (VAN), (2) a mentored pilot grant program, and (3) research training, networking, and dissemination activities. The pilot grant program funds Vietnamese researchers for one to two years to conduct research focusing on Alzheimer's Disease and Alzheimer's Disease Related Dementias (AD/ADRD). Grants are reviewed and scored using NIH criteria, and priority is given to pilot grants with policy relevance and potential for future funding. An international pool of high-income country (e.g., United States, Australia, and United Kingdom) mentors has been engaged and mentors paired with each funded project. Training and networking activities include workshops on AD/ADRD research topics and regular meetings in conjunction with Vietnam's annual national dementia/geriatric conferences. Dissemination is facilitated through targeted outreach and the creation of a national network of institutions.ResultsOver four years (2019-2023), we received 62 applications, reviewed 58 applications, and funded 21 projects (4-5 per year). Funded investigators were from diverse disciplines and institutions across Vietnam with projects on a range of topics, including biomarkers, prevention, diagnosis, neuropsychological assessment, family caregiver support, dementia education, and clinical trials. A network of 12 leading academic and research institutions nationwide has been created to facilitate dissemination. Six research training workshops have been organized and included presentations from international speakers. Grantees have published or presented their studies at both national and international levels. The mentoring program has helped grantees to build their research skills and expand their research network.ConclusionThis research capacity building program is the first of its kind in Vietnam and may serve as a useful model for other LMIC.

Few studies delve into master’s counseling students’ research identity development in structured environments. This qualitative, single case exploratory study examines counseling master’s students’ research identity development within counseling research labs in one department. Using pattern identification, four themes emerged: motivation for joining labs and engaging in research, importance of faculty mentorship and support, increased research identity and ability after the research lab, and the intersection between research, professional, and personal identities. Implications for educators and supervisors are also discussed. [ABSTRACT FROM AUTHOR]

Purpose: To determine the characteristics and outcomes of structured, time-limited peer mentorship activity programmes for individuals with acquired brain or spinal cord injury. Materials and methods: A mixed methods systematic review with an advanced convergent qualitative meta-integration synthesis design was adopted. Seven databases were searched, with two reviewers independently screening, selecting, and extracting data and evaluating the methodological quality of the included studies. Results: The review included ten original studies: five qualitative, four quantitative, and one mixed methods. The peer mentorship programmes were conducted in Europe, Oceania, the United States, and Africa, lasting from two days to 2.5 weeks. The programmes had diverse focuses, but all addressed mentees' independence, health, or quality of life in some way. None was based on a theoretical framework. Programme participation positively impacted cognition, emotions, independence, and social life. The safe and supportive environments the mentees and peer mentors created facilitated the outcomes. The evidence of programme participation on life satisfaction and community participation was inconclusive. Conclusion: Despite their short duration, structured, time-limited peer mentorship activity programmes can strengthen community rehabilitation of individuals with acquired brain or spinal cord injury. It is recommended that peer mentorship programmes are grounded on a theoretical framework. Implication for Rehabilitation: Structured, time-limited peer mentorship activity programmes impact mentees' thoughts and emotions, social lives, and independence in daily lives. Being able to challenge oneself in a safe and supportive environment created by mentees and peer mentors is essential for achieving positive outcomes. Peer mentorship programme organisers should establish clearly defined programme aims and base their rationale on how to reach these aims on relevant theoretical frameworks. [ABSTRACT FROM AUTHOR]

Purpose: To develop an in-depth understanding of spinal cord injury (SCI) researchers' barriers and facilitators to deciding to use 1) a partnered approach to research and, 2) systematically developed principles for guiding Integrated Knowledge Translation (IKT) in spinal cord injury research (IKT Guiding Principles). Methods: Qualitative interview study with North American SCI researchers who were interested in using a partnered research approach. The research was conducted using an IKT approach, and interview data were analyzed using reflexive thematic analysis. Results: Thirteen SCI researchers whose research focused on prevention, clinical, rehabilitation, and/or community SCI research were interviewed. Three themes were co-constructed with partners: 1) the principles are necessary but not sufficient for the implementation of a partnered approach to research; 2) relational capacity building is needed; and 3) institutional transformation is needed to value, resource, and support meaningful engagement. Conclusions: Supporting change that enables SCI researchers to adopt and implement the IKT Guiding Principles will require transformation at the individual (theme 1), relational (theme 2), and institutional levels (theme 3). Findings provide clear, practical, and tangible actions to promote change that can support meaningful engagement in the SCI Research System. IMPLICATIONS FOR REHABILITATION: Providing researchers with clear, procedural information and strategies to use each of the Integrated Knowledge Translation Guiding Principles in practice can support the implementation of the principles and partnered research in rehabilitation-based research. Fostering and evaluating resources and initiatives that help researchers network, build connections, and receive mentorship could help spinal cord injury researchers partner more effectively. Academic, research, and funding systems must ensure their practices, structures, culture, and processes enable, value, resource, support, and/or incentivize partnered research to ensure the research being conducted is relevant and useful in addressing the needs and priorities of research users. [ABSTRACT FROM AUTHOR]

The following essay examines health communication outreach for LGBTQ+ college students through analyzing both the design and exit evaluation of a federally funded United States public health program. SHARE-Pride was a three-year health intervention program that served LGBTQ+ students ages 18–24 at Southern University (SU)—a Hispanic and Minority Serving Institution. Because of structural barriers creating sexual health and drug and alcohol consumption risks, SHARE-Pride (SP) used a peer advocate model for students to develop mentoring relationships with LGBTQ+ peers to increase health knowledge. We first present health literature that informed SP's design and then examine research that shaped our exit study to understand advocates' intersectional identities and experiences as impacting their health communication outreach. We share rich findings from our interviews with 12 students, including communication approaches for LGBTQ+ health, increasing health communication inclusive of the full LGBTQ+ spectrum, and the role of intersectionality in LGBTQ+ health communication. We conclude with health communication praxis for future LGBTQ+ health programs and research. [ABSTRACT FROM AUTHOR]

ABSTRACT Extended essays or commentaries providing an opportunity to express personal views and opinions that are meant to enlighten, entertain, and educate readers, and can include articles about medical history, ethics, literature or the arts related to pediatric dermatology. Patient perspectives are also encouraged. Questions on whether a potential submission is appropriate for this section can be addressed to the Editors‐in‐Chief, or the Section Editors, Lucinda Kohn, MD, MHS (lucinda.kohn@cuanschutz.edu) or Neil Prose, MD (prose001@mc.duke.edu). [ABSTRACT FROM AUTHOR]

The editorial introduction in the Policy Studies Journal's latest issue highlights 12 articles covering diverse policy theories, topics, and research methodologies. The issue also announces changes in the editorial team, notable recognitions received at a conference, and the release of a virtual special issue on policing. Additionally, the journal has surpassed 500 new submissions this year, reflecting its growing interest and impact in the field. The articles in this issue delve into key policy actors, political dynamics, advocacy, governance, collective action, learning, and policy diffusion, offering valuable insights for policy scholars and practitioners. [Extracted from the article]

A self-study of International Journal of Exercise Science(IJES) publications from 2008 through 2021 revealed a sex-data gap in participant and corresponding author representation. This finding prompted the creation of the IJES Working Group for Opportunity, Representation, and Diverse Perspectives. We are a collaborative team of authors, reviewers, and editors, spanning both rural and urban teaching- and research-focused institutions, who assembled regularly starting in September 2023. The goal was to contemplate potential challenges and opportunities around diversity, equity, and inclusion (DEI), elicit discourse, and broaden inclusion and representation in exercise science research. Our group identified six main challenges/opportunities: 1) Mixed Definitions and Applications of DEI Principles; 2) Competing Lifeviews and Worldviews; 3) Oversight and Enforcement of DEI Principles in IJES; 4) Oversight and Enforcement of DEI Principles in the Broader Field; 5) IJES is a Home for Developing Scholars; and 6) Lag Time for Creating Change in IJES. As a growing international journal, we depend on a diverse group of authors, reviewers, editors, and readers to achieve our mission. Accordingly, the Working Group encourages impactful, inclusive research that broadens representation within exercise science. [ABSTRACT FROM AUTHOR]

Aim: Identify the skills and knowledge future nurse and midwife leaders might require in the next 6 years. Design/methodology/approach: An online questionnaire elicited health professionals' perspectives on the future requirements for nurse and midwife leaders. Qualitative data were generated in response on health care and the likely leadership skills for the future. Data were extracted and analysed using qualitative content analysis. Findings: Four generic categories were abstracted from the core category 'Nursing and Midwifery Leadership'. These were values/traits; creating positive healthcare cultures; digital capability/competence; and systems thinking. Limitations/implications. This first stage evaluation has gained a wide variety of perspectives regarding the perceived skills and knowledge future nurse and midwife leaders might need. This is important to enable those who deliver leadership development programmes to plan appropriately, ensuring their programmes are designed and adjusted in response to the needs of a shifting health and care landscape. However, over 50% of respondents were White, so the data may not be representative of the diversity of registered nurses and midwives. The findings may not have direct relevance to the global context due to geographical limitations. [ABSTRACT FROM AUTHOR]

Aims: Healthcare needs of the Australian population are changing, providing an opportunity for dietitians to embrace innovation and entrepreneurship to meet evolving demands. This study explored the expectations and experiences of participants in a 12‐month mentoring circle designed to provide entrepreneurship learning and formal mentoring for the Provisional Accredited Practising Dietitians Program. Methods: A qualitative study design was employed. New graduate dietitians (<2 years) participating in the Entrepreneurial Dietetics Mentoring Circle in 2019, 2020 or 2021 were invited to participate. Baseline demographic and employment data were collected via survey. Semi‐structured interviews were conducted before mentoring circle session 1 (baseline) and after the final session (completion), exploring insights into participant expectations and experiences in entrepreneurship. Thematic analysis, using methods outlined by Braun and Clark, was conducted to identify themes and subthemes. Results: Twenty‐eight dietitians participated (85% of mentees). Participants were mostly female (89%), less than 12 months post‐graduation (75%), registered as Provisional Accredited Practising Dietitians (82%) and employed at least part‐time (55%). Forty five interviews were conducted (28 baseline, 18 completion). Themes developed were: (1) entrepreneurial career path as a deliberate choice; (2) the value of being prepared for entrepreneurial careers; and (3) the importance of networks to support entrepreneurship. Conclusion: The mentoring circle at this single university was seen by participants as supporting their transition into entrepreneurial careers, while meeting their requirement to be formally mentored through their Provisional status. Future research could consider the applicability of the mentoring circle model across a wider graduate population to support innovative practice. [ABSTRACT FROM AUTHOR]

With the number of medical school applicants more than doubling during the past 30 years, there has been an increased need to mentor premedical undergraduate students. The Vertically Inte-grated Training Program at the University of South Carolina School of Medicine, Columbia, was created to provide direct mentoring for college students interested in a career as a physician. Online surveys were distributed at the beginning and end of the Fall 2023 semester to gain insight into the success of the program's events from the undergraduate perspective. Data suggest a trend toward positive change in terms of increased confidence of undergraduate students regarding the process of applying to and finding success in medical school. This article reviews the development of the Vertically Integrated Training Program, evaluates the success of the program, and suggests next steps for the organization. [ABSTRACT FROM AUTHOR]

International pre-service teachers (PSTs) can struggle to engage with Professional Experience (PE) communities in an Australian Early Childhood Education context. This qualitative case study examines three first-year Chinese international PSTs' PE in different early childhood settings in Australia. Framed by Bourdieu's analytical concepts, this paper explores Chinese PSTs' culturally shaped understanding of PE and mentoring expectations, showing how this dimension of their habitus is differentiated and differentiating. We argue that with a supportive learning community, the rich cultural and linguistic repertoire of international PSTs can add to capital and funds of knowledge of Australian Early Childhood Education. [ABSTRACT FROM AUTHOR]

Black boys and young men are disproportionately burdened with navigating contexts of community violence resulting from race-based structural inequities and concentrated disadvantage. Despite this chronic adversity, many Black boys and young men thrive; however, resilience research has traditionally focused on identifying individual- and family-level factors that support resilience. Research has yet to fully examine community-level resources that facilitate processes of resilience for Black boys and young men in the contexts of trauma, violence, and poverty. Guided by ecological frameworks and using the community-based participatory method of action-oriented community diagnosis, our qualitative study examines the perspectives of diverse community stakeholders (N = 29) whose roles and influence span systems levels and shape contexts of violence and healing for Black boys and young men in Greensboro, North Carolina. Findings point toward relationship (mentoring), community (safe spaces to heal), and societal (interventions to dismantle racism) level opportunities and barriers ("terroristic territorialism") to promote resilience in Black boys and young men. Implications for research and praxis that broadens the scope of resilience research from successful adaptation to conditions of community violence to community-level intervention to promote resilience and transformation are discussed. Public Significance Statement: Community violence is a public health epidemic that disproportionately affects the psychological, emotional, physical, social, and behavioral well-being of Black boys and young men. As communities and cities search for ways to reduce and prevent violence, identifying ways to promote resilience is necessary for mitigating the negative outcomes associated with community violence exposure for Black boys and young men. [ABSTRACT FROM AUTHOR]

Introduction Mentorship is essential for professional development and advancement within the military. In civilian medicine, the intersection between gender and mentorship holds important implications for research opportunities, academic success, and career progression. However, the intersection of gender and mentorship has not yet been explored within the field of military medicine. The purpose of this study, therefore, was to investigate the role of gender in mentorship within the field of military medicine. Materials and Methods We investigated gender and mentorship within military medicine by developing and distributing a 16-item Likert survey to active-duty military physicians. We used the Chi-squared test of independence and the independent samples t -test to examine the role of gender in mentorship among the 16 questions. Results The male respondents reported more same-gender mentors than females (male [M]: 61.9% vs. female [F]: 33.0%), whereas the female respondents had significantly more mentors of the opposite gender than males (M: 12.4% vs. F: 47.3%). A higher proportion of males indicated no preference compared to females. Conversely, a significant preference for a same-sex mentor was expressed by female respondents compared to male respondents (M: 5.2% vs. F: 30.1%). In contrast, female respondents considered having a mentor more important than their male counterparts (t (206) = −2.26, P  = .012, F: 3.86 vs. M: 3.57). Both male and female respondents had significantly more female mentees (⁠|$\chi _{\left(1 \right)}^2$|  = 12.92, P  < .001, Cramer's V = 0.254). Conclusions While the female participants in our study preferred female mentors, the male participants had more same-gender mentors than the female participants. In addition, more females reported that they did not have the time to be mentored. Our results, therefore, suggest that training males to be better mentors to females and providing accessible mentorship training to females may promote equitable career development within military medicine. [ABSTRACT FROM AUTHOR]

Introduction Mentorship programs have well-documented benefits to both mentees and mentors. Military medical students face unique challenges in medical school given their service-specific requirements and separate military match process. We therefore aimed to determine whether military medical students' participation in a mentorship program impacts their confidence in applying to obstetrics and gynecology (OB/GYN) residency. Materials and Methods First, a needs assessment survey regarding the use of a mentorship program was sent to medical students, residents, fellows, and attendings. A structured mentorship program was then developed for military medical students applying to OB/GYN residency based on the survey results. Mentors were randomly paired with mentees and asked to appraise curriculum vitaes, review personal statements, and perform mock interviews. Following completion of these activities, participants were sent a post-intervention questionnaire. This project was exempt by our institution's Institutional Review Board. Results Our program had 56 participants, with 29 individuals completing our post-intervention survey (response rate 51.8%). After participating in the program, 92.3% of mentors stated they plan to continue a relationship with their mentee. All the mentee respondents stated they would participate in this program again. Before participating in the program, 16.7% of mentees felt "prepared" or "extremely prepared" for the match, compared to 87.6% post-intervention. Most mentee respondents (75%) reported that this program made them a more competitive applicant. Following the mentorship program, 66.7% of participants successfully matched into OB/GYN residency. Conclusions This reproducible, well-received intervention can be implemented to facilitate mentoring connections regardless of geographic location. As the OB/GYN specialty develops its own application process, civilian medical schools should consider adopting similar programs to aid their students in navigating the match process. [ABSTRACT FROM AUTHOR]

OBJECTIVE: To assess the needs and values of students regarding a new mentoring program. METHODS: An online survey was developed and sent to veterinary students through institutional email at the beginning and end of the year of initiating a faculty-student mentorship program RESULTS: In September and May, the most commonly desired outcome of the program for students was the building of relationships. In the fall, the most anticipated concerns were that the meetings would not occur or there would be incompatibility between mentors and mentees. In the spring, the most common concerns were that some faculty were disinterested or meetings did not happen. CONCLUSIONS: The experiences of veterinary students in the faculty-student mentoring program were often positive but variable. At the outset, students were hoping to build relationships through the program, and in May, some of them reported that this objective had been fulfilled. However, some students expressed frustration with faculty disengagement with the program. A faculty-student mentorship program has the potential to build relationships between students and faculty when faculty are engaged participants in the program. CLINICAL RELEVANCE: Based on our findings, students are eager to build relationships with faculty within the context of a faculty-student mentorship program, and this goal is achievable. However, much depends on the engagement and participation of the faculty, which was incomplete using our approach of assigning all faculty to participate. [ABSTRACT FROM AUTHOR]

The article outlines a resource to increase access to science, technology, engineering, mathematics (STEMM) mentorship programs that could increase the number of future scientists, medical practitioners, and for the focus of positionality, pediatricians. Topics include deterrents faced by underrepresented populations (URP) to pursuing medical careers and national organizations that have developed initiatives to recruit, support and retain individuals from underrepresented backgrounds.

The article focuses on promoting health equity to address gender-based violence (GBV) through innovative research, practice, and advocacy. Topics include violence training and education for healthcare professionals, the barriers and facilitators of help-seeking behaviors among GBV survivors, and the intergenerational and long-term effects of violence on health outcomes.

Black women in higher education routinely face and combat intersecting structural inequities to accomplish their goals in their roles as students, staff, administrators, and faculty members. Black women have also consistently found ways to create pathways to support one another in navigating multiple structural inequities in academia to achieve success. In this study, we used duoethnographic methods to explore our lived experiences of formal mentorship by Black women scholars who made the academy bearable for us. Our findings highlight, honor, and demonstrate the ways Black women stood in the gap for us as Black women in our roles as staff, doctoral students, adjunct faculty, and tenure-track faculty members in predominately white institutions. The findings illustrate the collective ways Black women scholars thrive despite the inequitable institutional culture and climate in which they work. [ABSTRACT FROM AUTHOR]

Purpose: The current study revisits our previous research, delving deeper into microaggressions (MAs) and interpersonal conflict (IC) in speech, language, and hearing sciences (SLHS) training programs. Participants came from both marginalized and nonmarginalized backgrounds. Method: A 39-item electronic survey based on our previous research was distributed online to 236 participants of current and former SLHS students through social media and e-mail listservs. Results: Students that identified as belonging to marginalized and nonmarginalized groups reported high levels of MAs and IC, respectively. Linear regression revealed that the more marginalized identities a participant reported, the more aggression they experienced. Analyses also suggest that specific cultural and linguistic identities more likely predicted experiencing specific types of MAs than others. MAs and IC were largely underreported. Conclusions: This study highlights the quantifiable prevalence of MAs and IC in SLHS training programs. It underscores the urgent need for targeted interventions to address systemic inequities. Overall, these findings emphasize the importance of fostering an inclusive and equitable environment in SLHS, promoting cultural competence, and social justice in the professions. [ABSTRACT FROM AUTHOR]

Objective: There were two objectives of this current study. (1) To understand the impacts of hearing loss for late-deafened adults and the experiences of support received both from hearing healthcare providers and peers. (2) To understand the types of support needed during and after a cochlear implant. Design: The study used mixed methods. A survey was posted to three cochlear implant social media groups and participants could self-select to participate in a semi-structured interview by leaving their email address. Study sample: Forty-four late-deafened adults who had also received at least one cochlear implant answered the survey and 16 people were interviewed. Results: A key finding was that most late-deafened adults did not have access to support through the progression of deafness. They often felt alone, making it difficult to maintain their sense of self while reconciling with the hearing changes forced on them. When participants had positive role models who had experienced hearing loss, or mentors who had undergone cochlear implantation, it assisted them in navigating their changing hearing status. Thus, improved connection to peers sustained self-esteem and improved coping strategies. Conclusions: The findings suggest hearing healthcare providers need to introduce a mentoring and support structure for connected care. [ABSTRACT FROM AUTHOR]

Purpose: The purpose of the study was to investigate the effect of mentorship on self‐perceived theoretical and practical skill levels of German‐speaking residents affiliated to a scientific society with a focus on sports medicine. It was hypothesized that orthopaedic surgery residents with a mentor would report higher subjective theoretical and practical skills and less apprehension towards performing surgeries unsupervised compared to those without mentors. Methods: A 35‐item questionnaire was distributed among resident members of AGA—Society for Arthroscopy and Joint‐Surgery. The survey explored the current status of mentoring and self‐assessed theoretical and practical skill levels as well as apprehension towards performing surgeries unsupervised (1–10 scale with higher values indicating higher skill level or greater apprehension). Results: In total, 115 residents were included, of which 46 (40.0%) had a mentor. The majority of residents without a mentor (65.7%) reported the desire to have a mentor. Residents with a mentor reported significantly higher self‐assessed theoretical (p = 0.003) and practical skill levels (p < 0.001) and less apprehension towards performing surgeries unsupervised (p < 0.001) compared to residents without a mentor. The presence of formal mentorship programs increased the likelihood of having a mentor significantly (odds ratio [OR] 7.17, p < 0.001). Male and female participants did not differ significantly in self‐assessed skill level or apprehension towards performing surgeries unsupervised. Conclusion: Residents with a mentor reported greater subjective skill levels and stated less apprehension towards performing surgeries unsupervised compared to residents without a mentor. The majority of residents without a mentor stated that they would like to have a mentor. This may be achieved by establishing more formal mentorship programs as they facilitate mentorship. Level of Evidence: Level IV, cross‐sectional study. [ABSTRACT FROM AUTHOR]

Although support by experiential peers for individuals with criminal behaviour is increasing, an empirical basis for its effectiveness is lacking. The purpose of this review was to investigate outcomes, mechanisms, and contextual factors of individual support by experiential peers for individuals who display criminal behaviour. We conducted a systematic realist literature review to test and refine our initial programme theory, which included seven mechanisms that may play a role in the desistance-supportive outcomes of experiential peer support. We screened 6,530 scientific papers and eventually included 25 articles focusing on asymmetrical one-on-one support for and by individuals with criminal behaviour. The findings suggest that experiential peers show empathy and have a non-judgmental approach, are considered role models, establish a trusting relationship with clients, offer hope, connect clients to other services, and have a recovery perspective on desistance. We found results indicative of act-desistance, positive personal development and improvements in mental health and personal circumstances, although study results were not consistent. The information on contextual factors was too limited for a robust analysis. Future research should not only focus on objective measures (e.g. absence of criminal behaviour), but also on subjective measures (e.g. hope, self-esteem) and investigate long-term effects. [ABSTRACT FROM AUTHOR]

As early-career professionals (ECPs) navigate their education and professional development in the aquatic sciences, many seek to build a network to help guide their entrance into the field. As influential organizations, scientific societies play a vital role through hosted conferences, where ECPs can meet and share ideas with others, and find mentors to facilitate their colleagues' journey within the profession. However, not all ECPs are the same, and those from marginalized backgrounds face unique challenges. Here, we provide a perspective on ways scientific societies can ensure all members are provided with equitable opportunity to discover, access, and build career-defining networks at conference events, including the critical role of mentors in navigating obstacles to success. Our recommendations originate from an early-career networking workshop in 2022 at a Canadian fisheries and aquatic sciences conference. The day-long hybrid event comprised interactive activities and discussions on how societies and their conferences can foster and promote inclusive networking for all, including suggestions on maximizing inclusivity for online attendees. This perspective serves as a call to action for scientific societies and senior-career professionals to meaningfully engage with ECPs and marginalized members to promote transformative science. [ABSTRACT FROM AUTHOR]

This series of six articles is inspired by themes arising from the Royal College of Midwives' state of midwifery education report. The series explores the current landscape and challenges in educating the future midwifery workforce, particularly those that relate to the higher education workforce. This penultimate article examines the interplay between the practice and academic environments and the impact this has on both students and staff alike, particularly in the wake of changing standards for student supervision. The article explores whether the nature of being an educator in a health field such as midwifery is unique because of the need to support students through placement challenges when there are limitations on what higher education institutions can realistically influence. It also examines the 'extra' responsibilities put on midwifery education staff to support students by way of 'academic assessor' roles. [ABSTRACT FROM AUTHOR]

This paper explores the author's interview with her father, a Holocaust survivor. It asks how the circumstances of the interview, particularly the relationship between father, daughter, and gestating grandchild, impacted the exchange. Drawing on Henry Greenspan's work and mentorship, it examines the grief of an unfinished story. Invoking the metaphor of the Kaddish prayer, she argues that the nature of listening is as contingent as the act of recounting. By centering these multiple contingencies, we can better engage with the complexities and humanity of survivors and their memories, enabling us to keep learning from them even after they are gone. [ABSTRACT FROM AUTHOR]

This study investigated the effects of a mentoring program for atrisk students of color by integrating reading fluency instruction and resilience-building activities. Three 4th and 5th-grade students identified as having reading difficulties participated in the program, which involved college mentors providing one-on-one instruction for 30-40 minutes, two days per week, over 10 weeks. Resiliencethemed books were used during reading sessions to improve reading skills and resilience understanding. Data collection included pre- and post-assessments of reading fluency using the easyCBM assessment and the student resilience survey. Mentee interviews were conducted to gather additional insights. The easyCBM data of the three participants indicated that their participation in the mentoring program was effective in improving their reading fluency. The student resilient survey showed positive changes from preto posttest, implying the program's effectiveness in enhancing students' resilience. The outcomes of the study contribute to a deeper comprehension of the impact of mentoring initiatives coupled with resilience-focused reading instruction on at-risk students of color. Implications for future research are discussed. [ABSTRACT FROM AUTHOR]