scholarly journals MP22: Guiding practice transition with a faculty mentorship program

CJEM ◽  
2019 ◽  
Vol 21 (S1) ◽  
pp. S50
Author(s):  
S. Yiu ◽  
M. Yeung ◽  
L. Fischer ◽  
J. Frank
Keyword(s):  
Emergency Medicine ◽  
Emergency Physician ◽  
Academic Career ◽  
Early Career ◽  
Independent Practice ◽  
Mentorship Program ◽  
Roles And Responsibilities ◽  
Physician Wellness ◽  
Faculty Mentorship ◽  
Newly Hired

Innovation Concept: Transition to independent practice is challenging and early career physicians are more prone to burnout and error. Despite recommendations for formal mentorship to support physicians, only 43.6% of US academic Emergency Medicine departments have such programs. We describe an innovative mentorship program designed to support these early career physicians and enhance quality of care, career longevity, and wellness. We operationalized mentorship in which experienced, highly regarded, empathic mentors guide mentees in their personal and professional development. Methods: In this program two Emergency Physician mentors were teamed with each newly hired Emergency Physician. Mentees could request their own mentors, and teams were matched on the basis of shared personal and academic interests. Mentors received academic funding and training on good mentorship practice, roles and responsibilities, and feedback. Teams had to meet formally at least twice a year, with additional contact as needed. While mentees set the meeting agenda, teams were also encouraged to address four main areas. These areas were identified from a targeted needs assessment and literature review. They include: 1) clinical process and care, 2) departmental structure and culture, 3) teaching and scholarship, and 4) physician wellness. After meetings, mentees summarized and submitted the topics discussed and reflected on action plans. An oversight committee supported the program. Curriculum, Tool or Material: All nine (9) newly hired physicians joined the program in Fall 2018. As of December 2018, six (6) teams have had formal meetings. They discussed the following areas: clinical processes and care (50%), departmental structure and culture (100%), teaching and scholarship (67%), and physician wellness (100%). Other areas discussed include: academic career, financial planning, and networking. Teams spent 20-60% of the time formulating steps to achieve mentee career goals. They spent 40-60% of the time discussing skills and resources needed. End of year program evaluation will include outcomes such as satisfaction, value, effectiveness, projects, promotions, and awards. The results will shape future program design. Conclusion: We implemented a mentorship program for newly hired Emergency Physicians. As mentorship is integral to successful transition to independent practice, this program model could be highly beneficial to other academic Emergency Medicine departments.

scholarly journals An Innovative Educational and Mentorship Program for Emergency Medicine Women Residents to Enhance Academic Development and Retention

CJEM ◽  
2015 ◽  
Vol 17 (6) ◽  
pp. 685-688 ◽  
Author(s):  
Kriti Bhatia ◽  
James Kimo Takayesu ◽  
Christian Arbelaez ◽  
David Peak ◽  
Eric S. Nadel
Keyword(s):  
Emergency Medicine ◽  
Academic Medicine ◽  
Role Models ◽  
Large Scale ◽  
Academic Career ◽  
Leadership Role ◽  
Academic Promotion ◽  
Mentorship Program ◽  
Competing Demands ◽  
Women In Academic Medicine

AbstractGiven the discrepancy between men and women’s equal rates of medical school matriculation and their rates of academic promotion and leadership role acquisition, the need to provide mentorship and education to women in academic medicine is becoming increasingly recognized. Numerous large-scale programs have been developed to provide support and resources for women’s enrichment and retention in academic medicine. Analyses of contributory factors to the aforementioned discrepancy commonly cite insufficient mentoring and role modeling as well as challenges with organizational navigation. Since residency training has been shown to be a critical juncture for making the decision to pursue an academic career, there is a need for innovative and tailored educational and mentorship programs targeting residents. Acknowledging residents’ competing demands, we designed a program to provide easily accessible mentorship and contact with role models for our trainees at the departmental and institutional levels. We believe that this is an important step towards encouraging women’s pursuit of academic careers. Our model may be useful to other emergency medicine residencies looking to provide such opportunities for their women residents.

scholarly journals Implementation of a university faculty mentorship program

2018 ◽  
Vol 9 (4) ◽  
pp. e123-126
Author(s):  
Laura Foxcroft ◽  
Douglas Jones ◽  
Margaret Steele ◽  
Rodrick Lim
Keyword(s):  
Emergency Medicine ◽  
Continuing Professional Development ◽  
Associate Professor ◽  
University Faculty ◽  
Mentorship Program ◽  
Protected Time ◽  
Professor Level ◽  
Faculty Mentorship ◽  
And Training

Objective: To implement a University Faculty mentorship program in the Division of Emergency Medicine.      Methods: A program based on a unique Schulich faculty mentorship policy was implemented with the help of a Provider Value Officer. The process involved creating a training program which defined the roles of the mentors and mentees and established the principles of an effective mentor-mentee relationship. Faculty received training on how to participate effectively in a Schulich faculty mentorship committee. Each committee consisted of a mentee, and two mentors at the associate professor level (one internal and one external) . Thirteen distinct external divisions were represented. They were instructed to meet twice per year, as arranged by the mentee. The mentee created mentor minutes using a template, and then submitted the minutes to the members of the mentorship committee and the Chair/Chief of Emergency medicine.  The Chair/Chief used the minutes during the annual Continuing Professional Development meeting.Results: In less than a year, the division has successfully transformed its mentorship program. Using the above-mentioned process, 31 of 34 (91%) eligible assistant professors have functioning mentorship committees.  Collaboration and participation between the different faculties has increased. Follow-up meetings with the Chair/Chief and the Provider Value Officer revealed the theme that, universally, participants have perceived Schulich Faculty Mentorship committees as beneficial and are happy with the "fit" of their mentorship committees. Conclusion: Through careful planning and training, a successful Faculty Mentorship program can be initiated in an academic division in less than a year with the help of a local champion given protected time.

Career Goal Profiles of Early Career Scientists: A Person-Centered Approach

2021 ◽  
pp. 089484532110172
Author(s):  
Ruth Noppeney ◽  
Anna M. Stertz ◽  
Bettina S. Wiese
Keyword(s):  
Doctoral Students ◽  
Latent Profile Analysis ◽  
Academic Career ◽  
Profile Analysis ◽  
Early Career ◽  
Career Goal ◽  
Transition Analysis ◽  
Flat Profile ◽  
Career Options ◽  
Person Centered Approach

Obtaining a doctorate offers various career options. This study takes a person-centered approach to identify interest profiles. Career goals (professorate, entrepreneur, etc.) were assessed at two time points (1-year interval) in a sample of doctoral students and doctorate holders from the STEM fields in German-speaking areas ( NT 1 = 2,077). Latent profile analysis revealed that a four-profile solution provided the best data fit: At T1, 33.0% of the participants aimed for a management position in industry, 16.9% pursued an academic career, 30.1% were interested in activities without leadership responsibilities, and 20.1% had a relatively flat career-goal profile. Latent transition analysis indicated that most changes occurred for those classified into the flat profile, while strong interest in a management career was very stable over time. Additionally, the attainment of the doctorate seemed to be a good predictor for profile membership: Doctorate holders were more likely to be clearly dedicated to an academic career.

The Pransky interview: Dr Yoky Matsuoka, Vice President Technology, Nest Labs

2014 ◽  
Vol 41 (6) ◽  
pp. 481-486
Author(s):  
Joanne Pransky
Keyword(s):  
Computer Science ◽  
Mechanical Engineering ◽  
Academic Career ◽  
Industrial Robot ◽  
Vice President ◽  
Early Career ◽  
Smoke Detector ◽  
Foundation Engineering ◽  
Content Type ◽  
The University

Purpose – This article is a “Q&A interview” conducted by Joanne Pransky of Industrial Robot Journal as a method to impart the combined technological, business and personal experience of a prominent, robotic industry engineer-turned entrepreneur regarding the evolution, commercialization and challenges of bringing a technological invention to market. Design/methodology/approach – The interviewee is Dr Yoky Matsuoka, the Vice President of Nest Labs. Matsuoka describes her career journey that led her from a semi-professional tennis player who wanted to build a robot tennis buddy, to a pioneer of neurobotics who then applied her multidisciplinary research in academia to the development of a mass-produced intelligent home automation device. Findings – Dr Matsuoka received a BS degree from the University of California, Berkeley and an MS and PhD in electrical engineering and computer science from the Massachusetts Institute of Technology (MIT). She was also a Postdoctoral Fellow in the Brain and Cognitive Sciences at MIT and in Mechanical Engineering at Harvard University. Dr Matsuoka was formerly the Torode Family Endowed Career Development Professor of Computer Science and Engineering at the University of Washington (UW), Director of the National Science Foundation Engineering Research Center for Sensorimotor Neural Engineering and Ana Loomis McCandless Professor of Robotics and Mechanical Engineering at Carnegie Mellon University. In 2010, she joined Google X as one of its three founding members. She then joined Nest as VP of Technology. Originality/value – Dr Matsuoka built advanced robotic prosthetic devices and designed complementary rehabilitation strategies that enhanced the mobility of people with manipulation disabilities. Her novel work has made significant scientific and engineering contributions in the combined fields of mechanical engineering, neuroscience, bioengineering, robotics and computer science. Dr Matsuoka was awarded a MacArthur Fellowship in which she used the Genius Award money to establish a nonprofit corporation, YokyWorks, to continue developing engineering solutions for humans with physical disabilities. Other awards include the Emerging Inventor of the Year, UW Medicine; IEEE Robotics and Automation Society Early Academic Career Award; Presidential Early Career Award for Scientists and Engineers; and numerous others. She leads the development of the learning and control technology for the Nest smoke detector and Thermostat, which has saved the USA hundreds of billions of dollars in energy expenses. Nest was sold to Google in 2013 for a record $3.2 billion dollars in cash.

scholarly journals Perspectives on Marine Data Science as a Blueprint for Emerging Data Science Disciplines

2021 ◽  
Vol 8 ◽  
Author(s):  
Maria-Theresia Verwega ◽  
Carola Trahms ◽  
Avan N. Antia ◽  
Thorsten Dickhaus ◽  
Enno Prigge ◽  
...  
Keyword(s):  
Data Science ◽  
Academic Career ◽  
Heterogeneous Data ◽  
Early Career ◽  
Earth System ◽  
Doctoral Research ◽  
Crucial Component ◽  
Interface Science ◽  
Marine Data ◽  
New Research

Earth System Sciences have been generating increasingly larger amounts of heterogeneous data in recent years. We identify the need to combine Earth System Sciences with Data Sciences, and give our perspective on how this could be accomplished within the sub-field of Marine Sciences. Marine data hold abundant information and insights that Data Science techniques can reveal. There is high demand and potential to combine skills and knowledge from Marine and Data Sciences to best take advantage of the vast amount of marine data. This can be accomplished by establishing Marine Data Science as a new research discipline. Marine Data Science is an interface science that applies Data Science tools to extract information, knowledge, and insights from the exponentially increasing body of marine data. Marine Data Scientists need to be trained Data Scientists with a broad basic understanding of Marine Sciences and expertise in knowledge transfer. Marine Data Science doctoral researchers need targeted training for these specific skills, a crucial component of which is co-supervision from both parental sciences. They also might face challenges of scientific recognition and lack of an established academic career path. In this paper, we, Marine and Data Scientists at different stages of their academic career, present perspectives to define Marine Data Science as a distinct discipline. We draw on experiences of a Doctoral Research School, MarDATA, dedicated to training a cohort of early career Marine Data Scientists. We characterize the methods of Marine Data Science as a toolbox including skills from their two parental sciences. All of these aim to analyze and interpret marine data, which build the foundation of Marine Data Science.

Mentorship in Technology-Rich, 21st-Century Classrooms

2018 ◽  
pp. 2248-2262
Author(s):  
Doug Reid ◽  
Erin Reid
Keyword(s):  
Teacher Education ◽  
Classroom Management ◽  
21St Century ◽  
Technology Use ◽  
Early Career ◽  
Appropriate Technology ◽  
Early Career Teachers ◽  
School Cultures ◽  
Mentorship Program ◽  
Career Teachers

A mentorship program was established to support early career teachers in a technology-rich K-6 school. This program included scaffolding for inexperienced teachers in school cultures, pedagogically appropriate technology use, and classroom management. The program assisted early career teachers to thrive at the beginning of their career and to address perceived weaknesses in teacher education programs. As a result of this research, several early career teachers received mentorship support and successfully began their teaching careers. Additionally, many pre-service teachers were able to make decisions about their school careers through engagement in a practical and realistic teacher-training program. In theory, this research informs the literature regarding the realities of 21st-century classroom experiences and demonstrates the importance of having experienced educators provide training to the next generation of teachers. In practice, this research provides an example of how university teacher education can better prepare pre-service teachers to be successful in their future classrooms.

Career planning

2019 ◽  
pp. 1057-1066
Keyword(s):  
Career Planning ◽  
Academic Career ◽  
Early Career ◽  
Successful Outcome ◽  
Specific Reference ◽  
Application Process ◽  
Situational Judgement Tests ◽  
Foundation Programme ◽  
Online Submission ◽  
Situational Judgement

Chapter 56 provides advice on early career planning, with specific reference to Foundation Programme applications, Academic Foundation Programme applications, and career taster opportunities. The Foundation Programme application process is summarized, with details about the types of application, timeline of application, online submission, educational performance measures used, situational judgement tests, and top tips to maximize the chance of a successful outcome. The situational judgement test forms a significant part of the overall score: the chapter covers example questions and the rationale for the preferred response. Academic Foundation Programmes allow additional scope and funding for research and form the early stages of the academic career pathway. Career taster weeks allow an opportunity to look closely at a career of interest by spending a week in that specialty. Advice on how to organize a taster week, what to ask about, and top tips in organizing your own career taster are provided. A comprehensive list of resources is provided for the reader.

scholarly journals LO84: Ready to run the show: development of a new instrument for assessing resident competence in the emergency department

CJEM ◽  
2019 ◽  
Vol 21 (S1) ◽  
pp. S38
Author(s):  
W. Cheung ◽  
W. Gofton ◽  
T. Wood ◽  
M. Duffy ◽  
S. Dewhirst ◽  
...  
Keyword(s):  
Emergency Department ◽  
Emergency Medicine ◽  
Nominal Group Technique ◽  
Nominal Group ◽  
Independent Practice ◽  
Validity Evidence ◽  
Training Level ◽  
Multiple Sources ◽  
Treatment Area ◽  
New Instrument

Innovation Concept: The outcome of emergency medicine training is to produce physicians who can competently run an emergency department (ED) shift. While many workplace-based ED assessments focus on discrete tasks of the discipline, others emphasize assessment of performance across the entire shift. However, the quality of assessments is generally poor and these tools often lack validity evidence. The use of entrustment scale anchors may help to address these psychometric issues. The aim of this study was to develop and gather validity evidence for a novel tool to assess a resident's ability to independently run an ED shift. Methods: Through a nominal group technique, local and national stakeholders identified dimensions of performance reflective of a competent ED physician. These dimensions were included in a new tool that was piloted in the Department of Emergency Medicine at the University of Ottawa during a 4-month period. Psychometric characteristics of the items were calculated, and a generalizability analysis used to determine the reliability of scores. An ANOVA was conducted to determine whether scores increased as a function of training level (junior = PGY1-2, intermediate = PGY3, senior = PGY4-5), and varied by ED treatment area. Safety for independent practice was analyzed with a dichotomous score. Curriculum, Tool or Material: The developed Ottawa Emergency Department Shift Observation Tool (O-EDShOT) includes 12-items rated on a 5-point entrustment scale with a global assessment item and 2 short-answer questions. Eight hundred and thirty-three assessment were completed by 78 physicians for 45 residents. Mean scores differed significantly by training level (p < .001) with junior residents receiving lower ratings (3.48 ± 0.69) than intermediate residents who received lower ratings (3.98 ± 0.48) than senior residents (4.54 ± 0.42). Scores did not vary by ED treatment area (p > .05). Residents judged to be safe to independently run the shift had significantly higher mean scores than those judged not to be safe (4.74 ± 0.31 vs 3.75 ± 0.66; p < .001). Fourteen observations per resident, the typical number recorded during a 1-month rotation, were required to achieve a reliability of 0.80. Conclusion: The O-EDShOT successfully discriminated between junior, intermediate and senior-level residents regardless of ED treatment area. Multiple sources of evidence support the O-EDShOT producing valid scores for assessing a resident's ability to independently run an ED shift.

scholarly journals Perceived needs and coping resources of newly hired nurses

2019 ◽  
Vol 7 ◽  
pp. 205031211983321 ◽  
Author(s):  
Catherine A Schmitt ◽  
Rachel Schiffman
Keyword(s):  
Sense Of Self ◽  
Secondary Analysis ◽  
Coping Resources ◽  
First Year ◽  
Data Set ◽  
Great Cost ◽  
Mentorship Program ◽  
Experienced Nurses ◽  
Predominantly Female ◽  
Newly Hired

Objective: Newly hired nurses who do not transition well often leave their first nursing position or nursing prematurely, at great cost to themselves, the profession, hiring organizations and patients. The purpose of this secondary analysis study was to better understand the transition experience of new graduate nurses and experienced nurses as they moved to a new setting in nursing, and the preceptor’s role in that transition. Methods: Schlossberg’s Transition Theory provided the framework for the secondary analysis of a large qualitative data set that were collected from 118 newly hired nurses who were predominantly female and Caucasian with the majority being under the age of 30 years and having less than 1-year experience. The data available for secondary analysis included all transcripts from the original study. Results: Two main themes were identified: Institutional Support and Sense of Self. Discussion: Preceptors are critical early in the transition and the newly hired nurse continues to look for support beyond the first year of the transition. Hospitals should consider implementing transition to practice programs that support the newly hired nurse, to include those with prior experience, throughout the first year of transition and should also consider a mentorship program of support after the first year.

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