Background: In residency programs, the availability of faculty mentors for traditional dyadic mentorship relationships may be limited. Few frameworks exist for mentorship programs with a combined faculty and peer mentorship approach. The authors developed the Mentorship Families Program (MFP), a faculty-resident group mentorship program within a psychiatry residency program to meet the need for mentorship for a large cohort of residents. A cross-sectional survey was used to evaluate the impact of the MFP after its first implementation year.

Methods: Eleven mentorship families were created with 11 faculty members and 45 residents; each mentorship family consisted of one faculty member and 4-5 residents. A cross-sectional survey characterized the one-year perceived impact (2021-2022) of the MFP on resident and faculty mentoring experiences, with questions about the content, frequency, and quality of the MFP meetings and the strengths and areas of improvement for the MFP. Descriptive statistics were used to summarize quantitative feedback; directed content analysis was performed on open-ended feedback.

Results: Twenty-seven residents (60%) and 8 faculty members (73%) responded to the survey. 70% of mentorship families met at least once. The MFP helped foster resident-faculty connections and provided an environment to gain career advice. However, residents and faculty reported challenges with scheduling meetings and a lack of meeting structure as barriers to effective engagement with the MFP. Most residents recommended that other training programs implement a program like the MFP as it offered multidimensional opportunities for connections between residents and faculty.

Conclusions: A faculty-resident group mentorship program like the MFP can be implemented in residency training programs when traditional one-to-one faculty mentorship is often limited.

Download full-text PDF

Source
http://dx.doi.org/10.1186/s12909-024-06447-2DOI Listing
http://www.ncbi.nlm.nih.gov/pmc/articles/PMC11653835PMC

Publication Analysis

Top Keywords

mentorship families
16
mentorship
13
group mentorship
12
mentorship program
12
cross-sectional survey
12
program mfp
12
mfp
9
program
8
families program
8
residency training
8

Similar Publications

Importance: Gender inequity in access to and outcomes of orthopaedic care demands research that properly analyses data based on sex and gender. Orthopaedic surgeons have an obligation to mitigate gender inequity in the provision of care by addressing the sex and gender bias in orthopaedic research methodology, grant funding, and publication demonstrated by this review.This study aimed to review the literature on known gender inequities in orthopaedic care, as well as sex and gender bias in orthopaedic research methodology, funding and publication; and to then to outline mitigating strategies.

View Article and Find Full Text PDF

Background The National Medical Commission of India recommends the Family Adoption Program (FAP) under Competency-Based Medical Education (CBME) in the MBBS curriculum. Medical students can witness firsthand the living situations of the people they treat as patients in the hospital through community participation. Students also learn how various health factors impact patients in real-world settings.

View Article and Find Full Text PDF

Background: In residency programs, the availability of faculty mentors for traditional dyadic mentorship relationships may be limited. Few frameworks exist for mentorship programs with a combined faculty and peer mentorship approach. The authors developed the Mentorship Families Program (MFP), a faculty-resident group mentorship program within a psychiatry residency program to meet the need for mentorship for a large cohort of residents.

View Article and Find Full Text PDF

The 48 y as a pediatrician, serving children and families was beyond attending to their presenting complaints. The combined roles as a child health doctor, medical teacher, researcher and administrator were interesting, nevertheless a tightrope walk. The lessons and wisdom that emerged from my learning journey, guided by my esteemed mentors, made me realise that the history and physical examination remain as the foundation of clinical assessment of a well or an ill child, even when we rely on technology to make a diagnosis.

View Article and Find Full Text PDF

Want AI Summaries of new PubMed Abstracts delivered to your In-box?

Enter search terms and have AI summaries delivered each week - change queries or unsubscribe any time!