Preparing Advanced Clinicians and Practitioners: A Model for Mentorship in Occupational Therapy Practice

Mentoring is essential at all stages of a professional career. However, little has been written about the effectiveness of programs for practicing clinicians. This study was designed to address the need for evidence about the effectiveness of formal mentorship programs by describing the impact of the STAR mentorship program on a group of clinicians specializing in sensory integration and processing challenges. This study utilized an exploratory, retrospective, survey research design. Course evaluations were examined from 240 subjects following participation in a one-week, small group mentorship training program. Qualitative methods were adapted for use in this study. Sixteen codes, with operational definitions, were developed to analyze the surveys. Ninety-six percent indicated that the program met or exceeded their expectations; only 12.5% had a negative comment. Impact on psychosocial function was reflected by 22% of the participants. Comments related to impact on career function were indicated by 45% of the participants. Ninety-four percent provided positive comments about the program structure, and 74% responded with positive comments regarding content of the program. Positive outcomes were associated with this one mentorship program, suggesting a need for more in-person, structured mentored learning experiences. Mentorship is recommended as a method to address the growing need within the profession to support career development, build knowledge, skill and attitudes, and aspirations/commitment as well as enhance professionalism/professional development.

Improving Academic Performance and Retention of First-Year Biology Students through a Scalable Peer Mentorship Program

This study evaluates the performance of a near-peer mentoring program for first-year biology majors. The program’s intention is to improve student retention generally, and academic and soft skills more specifically. The effect of the program was investigated via ethnographic methods, a program-specific survey, and regression analyses.

Mentorship Program Content Ratings: Advancing Diversity in Aging and Alzheimer’s Disease Research and Careers

MADURA is an R25 Advancing Diversity in Aging Research (ADAR) undergraduate training program funded by the National Institute on Aging and based at the University of California San Diego. Its objectives are to improve retention and academic success of underrepresented minority (URM) trainees, and to increase graduate/medical school applications and/or entry into Aging/ADRD careers. This multi-component program includes paid research lab experience, research and academic skills training, peer support, faculty-led small groups, guest seminars, and additional professional development opportunities. The Year 1 Cohort of 32 students consisted of Hispanic/Latinx and other students under-represented in collegiate MSTEM studies. Almost ¾ of the mentees also came from disadvantaged backgrounds, per current NIH criteria. Evaluation data have been collected through brief, weekly, anonymous online student surveys, plus more comprehensive quarterly mentee and mentor surveys. This poster will describe the Program structure and 20+ group activities, trainings, seminars, and modalities, and report student ratings of satisfaction and utility. 92% of trainees rated the overall program value as Excellent, and 92% also rated effectiveness in promoting Aging/ADRD careers among underrepresented students as Excellent. Quality ratings of components such as pay, research placements, group training and group mentorship were rated as Excellent or Good by 96%. Relative student component rankings, specific suggestions for improvements, plus Mentee and Mentor perspectives on research-specific training needs, will also be presented. Based upon these experiences and data, the authors will make specific suggestions for future URM research training, mentorship program content, and expanded delivery modalities.

Psychosocial Mentorship Needs: Promoting Diversity in Aging and Alzheimer’s Disease Research and Clinical Careers

The UC San Diego MADURA Mentorship Program, funded by an R25 National Institute on Aging grant, has goals to improve diversity in Aging and Alzheimer’s Disease (ADRD) research and clinical practice. MADURA strives to improve retention and academic success of its URM trainees, and to increase graduate/medical school applications and/or entry into Aging/ADRD careers. Mentees receive paid research experience, skills training, peer support, seminars, and additional professional development opportunities. Given local demographics and Co-Investigator expertise, MADURA recruits primarily Hispanic/Latinx (H/L) students, and other URM students. Non-exclusive racial identifications of 32 Year 1 mentees were: 69% H/L, 9% Black/African American, 22% Asian and 31% other race. 72% met NIH criteria for Disadvantaged Backgrounds. As of June 2021, 100% of students completed surveys assessing Racial Microaggressions and Imposter Syndrome experiences, and Professional Self-efficacy. This poster will define the concepts, discuss relevance for URM student success and retention, and present student data on each topic. As examples, 56% of trainees experienced overt discrimination and 72% reported having experienced microaggressions at least occasionally, as undergraduates. As related to Imposter Syndrome, 62% secretly worried that others would find out that they are not as bright and capable as others think. Half attributed accomplishments to being a “fluke,” or due to reasons other than true merit. Still, in terms of Professional Self-efficacy, 62% of mentees thought it moderately or very likely that they would succeed as an Aging/ADRD researcher. The authors will make specific suggestions for optimized URM training and mentorship program content, and provide resources.