Literature review on Mentorship for Hospital Residents and the development of Leadership (original) (raw)
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MedEdPublish, 2023
Background: In this study, we explored how doctors in training perceive mentorship and leadership and whether they believed that mentoring influences the development of leadership skills. The study also addressed whether certain leadership styles lend themselves better to mentoring. Methods: A qualitative research method was employed in this study and ethical approval was granted by the Research Ethics Committee (REC) at King Faisal Specialist Hospital and Research Centre (KFSH&RC), after which twelve hospital residents were recruited using purposive sampling. Semi-structured interviews were conducted by the authors and thematic data analysis was performed. Results: Three themes emerged and were later refined, using Braun and Clarke's 2006 thematic analysis method: 1. Purpose of mentorship, with sub themes: a. Expectations, b. Perception of mentorship as supervision, and c. The role of mentorship, including informal mentoring in leadership development 2. Role of mentorship in leadership development. 3. Perceptions of a leader, with sub-themes: a. The leader as a manager, b. The leader as a role model, and c. The merits of different leadership styles. Discussion: Most of the residents (doctors in training) viewed mentorship in a positive way. However, when the mentor was perceived more as a supervisor, the usefulness of mentoring was less clear. However, they found that informal mentoring would contribute to leadership skills and would inspire them to become leaders themselves. They were likely to be influenced positively when they saw the leader as a role model, rather than a manager.
Leadership skills in postgraduate medical residents
International Journal of Health Sciences (IJHS), 2023
Background of the Study: Safe patient care is the fundamental objective of every healthcare facility by the services provided by high performing healthcare providers with effective leadership skills. Leadership competencies are considered now as essential for all medical trainees, not only to face challenges at individual level but it also helps them solving certain institutional and interpersonal challenges. Aim: To assess the current leadership training needs of postgraduate medical resident undergoing training in different hospitals of the Pakistan. Methods: This was a crosssectional online quantitative survey. A request link of online google survey form was sent to the residents through social media residents' groups and through email addresses of residents to fill the form. Results: A total of 67 residents of all years completed the survey. Mean age of the residents was 30.63 ±3.87, with about 81% being male and 84% were getting done their residency training in specialty related to medicine and allied. On a Likert scale (1 = strongly disagree, 3 = neutral, 5 = strongly agree), residents rated the importance of leadership skills in the clinical setting as high (4.15 of 5). The most commonly rated leadership skills included problem solving (65 % of the residents thought they need such leadership skill training), leading a team (52.2%), resolving conflicts (48.1%), effective communication (46.3%) and establishing and playing role in achieving institutional organizational goals (24%). Majority of residents thought that regular refresher leadership training if conducted would be 1038 valuable to strengthen their leadership skills. Conclusion: There is an immense need of regular training to build leadership competencies in residents as effective clinical leadership is critical to the quality improvement efforts. Standardized approach to leadership training may be cornerstone to quality patient care.
American journal of medical quality : the official journal of the American College of Medical Quality, 2018
Despite the fact that physicians are being asked to lead and enact change to improve a myriad of quality of care measures, there is little focus on leadership skills development during their training. One strategy to address this gap is to focus on trainees during graduate medical education, specifically those residents aspiring to careers as physician leaders in quality. The authors designed a leadership curriculum for self-selected residents who are pursuing a certificate in health care leadership in quality. Residents were surveyed and focus groups were conducted with health system executives who participated in the curriculum as part of an evaluation designed to inform improvements in the program and to provide guidance to others who direct physician leadership training programs. The findings support the need to invest in young physician leaders who are focused on quality with the ultimate goal of improving population health in the ever-changing health care environment.
2017
Objective: This pilot project, which was jointly conducted by a hospital and a university, describes the development of the Master's Degree Programme in Leadership in Medicine, a course designed to supplement medical specialty training. The aim of the pilot project is to demonstrate how hospital-based projects on personnel and organisational development undertaken under academic supervision can be used to increase leadership responsibility among doctors whose duties include providing initial and follow-on training and to professionalise medical specialty training as a leadership task. This need arose from the nationwide requirements and an internal audit regarding follow-on training. The version of the degree programme described below aims to further the personnel development of the participants in the field of didactics. Method: Each of the nine modules is made up of two classroom-based phases and one distance learning phase. The distance learning phase involves undertaking hos...
Residents’ Experiences with Mentorship in Academic Medicine
Academic Psychiatry, 2018
Objective Although mentorship is essential for the professional development of physicians, the literature on trainees' mentorship experiences and perceptions of effective mentoring is more limited. This descriptive study examines residents' experiences of mentoring and their perceptions about the impact of mentorship on professional development, comparing experiences in mentoring that is assigned versus self-initiated. Methods A web-based self-administered cross-sectional survey of all senior residents (≥PGY-3) at a major urban academic medical center was conducted from March 27 to May 31, 2015. Results Of the 327 eligible senior residents, 204 (62%) responded and completed the survey. Most residents (82%) reported multiple mentors and 65% reported that their primary mentorship relationship was self-initiated. Residents who self-initiated their primary mentorship were significantly more likely to strongly/somewhat agree that their mentor had a positive impact on publications and scholarly projects (88 vs 44%, p = 0.0063) as well as research (88 vs 55%, p = 0.0001) compared to residents with assigned mentorship, with no significant differences measured by gender, race, or ethnicity. Forty-four percent of residents indicated they had unmet needs for mentoring in at least one of several professional areas. Conclusions Most residents perceive mentoring relationships as important to many aspects of their career development. Still 44% of residents reported unmet needs for mentoring in one or more areas, a result that needs further exploration. Since the majority of residents' primary mentoring relationships were self-initiated rather than assigned, and these were seen as more important for research and publications, programs should consider how to support the connection between residents and potential mentors.
A Proposed Model for an Optimal Mentoring Environment for Medical Residents: A Literature Review
Academic Medicine, 2010
To develop a model of the optimal mentoring environment for medical residents. The authors propose that such an environment is a function of a relationship that rests upon a set of interactional foundations that allow a proté gé to capitalize on the strengths of the mentor, and it facilitates behaviors that will enable the proté gé to develop and internalize the requisite knowledge, skills, and attitudes (KSAs) as fully as possible.
Hospital Pediatrics, 2016
OBJECTIVES: Benefits of effective mentorship include career satisfaction and academic productivity. Given the youth of pediatric hospital medicine (PHM), effective mentorship is a widely acknowledged challenge. This study aimed to characterize successful pediatric hospitalists’ past and current mentorship experiences and identify facilitators of and barriers to effective mentorship in PHM. METHODS: Semistructured phone interviews were conducted with peer-nominated pediatric hospitalists, exploring past and current mentorship experiences and approaches perceived to aid or hinder mentorship relationships from both the mentor and mentee perspectives. Interviews were recorded verbatim, professionally transcribed, and analyzed by using a general inductive approach. RESULTS: Sixteen interviews were conducted and transcribed. Participants reported having a median of 3 mentors and 6 mentees. Three themes emerged regarding how mentors can optimize mentorship: (1) comprehensive focus on the m...