A Virtual Curriculum to Increase Exposure to Oncologic Subspecialties for Undergraduate Medical Students.

Medical student exposure to oncology is imperative given the prevalence of cancer, growing need for survivorship care, and ever-evolving therapies. Our institution offers a Cancer Care Elective for undergraduate medical students focused on clinical shadowing, but the COVID-19 pandemic necessitated completely redesigning a virtual alternative. In this study, we utilize a post-elective survey to 1) assess whether the novel virtual elective effectively promoted student learning and 2) identify which components were most impactful. We created an entirely virtual, semester-long course with structured mentorship, subspecialty panels, physician-led didactics, and patient exposure. Students attended multidisciplinary tumor boards and presented on oncologic topics. A post-elective survey assessed the course's impact on students' knowledge and the perceived value of each elective component. Of the 29 enrolled students, 12 responded to our survey (41%). Most students reported that the elective highly enhanced their understanding of medical (67%), surgical (75%), and pediatric (66%) oncology. The highest rated didactic involved patients discussing their cancer journeys, with 80% of students reporting that this session enhanced their understanding of patient-physician collaboration. Students reported that physician mentorship helped them better understand oncology (90%) and promoted interest in pursuing an oncologic career (100%). This study demonstrates that our virtual Cancer Care Elective was effective at increasing student understanding of oncology in practice. The results also suggest that patient exposure and physician mentorship are particularly educational and encouraging.

Mentorship of young researchers in resource-limited settings: experiences of the mentees from selected health sciences Universities in Tanzania.

INTRODUCTION: Mentorship is an essential component of research capacity building for young researchers in the health sciences. The mentorship environment in resource-limited settings is gradually improving. This article describes mentees' experiences in a mentorship program for junior academicians amid the COVID-19 pandemic in Tanzania. METHODS: This is a survey study that examined the experiences of mentees who participated in a mentorship program developed as part of the Transforming Health Education in Tanzania (THET) project. The THET project was funded by the US National Institutes of Health (NIH) under a consortium of three partnering academic institutions in Tanzania and two collaborating US-based institutions. Senior faculty members of respective academic institutions were designated as mentors of junior faculty. Quarterly reports submitted by mentees for the first four years of the mentorship program from 2018 to 2022 were used as data sources. RESULTS: The mentorship program included a total of 12 mentees equally selected from each of the three health training institutions in Tanzania. The majority (7/12) of the mentees in the program were males. All mentees had a master's degree, and the majorities (8/12) were members of Schools/Faculties of Medicine. Most mentors (9/10) were from Tanzania's three partnering health training institutions. All mentors had an academic rank of senior lecturer or professor. Despite the onset of the COVID-19 pandemic, the regular weekly meetings between mentors and mentees were not affected. By the fourth year of the mentorship program, more than three-quarters of mentees had published research related to the mentorship program in a peer-reviewed journal, over half had enrolled in Ph.D. studies, and half had applied for and won competitive grant awards. Almost all mentees reported being satisfied with the mentorship program and their achievements. CONCLUSION: The mentorship program enhanced the skills and experiences of the mentees as evidenced by the quality of their research outputs and their dissemination of research findings. The mentorship program encouraged mentees to further their education and enhanced other skills such as grant writing. These results support the initiation of similar mentorship programs in other institutions to expand their capacity in biomedical, social, and clinical research, especially in resource-limited settings, such as Sub-Saharan Africa.

Cross-sectional study in Madagascar demonstrates efficacy of virtual mentoring and flipped classroom modifications of neonatal resuscitation programme Helping Babies Breathe.

AIM: The Covid-19 pandemic necessitated virtual adaptation of the neonatal resuscitation programme Helping Babies Breathe (HBB). This study assessed one such virtually mentored and flipped classroom modification in Madagascar. METHODS: A cross-sectional study was performed in September 2021 and May 2022. Healthcare providers were identified by local collaborating organisations. United States-based master trainers collaborated with local trainers on virtually mentored trainings followed by independent trainings. Master trainers were available for consultation via Zoom during the virtual training. A flipped classroom modification and traditional didactic method were compared. Primary outcomes were knowledge and skill acquisition, evaluated by written assessments and objective structured clinical examinations. RESULTS: Overall, 97 providers completed the curriculum. Written assessment scores improved in both training models (traditional-74.8% vs 91.5%, p < 0.001; flipped classroom-89.7% vs 93.6%, p < 0.05). There was no significant difference among written assessment scores (92.8% vs 91.5%, p = 0.62) and significantly higher objective structured clinical examination scores (97.3% vs 89.5%, p < 0.001) for the independent training compared to the virtually mentored training. CONCLUSION: The virtually mentored HBB training was followed by a successful independent training as measured by participant knowledge and skill acquisition, supporting the efficacy of virtual dissemination.

Comment and Controversy Edited by Stephen P. Stone, MD Applying to dermatology residency without a home program: Advice to medical students in the COVID-19 pandemic and beyond.

Dermatology has historically been one of the most competitive residencies for matching. Successful candidates generally have stellar United States Medical Licensing Examination (USMLE) scores, often with significant amounts of research and excellent letters of recommendation.1,2 One factor often overlooked is the importance of having mentors in the field, as they have experience guiding successful applicants and can provide great insight for what residency programs are looking . While many mentor-mentee relationships naturally occur due to home affiliations, students who do not have home dermatology programs (NHDPs) may struggle to form these relationships and subsequently obtain proper guidance. Unfortunately, the COVID-19 pandemic has made it even more challenging for NHDPs given limited shadowing and away rotation opportunities. Wee share advice on how NHDPs can form strong mentor-mentee relationships during the COVID-19 pandemic and beyond in order to obtain the proper guidance needed to match into dermatology.

Design Mentorship: Determinants of Career Development and Psychosocial Supports

When entry-level designers transition into the workplace, new responsibilities and adjustments to organizational procedures may cause uncertainty, even prior to COVID-19. Studies have shown that positive mentorship relationships can help newer protégés advance in their professional and individual career goals. This study employed a mixed-methods survey to understand the mentorship opportunities available to emerging designers and the impact of remote work on these dynamics. Quantitative and qualitative data were analyzed from eighty-five respondents using Ragins and McFarlin's RMMRI instrument. Participants reported an average of 1.84 formal mentors and 4.01 informal mentors, which were significantly positively associated with overall average mentor role scores. Participants indicated that they were most likely to receive individual categories of "acceptor” and "friend.” Yet, contextual factors (i.e., firm size and market sector) did not significantly influence mentor roles. Further, those from underrepresented groups scored "acceptor” significantly worse than their counterparts, yet they did not score mentor quality significantly differently. Qualitative insights indicated "coaching,” "acceptance,” and "counselor” were the primary mentor roles received by the participants. Other quantitative findings revealed that remote work had little impact on mentorship perceptions during COVID-19. Together, these findings help build understanding surrounding mentorship in design praxis.

Improving elementary students social-emotional health through an after-school mentorship physical activity program

Children's poor social-emotional functioning has been an increasing concern prior to and amidst the COVID-19 pandemic. Childhood and adolescence are critical stages of life where they acquire key cognitive and social-emotional skills that shape their future mental health. When a student's social-emotional health suffers, so do their relationships, academics, and physical health. The theory of improvement hypothesized that students' social-emotional health can be improved via fostering trusting relationships, boosting self-esteem, and promoting healthy role models and positive adult-child relationships. To address the problem of practice, the primary investigator implemented a social-emotional learning (SEL)-infused, 8-week physical activity after-school program with a strong mentor/role model component. The following inquiry questions guided this dissertation in practice project: 1) How does students' social-emotional health change after participating the after-school social-emotional learning-infused physical activity program? And 2) What are faculty, staff, and parent perceptions of the impact of a social-emotional learninginfused physical activity program on third grade students? Measures included time sample observations during the program of n=7 at-risk students with behavioral or emotional challenges, field notes compiled by the primary investigator throughout the program, and focus groups with key stakeholders (i.e., n=8 teachers, n=8 parents, and n=12 mentors) conducted post-program. The patterns in changes of student behavior over time were reported as case-study narratives for each observed student. Focus group transcripts and field notes were coded using content analysis v method and analyzed for key categories and themes. Overall, students' time sample data showed positive improvements in social-emotional health as well as on-task behavior. Three themes were identified in the qualitative data, including: 1) Growing and thriving together: benefits of the afterschool program 2) Trial and error: reflecting on what went well and didn't go well in the program and 3) Onward and upward: Fine tuning the program for the future. This program demonstrated initial success for improvements in 3rd grade children's social-emotional health. Implications for practice include improved training for all stakeholders in social-emotional learning, inclusion of mentorship, and additional administrative buy-in, including logistical support and funding. Future research can investigate the effect on mentor and student overall mental health and academic achievement. (PsycInfo Database Record (c) 2023 APA, all rights reserved)

Research training experience of Vietnamese health sciences undergraduates visiting the Centre for the AIDS Programme of Research in South Africa.

The Centre for the AIDS Programme of Research in South Africa (CAPRISA), performs world-leading research on the epidemiology, pathogenesis, prevention and treatment of HIV/AIDS, tuberculosis, and - more recently - COVID-19. A rigorous yet supportive academic culture has nurtured the careers of many successful health sciences researchers, some of whom have worked for the organization since its inception over 20 years ago. This focus on professional development is founded on a training programme that invests heavily in the individual with the payoff of strengthening the science base for HIV and tuberculosis research in South Africa. Those selected for mentorship are typically medical students from the University of KwaZulu-Natal, adjoining the headquarters of CAPRISA in Durban. Increasingly, however, the institute attracts international fellows from partnering organizations to experience the intellectually demanding, scientifically robust, cutting-edge research environment. The purpose of this voices piece is to narrate and critically evaluate the experience from the dual perspectives of host and visitor of a research training programme undertaken by three undergraduate health sciences students from Vietnam, enrolled at VinUniversity. This was the inaugural running of what is expected to be an annual summer trip to CAPRISA by Hanoi-based medical and nursing students. The formative educational experience in best practice tackling of infectious diseases in challenging clinical contexts demonstrated the importance of investing in research placement programmes for public health impact. The exchange has inspired each student to become a future leader in seeking bold, innovative, and strategic approaches to improve global health issues in their home country.

E-Mentoring in the nGAP Mentorship Program: Practitioners' Narratives

Mentoring has earned itself growing popularity in higher education due to its impact on the development of both the mentee and mentor. While some institutions use mentoring in their undergraduate and postgraduate education, others have found it a tool to advance their early career academics. In some institutions, mentoring involves individuals with similar experiential levels, whereas in others, it involves individuals from different levels of experience. Very little, though, has been said on the use of e-mentoring as a device that connects individuals and enhance their learning. Furthermore, researchers are found to rely heavily on interviews and questionnaires as their sources of data, with rare cases where practitioners have room to narrate their lived experiences. The purpose of this article is to share the learning experiences of the three colleagues (a mentor and mentee in the nGAP mentorship program and an instructional designer [practitioners]), in a South African university who participated in and narrated their e-mentoring experiences during the COVID-19 pandemic. We used relational-cultural theory as it enabled their connection and interaction despite extreme differences in experience and knowledge. We used thematic analysis technique and specific developmental relationships- zest, empowered action, increased sense of worth, new knowledge, and desire for more connection-emerged as the findings in this study. Besides institutional resources such as workshops, technological infrastructure, and constant communication, sociopsychological factors such as dedication and commitment, communication and trust, openness and willingness to learn, courage and availability for one another, made the connection, relationships, and learning possible. © 2022 Common Ground Research Networks. All rights reserved.

New graduate nursing retention in 2020: A multifactorial analysis

The issue of new graduates prematurely exiting the profession has a long- standing, complicated history in nursing. Current retention is further complicated by the COVID-19 pandemic. The state of the global workforce and transition shock theory situate this issue. Ray's theory of bureaucratic caring frames the analysis with proposed recommendations for individual nurses, healthcare organizations, and academia. The sociocultural and political domains of Ray's theory offer guidance for nurse leaders in academic and practice settings. The importance of a collaborative relationship between academic and practice settings is vital to mitigate the phenomenon of early exit of new graduates. (PsycInfo Database Record (c) 2023 APA, all rights reserved)

PEER MENTORSHIP: EXPLORING THE UNMET NEEDS OF CURRENT MENTEES DURING COVID-19

Peer mentorship is a mutually beneficial relationship that allows two individuals who are at approximately the same experience level to interact with one another with the goal of providing personal, professional, or both types of support. It has been found that peer mentorship within academic settings have generally positive retention, persistence, and student experience outcomes for both mentors and mentees. While peer mentoring research and initiatives are growing, very few instances exist of determining student perceived needs regarding peer mentorship. As such, at a western institution in the United States, students were surveyed to self-report their perceived peer mentorship needs. This survey occurred during Fall 2021, just after the onset of the COVID-19 pandemic. Out of 223 participants, 79 students indicated that they currently had a peer mentor at the time the survey was administered. Students were given both a definition and examples of peer mentorship before indicating they had a peer mentor. Their mentors may have been formally assigned through an existing program at the college of engineering of interest or informally obtained through their own efforts. These 79 participants were asked what additional support they wish their peer mentor could provide. Through phenomenological analysis of open-ended responses, common avenues for additional support were determined. These findings allowed for development of recommendations for shaping the future implementation of more targeted and beneficial peer mentoring initiatives. The recommendations include providing flexibility in peer mentorship, training on resources and events, and a variety of peer mentoring opportunities early and consistently. © 2022 SEFI 2022 - 50th Annual Conference of the European Society for Engineering Education, Proceedings. All rights reserved.

Peer shadowing graduate assistantships: An autoethnographic study

The unique nature of the COVID-19 pandemic prevented many typical graduate assistantships from occurring due to school-building closures, virtual classes, and stay-at-home orders. As such, the authors address the increase of 'shadowing' graduate assistantships at a large land-grant institution. To uphold the governmental stay-at-home regulations per COVID-19, shadowing provided first-year students with exposure and access to more experienced graduate student instructors ('the shadowed') who taught undergraduate and graduate coursework. In this autoethnographic study, the authors investigate the following questions: (1) In what ways did our experiences align with Mentoring Enactment Theory and Social Exchange Theory ? (2) How might we better align our conception of shadowing to both theories? The article finishes with modifications to the theories in light of the shadowing experiences. (PsycInfo Database Record (c) 2023 APA, all rights reserved)

Spring 2023: Clinician Investigator Trainee Association of Canada (CITAC).

Over the past year, the leadership of the Clinician Investigator Trainee Association of Canada (CITAC), alongside our MD+ trainees, had the opportunity to further develop and implement our strategic plan in response to the evolving medical landscape. We have dedicated our efforts to the progression towards a post-pandemic environment, have taken advantage of the lessons learned during the coronavirus disease 2019 (COVID-19) health crisis and have focused on enhancing in-person career development opportunities for our members.

Improving Medical Student Mentorship in Orthopaedic Surgery.

Introduction: Owing to limited clinical clerkships and travel restrictions related to COVID-19, recent medical student mentorship in orthopaedic surgery has been impacted negatively. The purpose of this quality improvement (QI) project was to determine if medical student awareness of orthopaedics as a possible career field may be improved through a mentoring program designed and delivered by orthopaedic residents. Methods: A five-resident QI team developed four educational sessions aimed at a medical student audience. Forum topics included: (1) orthopaedics as a career, (2) fracture conference, (3) splinting workshop, and (4) residency application process. Pre- and post-forum surveys were administered to student participants to assess changes in their perceptions regarding orthopaedic surgery. Data derived from the questionnaires were analyzed with nonparametric statistical tests. Results: Of 18 forum participants, 14 were men and 4 were women. A total of 40 survey pairs were collected, averaging 10 per session. In the all-participant encounter analysis, there were statistically significant improvements in all outcome measures including interest in, exposure to, and knowledge of orthopaedics; exposure to our training program; and ability to interact with our residents. Those undecided regarding their specialty demonstrated larger increases in post-forum responses, suggesting that the learning experience was more impactful for that subgroup. Conclusions: This QI initiative was a successful demonstration of orthopaedic resident mentorship of medical students, wherein perceptions of orthopaedics were influenced favorably by the educational experience. For some students with limited access to orthopaedic clerkships or formal one-on-one mentoring, forums like these may be an acceptable alternative.

Insights on Coaching, Mentorship, and Leadership from Business to Health Care.

The still-evolving global pandemic has accelerated changes in how we work, how we lead, and how we interact. The power dynamic that once drove institutions has shifted to an infrastructure and operating framework encouraging new employee expectations, including the humanization of leadership from those in power. Trends in the corporate world show organizations have shifted to operational frameworks with humanized leadership models: leader-as-coach and leader-as-mentor.

The CASPER preparation program innovation: increasing self-perceived competence and confidence of underrepresented applicants on the novel CASPER Snapshot and CanMEDS roles.

BACKGROUND: Underrepresented Minorities in Medicine (URMMs) may face financial and social limitations when matriculating into medical schools. Performance on situational judgment tests such as Computer-based Assessment for Sampling Personal Characteristics (CASPER) can be enhanced by coaching and mentorship. The CASPER Preparation Program (CPP) coaches URMMs to prepare for the CASPER test. During the coronavirus 2019 pandemic (COVID-19), CPP implemented novel curricula on the CASPER Snapshot and CanMEDS roles. METHODS: Pre and post-program questionnaires were completed by the students, which assessed their: 1) confidence in understanding the CanMEDS roles, and 2) perceived confidence in performing well and their familiarity and preparedness with the CASPER Snapshot. With a second post-program questionnaire, participants' scores on the CASPER test as well as medical school application outcome were also assessed. RESULTS: Participants reported a significant increase in the URMMs' knowledge, self-perceived competency to complete the CASPER Snapshot, and their anxiety significantly decreased. The level of confidence in understanding CanMEDS roles for a career in healthcare increased as well. The majority (91%) agreed that the feedback received from tutors was adequate and the virtual component of the program was beneficial during COVID-19. 51% of students scored in the highest quartile on the CASPER test and 35% received an offer of admission from CASPER-requiring medical schools. CONCLUSION: Pathway coaching programs have the potential to increase confidence and familiarity amongst URMMs for the CASPER tests and CanMEDS roles. Similar programs should be developed with the aim to increase the chances of URMMs matriculating into medical schools.

The Big Sibling program: Impact of a medical student-resident mentorship program during the surgery clerkship.

BACKGROUND: We created a Big Sibling mentorship program for medical students and studied the program effects. METHODS: Between July 2019 to December 2020, students completing their surgery clerkship were paired with a Big Sibling surgical research resident. Participation in and perceptions of the program were assessed by survey. RESULTS: 81 medical students and 25 residents participated with a 79% and 95% survey response rate, respectively. The most valuable topics discussed included ward skills, personal development and career advising. Students who interacted >2 times with their Big Sibling were more likely to perceive the operating room as a positive learning environment, view attendings as role models, and receive mentoring and feedback from residents and attendings (p = 0.03, 0.02, 0.01 respectively). 78% of residents thought the program was a positive experience and no residents found it burdensome. CONCLUSION: The Big Siblings program enhances the surgery clerkship learning environment. Students who engaged with their Big Sibling had a more positive view of the clerkship and the mentorship provided by residents and attendings.

Getting by with a little help from my friends? Expanding mentorship for career development and satisfaction

Collaboration and teamwork are well-established cornerstones of modern clinical and academic medicine as well as research, including radiology. Mentorship is also part and parcel of daily medical practice and training. As it is, there is a wide range of opinions on the effectiveness of standard mentorship models. In some cases, academic departments may offer mentorship to fulfill a requirement rather than as a sign of commitment to ensuring that all mentees receive the guidance they seek. Although mentor-mentee relationships might have arisen organically, and such situations are still possible, the overall lack of face-to-face interactions in many departments in the COVID era suggests the need to emphasize formal mentoring programs. We appreciate the overall successes of mentorship in medicine as well as radiology, while acknowledging that, like anything, it is not perfect. Because the processes of decision making and career planning are similar across fields, a peer-to-peer cross-specialty mentorship model could yield untold benefits to early-career radiologists who may receive valuable advice from friends or colleagues outside of medicine, or simply outside of radiology, at crucial points in their careers. There is no ideal formula or format for mentoring, however. We endorse the theory or intentions of mentorship and believe that its effectiveness can take several forms. Having a formal program in place, with built-in flexibility to address our rapidly changing times, remains highly desirable. Our proposal is to expand this notion to a "whatever works,” "anything goes,” or, in the spirit of the COVID era, a hybrid model. © 2022 Elsevier Inc.