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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]

Background and Aims Methods Results Conclusions Significant burnout and low professional fulfilment are noted among medical oncologists and trainees. The National Oncology Mentorship Programme (NOMP23) was designed to evaluate the impact of a 1‐year mentorship program between oncology trainees (mentees) and consultants (mentors) on improving professional fulfilment and burnout.NOMP23 was a single‐arm, prospective cohort study. One hundred twelve participants (56 mentors and 56 mentees) across Australia were recruited. Mentee/mentor pairs were orientated to the program virtually and met at least three times throughout 2023. The primary outcome was improvement in professional fulfilment as assessed using the Stanford Professional Fulfilment Index at conclusion of NOMP23 compared to baseline.A total of 112 participants enrolled. Eighty‐six (77%) completed the baseline and 63 (56%) completed the end‐of‐program survey. At baseline, 82% of mentees and 77% of mentors were classified as burnt out, which reduced to 57% and 51% at the conclusion of NOMP23; a reduction of 25% and 26% (P < 0.01). Baseline professional fulfilment was 0% and 5% for mentees and mentors respectively, which improved to 21% and 34% at the end of NOMP23 (P < 0.01). However, significant reduction in feelings of regret towards oncology as a profession was seen for mentees and mentors between baseline and the conclusion of NOMP23 (40% vs 14% and 29% vs 0% respectively, P < 0.01).NOMP23 demonstrated that a centrally coordinated, low‐cost mentorship program could be feasible and was of high value. Mentorship programs, alongside multifactorial institutional, state‐based and national interventions to improve well‐being, can help ensure a sustainable workforce. [ABSTRACT FROM AUTHOR]

Health disparities for Native/Indigenous youth are perpetuated by systemic bias and racism. Both the scientific literature and media play a role in maintaining disparities by telling stories through narrative or numbers that invalidate Indigenous knowledge and ways of systematic investigation, intervention, and communication regarding health and well-being. Youth were mentored by Indigenous artists to develop culturally relevant digital stories that speak to community wellness efforts, strengths, and resilience in regard to substance abuse and suicide prevention (from youth perspectives) to target root causes of health disparities by shifting narrative power to decolonial Indigenous philosophies. Together, we developed an intervention that targets the underlying root causes of health disparities by transforming the very structures upon which health interventions hinge. The realm of communication is one of these structures that is ripe with possibilities for new conceptions that uplift strength-based narratives through digital media. We created an intervention that emphasizes possibilities through positive images of Indigenous people, effectively addressing community issues by building community-based narrative power. [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]

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]

Students of sexual and gender minority (SGM) identities have long been underserved in higher education, and the limited research thus far has focused on undergraduates. There is a large gap in understanding the outcomes and experiences of LGBTQ+ graduate students, particularly in STEM. We undertook the first scoping review to examine the available literature on LGBTQ+ student experiences in research-focused doctoral programs. A scoping review methodology was utilized to compile a broad set of publications for a narrative review of emergent themes. A comprehensive search of 5 bibliographic databases yielded 1,971 unique studies, which were screened by two independent reviewers for data on LGBTQ+ doctoral students in non-clinical fields. Eighty-two publications were included in the analysis, over half of which were published in the past 5 years. Thirteen themes emerged from analyzing the included publications. LGBTQ+ ientities can continue evolving during graduate school, and some students incorporated SGM identities in their research ("mesearch"). Though students expected academia to be welcoming, many encountered repeated anti-LGBTQ+ bias that impacted their perceived safety for coming out. Nearly half of the studies mentioned intersectionality with other marginalized identities, including race/ethnicity, religion, disability, and others. Based on the information presented, we outline recommendations for practitioners to improve doctoral education, such as preparing teaching assistants to manage discriminatory classroom conduct. [ABSTRACT FROM AUTHOR]

This article explores epistemological and ontological accounts of Country's mentorship among young Indigenous Australian knowledge holders, creatives, entrepreneurs, changemakers, and advocates. Using a qualitative decolonising race theoretical lens, the research team adapted and explored multi‐directional, more‐than‐human understandings of the human–Country mentorship relationship to reflect young mob experiences of enacting and embodying Country. The findings highlight Country's agency, sentience, and authority, whereby young mob shared how they were guided by, sustained by, and obligated to Country. This research honours Country as a knowledge holder and mentor. The research team aims to be transformative by showing new ways to understand Country and both‐ways mentorship relationships with young mob and Country. The article is a unique contribution to the research field, as mentorship literature often fails to effectively unpack Indigenous Australian relationality with Country, problematises young mob, and is contextually bound to individual programs, singular communities, or cohorts. By giving voice to Country as a mentor, the research team aims to disrupt Western hegemonic power relations in dominant mentorship frameworks and challenge mentorship theory, practice, and policy. We hope this article encourages geographers and others to take Indigenous ways of knowing, being, doing and becoming more seriously. The research centres Country's voicehonouring it as a knowledge holder and mentor for Indigenous Australian young people. The image was taken on Wiradjuri Country. This paper was written on and with Wiradjuri and Darug Country, and the authors acknowledge Country as a research tool, guide, and mentor. [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]

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]

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]

Artificial intelligence emerges as a transformative force, offering novel solutions to enhance medical education and mentorship in the specialty of physical medicine and rehabilitation. Artificial intelligence is a transformative technology that is being adopted in nearly every industry. In medicine, the use of artificial intelligence in medical education is growing. Artificial intelligence may also assist with some of the challenges of mentorship, including the limited availability of experienced mentors, and the logistical difficulties of time and geography are some constraints of traditional mentorship. In this commentary, we discuss various models of artificial intelligence in medical education and mentoring, including expert systems, conversational agents, and hybrid models. These models enable tailored guidance, broaden outreach within the physical medicine and rehabilitation community, and support continuous learning and development. Balancing artificial intelligence’s technical advantages with the essential human elements while addressing ethical considerations, artificial intelligence integration into medical education and mentorship presents a paradigm shift toward a more accessible, responsive, and enriched experience in rehabilitation medicine. [ABSTRACT FROM AUTHOR]

Certification in infection control (CIC) is a standardized indicator of the knowledge and competencies essential for effective infection prevention practice. Evidence measuring success of training programs for certfication in infection control is limited. From 2017 through 2023, 51 novice infection preventionists (IPs) were enrolled in a training program that combined didactic learning, application of knowledge in practice, and mentorship from advanced-practice and near-peer IPs. Participants were tracked through completion of certification examination and pass rates were compared with rates for 2023 CIC candidates. All participants engaged in the training program attempted the CIC examination. The training group had a pass rate of 98%. This is 27% higher than the most recent rate published by Certification Board of Infection Control and Epidemiology (CBIC) of 71%. Participants were significantly more likely to pass the CIC exam on the first try, showing that a supported, competency-based training program can be successful in supporting novice IPs in certification success. Building foundational knowledge on key concepts in infection prevention and control and enhancing learning through supervised, direct application of skills improves CIC certification exam pass rates and supports progression of early career IPs to more independent practice. [Display omitted] • Certification in infection control certification demonstrates infection preventionist competency. • In most years, less than three-quarters of candidates pass the CIC exam. • Competency-based training can significantly increase certification success. • Training that combines application of knowledge and peer mentorship can be effective. [ABSTRACT FROM AUTHOR]

The American Association for Dental, Oral, and Craniofacial Research (AADOCR) has developed a national and sustainable mentoring and mentor training network titled AADOCR M entoring an I nclusive N etwork for a D iverse Workforce of the Future (AADOCR MIND the Future). This program is instrumental in fostering a diverse group of early-career investigators in dental, oral, and craniofacial (DOC) research. The network's principal purpose has been to establish a robust and enduring national mentoring program centrally managed by AADOCR. The overarching goal is to develop a sustainable, nationally recognized mentoring network that enhances the career development of early-career DOC researchers from diverse backgrounds. The program aligns with the National Institute of Dental and Craniofacial Research Strategic Plan and aims to cultivate a robust pipeline of future DOC researchers who can address critical scientific challenges. AADOCR MIND the Future guides mentors and mentees in individual career development as well as improving the quality of mentoring at the home institution through dissemination of lessons learned by mentors and mentees in the program. As science practices have evolved, investigators have moved from isolated individual projects to interactive multidisciplinary teams. Within this research framework, AADOCR MIND the Future offers the global infrastructure and the variety of scientists/AADOCR members. While most institutional mentoring efforts have been developed using conventional single mentor-mentee pairs, the AADOCR MIND the Future program supplements this model with additional group mentoring (mentors-mentees) and peer mentoring (interactions between just the mentees). Mentees commit to 12 mo of programming devoted to enhancing research career development through intensive hands-on work, distance-learning components, and engagement in a mentored grant-writing experience. Mentees are strongly encouraged to remain engaged with the program beyond the initial 12-mo period. Years 1 to 3 alumni (cohorts 1 to 3) mentees continue to participate in a meaningful way, and after the completion of the program, it is envisioned these alumni will become mentors for another generation. [ABSTRACT FROM AUTHOR]

This paper examines capacity building and professional development in Western Australia's contemporary popular music sector. It reports on a mixed-methods qualitative-quantitative study into the lived experiences and needs of musicians and industry practitioners alike. It examines learning which is undertaken outside of formal education settings, and includes conferencing, one-on-one mentorship and other workshop based modes of delivery. As is reported, participants are overall positive about their experiences when engaging in such activities however several barriers exist as they relate to the required investments of time and money, modes of delivery and the focus of specific opportunities. A range of recommendations are made in order to address these barriers and support a diversification within the capacity building and professional development space. [ABSTRACT FROM AUTHOR]

ABSTRACT Aim Design Methods Results Conclusions Registration Impact Reporting Method Patient or Public Contribution The aim of this study is to combine and compare results from systematic reviews reporting the content and effect of programmes for the introduction of newly graduated nurses employed in hospital settings on increasing retention and decreasing turnover.An umbrella review.The electronic databases of PubMed/MEDLINE, CINAHL and PhycInfo were searched in January 2023 for eligible systematic reviews. The search string consisted of keywords extracted from the PICOS inclusion criteria. The AMSTAR 2 instrument was used for critical appraisal of the methodological quality of the eligible systematic reviews. The process and results of the review were presented using a narrative description of the data.Five systematic reviews, reporting 84 intervention studies evaluating nine types of introduction programmes from 2001 to 2018, were included in the umbrella review. All nine programme types were executed by nurses in a preceptor or mentor role and the content was directed towards training of the preceptor/mentor and introduction of the newly graduated nurses. The nine programmes showed overall positive effects on retention and turnover.Mentorship and Preceptorship were the most frequently evaluated programmes in the included intervention studies of the five reviews. However, the lack of transparency of the reviews and the bias of the intervention studies within the reviews, made it difficult to conclude specific effects of the content of the nine programmes.The protocol for the umbrella review is registered with Open Science Framework (https://OSF.IO/DXYS4).A weak introduction to hospital employment of newly graduated nurses may decrease retention and increase turnover. Structured and personal introduction by a mentor can have an effect on the newly graduated nurses' intentions to stay in their hospital care position.AMSTAR 2.None. [ABSTRACT FROM AUTHOR]

Background: Communication between nurses and physicians is essential to providing patient care in the emergency department. The American College of Graduate Medical Education includes interpersonal and communication skills as one of six core competencies for residents. There is a known correlation between poor communication and negative patient outcomes. Yet, formalized training programs in doctor-nurse communication are lacking and literature reports that physicians may view collaboration as less important than nurses. To address this gap, we developed and implemented a novel, pilot "Nurse-InteRN Mentorship Program". The program aimed to improve trainees' communication with nurses and enhance emergency department collaboration. We then evaluated the impact of this program on participant perception of nurse-physician communication, efficacy and overall benefit. Methods: We used Kern's Six-step approach to develop and implement this program. We then evaluated the program's impact with a pre-program and post-program 12-question survey to evaluate participation, perceived benefit, and efficacy of the program using a 1–5 Likert scale. Nurse vs. intern responses were compared using Fisher's exact and Wilcoxon rank sum tests. Pre- and post- intervention responses were paired by respondent and compared using marginal homogeneity tests. Results: 13 interns and 22 nurses participated in the program. All 13 interns and 19 of 22 nurses completed the pre-program survey. 10 of 13 interns and 11 of 22 nurse mentors completed the post-program survey. Nurses showed greater interest in providing feedback on communication skills than interns showed in receiving feedback (p < 0.001). Interns rated themselves higher in communication skills with patients than nurses rated them (p = 0.004). Perceived benefit among nurses and interns decreased after completion of the program. Conclusion: We were able to successfully implement a one-year nurse-intern mentorship program aiming to promote communication, collaboration and professional development. Our results show differing attitudes between nurses and interns around interns' communication skills. There was some perceived benefit, but unfortunately this decreased over the course of the program. Further studies are needed to determine how this program impacts communication, teamwork, and patient care. We hope that given the novelty of such a nurse-intern mentorship program, this study may serve as a pilot for future programs. [ABSTRACT FROM AUTHOR]

Background: Exposure to surgery during medical school is limited. We ran a mentorship scheme pairing students at a medical school with local surgeons to improve undergraduate insight. We evaluated the effectiveness of mentorship in increasing surgical exposure and drivers for students seeking surgical mentorship. Methods: 35 surgeons across 7 specialties were recruited and matched with 37 students in years 2–4 for 7 months. Quantitative and qualitative evaluation was done with pre-, mid- and post-scheme questionnaires. Students rated confidence across pursuing a career in surgery, surgical exposure, career insight, understanding the application process, contacts, portfolio development, research knowledge and pursuing extra-curricular activities related to surgery using a 5-point Likert scale. Paired t-tests were performed to measure students' confidence before and after the scheme. Results: Of students that completed all 3 questionnaires (n = 21), conducting research/audit was most frequently selected as a main goal (81.0%), followed by theatre experience (66.7%) and career progression support (28.6%). The number of students that had assisted in theatre increased by 50.0%. Confidence ratings across all domains increased with 7/8 (87.5%) exhibiting a statistically significant improvement (p < 0.05). The greatest improvement was seen in having adequate contacts in surgery from 2.05 to 3.33 (p = 0.00). 95.2% would recommend the scheme. Conclusions: Students gained significantly more surgical experience and were better equipped with the knowledge required to pursue a surgical career. Mentorship schemes are invaluable in supplementing the undergraduate curriculum and empowering students. Trial registration: Ethical clearance granted by King's College London Research Ethics Committee, Reference Number MRSU-22/23-34530.. [ABSTRACT FROM AUTHOR]

Construct: In 2021, Murry et al. put forward a model of Indigenous mentorship within the health sciences based on the behaviors of Indigenous mentors toward their Indigenous mentees. This study explored mentees' endorsements and/or criticisms of the IM model and how IM constructs and behaviors described in the model benefited them. Background: Models of Indigenous mentorship have been developed previously yet have not yet been empirically examined, restricting our ability to measure or make claims as to their consequences, correlates, and antecedents. Approach: Interviews with six Indigenous mentees asked about their: 1) resonance with the model, 2) stories related to mentors' behaviors, 3) perceived benefits of their mentors' behaviors on their journey, and 4) components they felt were missing from the model. Data were analyzed using qualitative content analysis. Findings: Overall, the model resonated with participants. Mentees told stories about mentors engaging in the IM constructs practicing relationalism most frequently, followed by fostering Indigenous identity development, utilizing a mentee-centered focus, and imbuing criticality, advocacy, and abiding by Indigenous ethics. Benefits included improved career and work attitudes, motivation, and overall well-being, engaging in helping behaviors, and enhanced criticality. Recommendations to expand the model included incorporating: 1) additional mentor behaviors (e.g., transference of traditional knowledge), 2) higher-order dimensions (e.g., the impact of the institution), 3) specific mentee characteristics (e.g., age and gender), and 4) additional types of mentoring relationships (e.g., peer, multiple mentors). Conclusions: This study showed that Murry et al.'s model resonated with primary stakeholders (i.e., Indigenous mentees), that Indigenous mentorship behaviors have perceived consequences that are important for adjustment, and ways the model is limited or mis-specified. This information can inform mentor practices, selection and support, and program evaluation. [ABSTRACT FROM AUTHOR]

Background: Postdoctoral training holds an increasingly important place in preparation for leading academic and research positions. While little empirical research has described postdoctoral training beyond the sciences, across all fields, "misaligned expectations" are often touted as a key source of postdoctoral strife. Purpose/Hypothesis: This article describes mentorship competency beliefs within engineering and computer science fields, which increasingly engage in postdoctoral training. Design/Method: An embedded mixed‐methods design was used to quantitatively identify mentorship profiles from survey data using latent profile analysis (LPA) from a sample of n = 118 postdoctoral scholars and n = 165 postdoctoral supervisors. Qualitative thematic analysis of interviews with n = 29 postdoctoral scholars and n = 20 postdoctoral supervisors was used to identify meaning in the differences between quantitative profiles. The combination of LPA with thematic analysis enabled the triangulation of distinct postdoctoral mentorship profile definitions. Results: LPA identified six postdoctoral fellow profiles and four supervisor profiles, which became clearly definable through thematic analysis. Postdoc profiles included Technical Manager, Autonomy Focused Advisor, Stretched Mentor, Well‐Rounded Mentor, Exemplar Mentor, and Leader‐Mentor, while supervisor profiles included Autonomous Mentor, Reflective Mentor, Research Lab Mentor, and Confident Leader‐Mentor. Some of these are aligned, but several are not, giving insight into the phenomenon of "misaligned expectations" in postdoctoral literature. Conclusions: The mentorship profiles illustrate the misalignment in expectations, which leads to negative mentorship experiences for many postdoctoral scholars. [ABSTRACT FROM AUTHOR]

Background & Objective: Mentorship is essential for medical undergraduates' professional and personal development to enhance soft skills, knowledge, and academic performance. The present study analyzed the mentee's feedback about the program. Material & Methods: The present cross-sectional (retrospective) study, approved by the ethics committee, was conducted between January and March 2022. One hundred fifty feedback forms (open and closed-ended questions) of 2016-2019 MBBS students (at the end of one and a half years of implementation) were analyzed. Data were represented as mean ± SD and median. Qualitative data was coded and analyzed descriptively. Results: 58% and 50.66% of mentees agreed on easy approachability and communication with mentors. 52.67 % agreed strongly, and 52% agreed that mentors listened actively to their problems and provided constructive feedback. 68.67% agreed and 56.67% agreed strongly that important lessons about personal, college, and career life were learned. 78.66% agreed that research motivation was provided. 71, 33%, and 60% agreed that mentoring helped improve academics and develop a conceptual learning style. 70% and 51.33% agreed that mentors helped them solve medical life problems and develop skills (communication, interpersonal, and humane values). 46.66% agreed that mentors encouraged them to participate in sports or extracurricular activities. 52% agreed strongly that their mentors had a professional attitude, 47.33% agreed mentors were beneficial to them, and 46.67% agreed strongly to recommend their mentors for future professional and personal development activities. Open-ended analysis showed that, in decreasing order, the most beneficial developmental activities performed with their mentors were problem-solving (40.56%), guidance, counseling (34.26%), and soft skill development (13.85%). Menttes considered time constraints a hurdle and suggested scheduled, regular meetings and the use of social media for the program's effectiveness. Conclusion: Regular feedback, evaluation, and perceptions of mentees are vital for the mentorship program. [ABSTRACT FROM AUTHOR]

Until 1962, Canada was legally a Eurocentric racial state. After abandoning state-sanctioned racism in 1967, politicians soon realized that institutional entrenchment of racism would need more than laws-based anti-racism. Today, institutional racism, however, remains entrenched in Canadian institutions despite various mitigating processes by all levels of governments since the 1970s. In this qualitative paper, we analyze the marginalizing effects of system anti-Black racism and the dissonances between strategies and attitudes of system professionals and African-Canadian grassroots youth workers. From our findings, we conclude that effective youth workers prioritize behavior-in-time (experience-based) over behavior-in-discourse (text-based) in service provision. [ABSTRACT FROM AUTHOR]

Cultural competence and diversity, equity, and inclusion (DEI) have become fundamental learning objectives in sport psychology training, yet the literature lacks theory-informed strategies that support relevant teaching and mentoring efforts. Using two evidence-based instructional strategies—cooperative learning and scaffolding, we present how to apply strengths-based and cultural humility frameworks and activities to promote cultural competence through teaching or group mentorship. We also discuss how to modify these activities based on the modality, group size, and time available. Additionally, we share student feedback and our reflections on the successes, lessons learned, and recommendations for enhancing students' cultural competence and DEI training. [ABSTRACT FROM AUTHOR]

Despite making strides in gender equality, women in Science, Technology, Engineering, Mathematics, and Medicine (STEMM) continue to face a persistent underrepresentation in leadership roles. In an effort to reverse this trend, the National Cancer Institute created the Sallie Rosen Kaplan (SRK) Postdoctoral Fellowship, a year-long coaching-based leadership training program. The SRK program aims to empower women to explore careers across a broad range of fields, including academia, industry, and government, and to excel in leadership positions in those fields. Analyzing a decade of data from 111 participants, we describe the positive impact of the SRK program on participant's self-reported capabilities. Increased self-confidence, improved time management and work/life balance, enhanced goal-setting and attainment skills, and strengthened communication and relationship-building abilities are highlighted as statistically significant outcomes. Moreover, the program's emphasis on coaching, mentorship, peer cohort support, and building lasting professional relationships also contributed to high ratings for satisfaction and value of the program. Successful programs like SRK can serve as a model for institutions striving to close gender gaps in leadership. [ABSTRACT FROM AUTHOR]

Purpose: Despite numerous mentoring strategies to promote academic success and eligibility in medicine, Black students remain disproportionately underrepresented in medicine. Therefore, we conducted a scoping review to identify the mentoring practices available to Black pre-medical students, medical students and medical residents, specifically the mentoring strategies used, their application, and their evaluation. Method: Between May 2023 and October 2023, the authors conducted a literature review. Studies that described a mentoring strategy applied among Black learners were eligible for inclusion, and all years of publication were included. Two reviewers screened each article using the Covidence tool, and conflicts were resolved by a third author. All reviewers extracted the data to summarize the various mentoring practices. Results: After screening 6292 articles, 42 articles met the criteria for full review. Of these, 14 studies were included in the study. Mentoring practices for Black students included peer mentoring, dyad mentoring, and group mentoring. Mentoring was typically offered through discussion groups, educational internships, and didactic activities. Evaluation of mentoring programs took into account (1) pass rates on medical exams (eg, MCAT, Casper), (2) receipt of an invitation to a medical school admissions interview, (3) successful match to a competitive residency program, and (4) a mentee's report of the overall experience and effectiveness of the program. Conclusion: This review is the first, to our knowledge, to focus on mentoring strategies implemented among Black learners in medicine. The results will inform mentoring strategies adapted for Black learners and will therefore address the underrepresentation of Black students in medicine. [ABSTRACT FROM AUTHOR]

The article stresses the importance of mentorship for pharmacists to achieve career growth. Topics mentioned include the challenges faced by early career pharmacists, some ways to address the challenges, the importance of investing in career advancement and the need for pharmacists to improve their reflection skills.

Background: The Elders Mentoring Program (EMP) is part of a strengths-based community-based participatory research partnership with the Cree communities of Maskwacîs, Alberta, Canada. The EMP objective is to promote maternal and child health through traditional Cree teachings and support from community Elders to pregnant women and their partners. During the COVID-19 pandemic, the Elders decided to shift the program to an online format in early 2021. The Elders continued to offer mentorship to program participants virtually by Zoom and telephone, and online workshops. The objective of this study was to qualitatively explore the experiences of women that took part in the virtual EMP. Methods: We utilized qualitative description as our method, informed by our overarching community-led research partnership. Semi-structured phone interviews were conducted by Maskwacîs research assistants (RAs) with 11 women who participated in the virtual program. Interviews were conducted between December 2021 and June 2022. The participants were asked about their perceptions of the program and its benefits. The interviews were recorded, transcribed, and coded by four RAs using thematic analysis. Results: Although cultural teachings are traditionally offered in person, the shift to the virtual platform was greatly appreciated by all the women. Technology can be a useful tool for cultural teachings and language to be shared among community members when they cannot be physically together. Four main themes emerged from the data, representing the participants' experiences, and learning through their interactions with the Elders from the EMP. The themes are: Ohpikihâwasowin (grounding and guiding on the path to be a healthy parent); Indigenous ways of healing; On the path of cultural learning; and Identity for self and baby. Conclusion: The virtual adaptation of the EMP allowed a space for Elders to offer support to women living in and out of the community to provide guidance with their pregnancies and into motherhood. The workshops and one-on-one calls allowed for cultural revitalization which is critical for Indigenous well-being. All the participants found that the teachings and interactions positively impacted their pregnancy and parenthood. Overall, the virtual program demonstrated a venue for intergenerational healing and resilience. [ABSTRACT FROM AUTHOR]

Background: Mentorship is crucial to career advancement, medical education, and psychosocial support, especially for women and minorities. Although anesthesia mentoring programs have shown promise, there are no survey data regarding mentor-mentee relationship dynamics. This study aimed to explore the dynamics of the anesthesia mentor/mentee relationship. Methods: A open cross-sectional web-based survey was distributed by the European Society of Anesthesiology and Intensive Care and European Society of Regional Anesthesia to European anesthesiologists. Participation was anonymous and consent was obtained. The study evaluated responses relating to preferences, facilitators, and barriers to mentorship relationships along with sociodemographic information. Results: In total, 543 anesthesiologists responded to the survey, and 406 (111 mentees, 49 mentors, 193 both, 53 neither) responded to questions regarding mentorship. 184 anesthesiologists identified as woman and 22 as other genders (non-binary, transgender, gender-fluid, and self-described gender). Moreover, 250 anesthesiologists identified as white. Both mentors and mentees indicated that personal compatibility was the most important factor for successful mentorship. Barriers to mentorship included time consumption and perceived lack of interest from the mentor and mentee. Both mentors and mentees benefited from this relationship. The former reported feeling helpful, and the latter supported the development of clinical skills. The mentors indicated that their participation was important for protecting against burnout/exhaustion and impostor syndrome. Participants reported a preference for mentorship programs organized at the departmental level, offered at the start of the anesthesiology education curricula. Women were more likely to feel a 'lack of interest' in mentoring them as a barrier (OR = 2.49, P = 0.033). Gender was a barrier for mentors of other genders (OR = 23.9, P = 0.0027) and ethnicity (OR = 48.0, P = 0.0023). White mentees found gender (OR = 0.14, P = 0.021) and ethnicity (OR = 0.11, P = 0.048) to be less important barriers to successful mentorship relationship. Conclusion: When possible, programs should prioritize matching mentors and mentees based on personal compatibility and experience in the mentee's area of interest. Addressing the perceived lack of interest in mentoring is essential for promoting diversity, equality, and inclusion within anesthesiology, as well as and uplifting women and minorities. Trial registration: Clinicaltrials.gov identifier: NCT05968339, First posted (01/08/2023). [ABSTRACT FROM AUTHOR]

This study examined whether mentorship could promote young gay men's identities and well‐being, and whether a mentor's sexual orientation matters. A randomized control trial compared outcomes across three conditions: Arm A (a mentee matched with a sexual minority mentor), Arm B (a mentee matched with a heterosexual mentor), and a control arm receiving psychoeducation only. A community sample of 60 mentees aged 18–25 years was randomly allocated to the three arms and completed questionnaires at baseline, 3 months into the intervention, and at the end of the 6‐month program. Fifteen mentees recounted their mentoring experiences through in‐depth interviews. Linear mixed effects models showed that for both intervention and control conditions, internalized homonegativity declined while resilience, loneliness, and body acceptance improved over time. No time and group interactions were found. Meanwhile, a mentor's sexual orientation did not drive differential quality and outcomes of mentorship. Interviewees cited various benefits of mentorship, including providing companionship, enriching connection with lesbian, gay, bisexual (LGB) communities, and adding knowledge and perspectives of LGB lives and identities. Although quantitative data did not support any exclusive benefits of mentorship, most mentees recognized mentorship as a vital source of affirmation and companionship. Implications for research and mentoring programs are discussed. Highlights: Mentorship has been suggested as a community‐based program to improve LGB people's mental health.This study found equivocal quantitative evidence for short‐term effects of a mentorship.Qualitative interviews reveal potential benefits of mentorship for young gay mentees.Mentors' sexual orientations did not play a major part in the quality and outcomes of mentorship. [ABSTRACT FROM AUTHOR]

Background: The Clinically Reimagined Apprenticeship For Physician Training (CRAFT) program is a volunteer, student-run, clinical mentorship program that started in 2015 at an academic medical center in the Mid-Atlantic region. Clinical exposure during the first year of medical school may influence a student's decision to pursue internal medicine for their residency program of choice. Methods: A retrospective chart analysis of CRAFT program volunteers was conducted. First-year medical school students at an academic medical center in the Mid-Atlantic region (first-year classes of 2020 to 2022) who participated in the CRAFT program (N=77) were followed from first year until their medical school graduation. Information regarding first year mentor's specialty and student's match list data were collected. Results: Students (51%) who participated in CRAFT matched into the same specialty of medicine as their CRAFT program mentors (P=0.765, Chi Square Test). The top specialties represented included emergency medicine, internal medicine, obstetrics/gynecology, and surgery. Of students (23%) who chose mentors in internal medicine, 50% matched into internal medicine residency programs (P<0.0001, Chi Square Test). Conclusion: Clinical mentorship programs during the first year of medical school may be important for choosing future residency programs, leading to successful career goals. Timely engagement with mentors can be crucial in influencing career choices in the field of internal medicine. [ABSTRACT FROM AUTHOR]

The East African Society of Physiological Sciences (EASPS) identified many problems associated with the practice and impact of physiology training and graduates within the region. The EASPS, in conjunction with the African Association of Physiological Sciences (AAPS), resolved to tackle those identified problems in the region by organizing a regional conference in Tanzania between November 29, 2023, and December 1, 2023. The conference was successful with remarkable achievements, including production of Physiology Curriculum for African Universities (PhysioCAFUN); launching of the International Union of Physiological Sciences (IUPS) African Physiology Mentoring Program; educational workshops on physiology teaching and skills acquisition; plenary sessions on various inspiring scientific topics for advancement of research capacities and current trends in physiological sciences; presentation of abstracts by authors and publishing of the abstracts as edited conference proceedings in the Journal of African Association of Physiological Sciences; presentation of awards to the top 10 abstracts and 7 other key Local Organizing Committee members and partners; first annual general meeting of the EASPS members; networking of participants within and beyond Africa; and recognition of the formation processes of national physiological societies in Rwanda, Kenya, Uganda, and Tanzania. NEW & NOTEWORTHY: The joint East African Society of Physiological Sciences (EASPS)-African Association of Physiological Sciences (AAPS) conference in Tanzania was a successful event where we launched the Physiology Curriculum for African Universities (PhysioCAFUN) and the International Union of Physiological Sciences (IUPS) Physiology Mentoring Program in Africa. We also organized educational workshops on physiology functional tests that equipped participants with practical skills. Authors presented their peer-reviewed abstracts, which have now been published in the Journal of African Association of Physiological Sciences. Participants attended from 24 countries across Africa, Europe, Asia, and United States. [ABSTRACT FROM AUTHOR]

In this manuscript, we engage mentorship as a form of care, reciprocity, survival, and thriving for queer and trans people within academic spaces. In particular, we conceptualize the term queertorship, which involves a practice of one-to-one and collective guidance and support offered by queer and trans Latinx/a/o (QTL) people to and for other QTL people. We draw on Revilla's (2021, 2022) theoretical concept of spirit restoration and healing as the framework for how we define queertorship and how we enact this concept in practice. We use our own testimonios of queertorship, with attention to the experiences we have had in the Queer and Trans Latinx/a/o Higher Education Collective, to show examples of our own queertorship journeys. In alignment with giving back to one another, we offer ofrendas to assert the importance and practice of queertorship for QTL people in higher education. These ofrendas include: 1) queertorship as a healing practice and space, 2) queertorship as systems-conscious, and 3) queertorship as enabling resilience and agency. Our hope is that the ofrendas we offer help to illuminate the necessity for queertorship in different spaces of academia for queer and trans Latinx/a/o people. [ABSTRACT FROM AUTHOR]

The literature on mentorship centralizes formal mentoring programs with hired and trained staff and volunteers to work with at-promise youth of color at school- or community-based sites such as Big Brothers Big Sisters or smaller localized programs; however, these programs are not always available in rural areas. This multiple case study explores the phenomenon of naturally-occurring mentorships among Latine, gang-affiliated youth to evaluate what mentorship is and how mentoring relationships are cultivated and sustained. The research draws on fieldnotes, 300 hours of observations, eight three-phase semi-structured interviews with mentoring pairs, and written and pictorial evidence of the socio-political climate of the community confirmed through 20 semi-structured interviews with community leaders and elders. The study's findings apply elements of aspirational, navigational, and resilient cultural wealth according to Yosso's (2005) Community Cultural Wealth framework and were member-checked by mentoring participants. The findings suggest that a mentor can be an individual holding familial space in the mentee's life; while the act of mentorship entails listening attentively, providing advice based on personal experiences, supporting the mentee in "getting out" of their hometown, and speaking one's truth even if it is difficult to hear. [ABSTRACT FROM AUTHOR]

This paper investigates the emotion labor experienced by transnational world language teachers (TWLTs), with a focus on Chinese language teacher candidates in a US dual immersion school residency program. Despite existing research on emotion labor in language teaching, the experiences of Chinese TWLTs have been underexplored. Through an analysis of mentorship and co-teaching, our findings reveal that much of the emotion labor among our participants stems from hierarchical mentorship structures influenced by Confucian ideologies. This hierarchical system constrains pedagogical autonomy, hindering TWLTs from fully embodying their transnational teacher identities. Consequently, the lack of power negotiation exacerbates the issue, leading to internalization of emotion labor and reduced teaching agency. We conclude by offering recommendations for future research on TWLTs' emotions and advocating for a renewed emphasis on their mentoring experiences during teacher preparation programs. [ABSTRACT FROM AUTHOR]

Inexperienced nursing staff can jeopardize patient safety and contribute to burnout. This quality improvement project evaluated a clinical resource nurse (CRN) role designed to address disparities in nurses' skills and experience. Survey results suggested that the CRN role effectively supported novice nurses. [ABSTRACT FROM AUTHOR]

Higher-degree research (HDR) students often struggle with the transition into independent research, the juncture in which students accustomed to the structure and predictability of coursework suddenly become project managers: narrowing research questions to address a meaningful gap in the literature, designing projects that adhere to ethical mandates, and using existing literature to not only report on a topic, but also justify it. This qualitative study examines candidates' transition into independent research through both interview and questionnaire data. Participants studying in an Australian university most often cited difficulties related to the research process, followed by mental health, writing with scholarly expression, and self-management. The findings suggest candidates entering an HDR program require support beyond traditional 'one-off' workshops or interventions. Specifically, they benefit from individualised and dedicated mentoring support that addresses not only their epistemological knowledge gaps, but also their existential transition from students to researchers. [ABSTRACT FROM AUTHOR]

Students embarking on fieldwork across Eurasia, Africa and Latin America will encounter various political practices of regimes and conflicts involving varying levels of open violence. Although they leave their universities equipped with often stunning theoretical and methodological knowledge, surprisingly little attention is paid to practical preparation for uneasy situations. Fieldwork handbooks do exist, but they rarely offer positionality-sensitive guidelines and cannot provide ongoing mentoring during fieldwork or debriefing upon return. Drawing on previous scholarship initiatives and my experiences conducting field research in authoritarian Central Asia, I call for an open academic debate on fieldwork in challenging contexts and increased peer-to-peer solidarity at all academic levels. Addressing teaching professionals, advanced PhD students and anyone else involved in teaching and training newcomers in research and learning, I offer specific examples of what such a cooperation and support leading to a more resilient community may look like in everyday academic and research practice. [ABSTRACT FROM AUTHOR]

Just like all aspects of the American experience, racism has had a significant presence in Obstetrics and Gynecology (OBGYN). Black physicians in OBGYN face unique challenges in training programs, having to learn a specialty while combating racial macroaggression and microaggressions constantly and, often, in isolation. We present the stories of black OBGYNs who have sustained such an experience while also offering equitable and actionable solutions to improve clinical training environments. [ABSTRACT FROM AUTHOR]

This article highlights how mentors in spoken word poetry workshops drew on culturally sustaining pedagogy, modeled their own creativity and vulnerability through their poetry, and amplified the voices of youth poets by encouraging them to explore their identities and grapple with inequities in their own lives. Situated in western Sydney, one of the most culturally and linguistically diverse communities within Australia, the article focuses on the Real Talk program, a 6‐week school‐based spoken word poetry workshop organized by the Bankstown Poetry Slam, the largest slam in the southern hemisphere. It examines the critical role that mentor poets play in supporting young people's storytelling through spoken word poetry. [ABSTRACT FROM AUTHOR]

Mentoring in academic nursing facilitates the acclimation of nurse faculty into academia, supports career development, and improves faculty satisfaction and retention. While studies have examined the characteristics of effective mentors, few have examined institutional influences on academic mentoring for faculty. To identify institutional factors that support or hinder faculty-to-faculty academic mentoring from the perspectives of experienced nurse faculty mentors. A qualitative descriptive approach was used to identify institutional factors that impact academic mentoring. Semi-structured interviews were conducted with experienced nurse faculty (n = 24) about their mentoring experiences. Remarks related to institutional factors were analyzed using conventional content analysis. Five institutional factors that supported mentoring were identified: (1) support of unit leaders, (2) established processes and policies, (3) mentoring development opportunities, (4) faculty-to-faculty support, and (5) faculty rewards. Six institutional factors that hindered mentoring were identified: (1) lack of support of unit leaders, (2) limited mentoring development opportunities, (3) heavy workloads that restrict mentoring, (4) limited pool of mentors, (5) inadequate faculty rewards for mentoring, and (6) limited oversight of faculty mentoring. The identification of institutional factors that support or hinder mentoring can inform academic leaders and program administrators in their efforts to strengthen mentoring. • Experienced nurse faculty mentors are a vital resource for mentoring relationships. • Five institutional factors that supported academic mentoring were identified. • Six institutional factors that hindered academic mentoring were identified. [ABSTRACT FROM AUTHOR]

Dr. Keith Thompson was a highly influential scientist in marine prediction and environmental statistics in Canada and abroad. He was also exceptionally successful for providing high-quality mentorship to graduate students and early-career scientists. In this article, we provide an overview of Dr. Thompson's career contributions to marine science programs and training for graduate students and other highly qualified personnel. [ABSTRACT FROM AUTHOR]

This essay brings together three intergenerational colleagues, two RECE founders, and a mid-career colleague, engaged in reciprocal mentorship, collaborative projects, and research focused on child care, critical policy studies, and global childhoods. We explore our encounters with RECE and how we have engaged with, been influenced by, and found various collaborative spaces through our reconceptualist/RECE experiences. In our dialogue, we discuss how we came to engage with reconceptualist scholarship and consider one of its tenets, reciprocal mentoring. We reflect on how the DAP debates have and still play a role in our scholarship, how naming and countering deficit discourse influence our work in early years policy, and the ways children's voices, experiences, and participation rights need to be centered. We conclude by discussing current projects and future possibilities in our shared and individual work, exploring the implications for scholar activism and the future of reconceptualist work in early care and education. [ABSTRACT FROM AUTHOR]

Burnout is a widespread issue among physicians, including radiologists and radiology trainees. Long hours, isolation, and substantial stress levels contribute to healthcare workers experiencing a substantially higher rate of burnout compared with other professionals. Resident physicians, continuously exposed to stressors such as new clinical situations and performance feedback, are particularly susceptible. Mentorship has proven to be an effective strategy in mitigating burnout. Various mentorship delivery models exist, all aiming to have mentors serve as role models to mentees, thereby alleviating stress and anxiety. Physician groups and healthcare enterprises have actively implemented these programs, recognizing them as both successful and cost-effective. This article explores different mentorship models, their implementation processes, and the effectiveness of these programs as a standard component of academic departments. [ABSTRACT FROM AUTHOR]

Students at 2-year colleges who wish to enter the mental health professions, particularly students of color in urban community college environments, often lack opportunities for internships and experience-building programming relevant to their field. Some programs targeting such students do exist, but little research has been performed on these models. In addition, while pipeline programs in 2-year college settings often focus on successful transitions to senior colleges, many students in such programs also seek to eventually enter graduate school. The purpose of this case study is to bridge this research gap by focusing on a community college-based peer support and psychoeducational outreach program in the northeastern United States, serving as a career development internship for aspiring mental health professionals. Qualitative data in the form of student participant feedback was analyzed to determine the impact of the program on their experiences later in their educational careers. Results from this qualitative analysis indicate the substantial importance of such a program to the successful academic progress of its student participants, providing insights into how pipeline programs can accommodate student preparation and support, not only toward successful senior college transition, but also specific to graduate school program entry. [ABSTRACT FROM AUTHOR]