Dataset Information

Surgery Acting Internship Individual Learning Plans: Fostering Mentorship in the COVID-19 Era.

ABSTRACT:

Objective

Mentorship facilitates successful matching for surgical specialties. A formal mentorship plan may counteract restricted mentorship opportunities due to the COVID-19 pandemic.

Design

We surveyed medical students applying to surgery specialties who participated in our formalized mentorship program (M_F) and those of a prior cohort who were informally mentored (M_I). Epistemic Network Analysis was used to model qualitative responses.

Setting

University of Wisconsin School of Medicine and Public Health.

Participants

Fourth-year medical students who matched into ACGME-accredited surgical specialties.

Results

M_F students (n = 12) met with their mentors more frequently than M_I students (n = 13; p = 0.03). Both groups received career guidance, letters of recommendation and application preparation. However, the M_I cohort reported greater psychological and emotional support whereas the M_F cohort reported more assistance with skills development.

Conclusions

A formalized mentorship program fostered successful mentoring relationships despite limitations from the COVID-19 pandemic.

SUBMITTER: L'Huillier JC

PROVIDER: S-EPMC8898666 | biostudies-literature | 2022 Jul-Aug

REPOSITORIES: biostudies-literature

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Publications

Surgery Acting Internship Individual Learning Plans: Fostering Mentorship in the COVID-19 Era.

L'Huillier Joseph C JC Larson Sarah L SL Awe Adam M AM Cook Dorothy S DS Elfenbein Dawn M DM

Journal of surgical education 20220307 4

<h4>Objective</h4>Mentorship facilitates successful matching for surgical specialties. A formal mentorship plan may counteract restricted mentorship opportunities due to the COVID-19 pandemic.<h4>Design</h4>We surveyed medical students applying to surgery specialties who participated in our formalized mentorship program (M<sub>F</sub>) and those of a prior cohort who were informally mentored (M<sub>I</sub>). Epistemic Network Analysis was used to model qualitative responses.<h4>Setting</h4>Unive ...[more]

PMID: 35337762

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Project description:BackgroundThe Covid-19 pandemic led to a reduction of in-person, guided mentorship due to social distancing and an emphasis on virtual meetings. The effect of these changes on medical students' experiences and specialty choice has yet to be studied in a large-scale manner.ObjectiveTo determine the perspective of third- and fourth-year medical students regarding the impact of the COVID-19 pandemic on mentorship.DesignThe authors distributed a modified Likert scale questionnaire (score: 1-10) to assess responses.ParticipantsThird- and fourth-year medical students at two large US allopathic medical schools.Main measuresResponses to each survey item were analyzed to characterize the impact of the COVID-19 pandemic on mentorship relationships in medical school. A score of 1-5 was considered "disagree" and a score of 6-10 was considered "agree."Key resultsA total of 144 responses were collected with a response rate of 16.2%. Overall, 80.6% (n = 116) of respondents agree that the COVID-19 pandemic has had a negative impact on their medical school experience. Nearly half (41.0%, n = 59) expressed concern over the lack of mentorship opportunities, and 66.0% (n = 95) reported that the pandemic has made it more difficult to form or maintain connections with their mentors. Importantly, 43.6% (n = 61) of respondents reported that having close mentoring relationships reduced the impact of the pandemic on their medical training. While many respondents (79.9%, n = 114) did not change career plans due to the pandemic, most students are concerned about evaluating prospective residency programs (88.9%, n = 128). Notably, M3s have much lower confidence than M4s in their ability to choose a specialty (5.9 vs. 8.2, p = 6.43e - 08).ConclusionsThis investigation illustrates the concerns that medical students have regarding access to mentorship opportunities due to the COVID-19 pandemic. We hope that these findings encourage medical schools to evaluate and expand their current mentorship programs.Supplementary informationThe online version contains supplementary material available at 10.1007/s40670-023-01838-4.

Project description:In the face of a challenging climate STEM (Science, Technology, Engineering and Mathematics) higher education that is resistant to Diversity, Equity, and Inclusion efforts aimed to increase and retain students from historically excluded groups (HEGs), there is a critical need for a support structure to ensure students from HEGs continue to be recruited retained. The Biology Undergraduate and Master's Mentorship Program (BUMMP) embodies this commitment to fostering scientific identity, efficacy, and a sense of belonging for first-generation and historically underserved undergraduate and master's students at UC San Diego. The mission of BUMMP is to cultivate a sense of belonging, instill confidence, and nurture a strong scientific identity amongst all its participants. At its core, the three pillars of BUMMP are (1) mentorship, (2) professional development, and (3) research. Quality mentorship is provided where students receive personal guidance from faculty, graduate students, postdocs, and industry leaders in navigating their career pathways. Complementing mentorship, BUMMP provides paid research opportunities and prioritizes professional development by offering workshops designed to enhance students' professional skills. These three pillars form the backbone of BUMMP, empowering students from all backgrounds and ensuring their retention and persistence in STEM. So far, we've served over 1350 mentees, collaborated with 809 mentors, and had over 180 mentees actively engaged in BUMMP-sponsored research activities. The primary focus of this paper is to provide a programmatic guideline for the three pillars of BUMMP: mentorship, professional development, and research. This will offer a blueprint for other institutions to establish similar mentorship programs. Additionally, the paper highlights the impact of the BUMMP program and surveyed mentees who have participated in the mentorship and research component of BUMMP. We showed that mentorship and research experience enhance students' sense of belonging, science identity, and science efficacy, which are key predictors of retention and persistence in pursuing a STEM career. Overall, BUMMP's expansive efforts have made a tremendous impact at UC San Diego and will continue to foster a community of future leaders who will be prepared to make meaningful contributions to the scientific community and beyond.

Dataset Information

Surgery Acting Internship Individual Learning Plans: Fostering Mentorship in the COVID-19 Era.

Objective

Design

Setting

Participants

Results

Conclusions

Publications

Surgery Acting Internship Individual Learning Plans: Fostering Mentorship in the COVID-19 Era.

Similar Datasets

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