Hostname: page-component-76dd75c94c-t6jsk Total loading time: 0 Render date: 2024-04-30T09:30:11.573Z Has data issue: false hasContentIssue false
  • English
  • Français

Mentoring in emergency medicine: the art and the evidence

Published online by Cambridge University Press:  21 May 2015

Marianne Yeung ,
Janet Nuth  and
Ian G. Stiell
Marianne Yeung
Affiliation:
Department of Emergency Medicine, University of Ottawa, Ottawa, Ont.
Janet Nuth
Affiliation:
Department of Emergency Medicine, University of Ottawa, Ottawa, Ont.
Ian G. Stiell*
Affiliation:
Department of Emergency Medicine, University of Ottawa, Ottawa, Ont.
*
Clinical Epidemiology Unit, Office F657, Ottawa Hospital Research Institute, The Ottawa Hospital, Civic Campus, 1053 Carling Ave., Ottawa ON K1Y 4E9; istiell@ohri.ca

Abstract

Core share and HTML view are not available for this content. However, as you have access to this content, a full PDF is available via the ‘Save PDF’ action button.

A mentor is a person who takes a special interest in the professional development of a junior colleague and provides guidance and support. Mentoring can be beneficial for students, residents, junior colleagues and researchers and can be very rewarding for the physician who provides this guidance. Although mentoring is a well-recognized topic in academic medicine, relatively little has been written about mentoring in emergency medicine (EM). Consequently, we conducted a literature review on mentoring in EM and present our findings in this paper. We discuss different models of mentoring, factors that foster the development of strong mentorship programs, the responsibilities of mentors and mentees, and issues specific to mentorship of female, minority and research physicians. We also present several case scenarios as a basis for recommendations for teachers and learners in EM.

Keywords

mentorsemergency medicineliterature revieweducationresearchmedical studentresident facultyfemaleminority
Type
Education • Enseignement
Information
Canadian Journal of Emergency Medicine , Volume 12 , Issue 2 , March 2010 , pp. 143 - 149
Copyright
Copyright © Canadian Association of Emergency Physicians 2010

References

REFERENCES

1.Birdi, N, Goldstein, R. Handbook on faculty mentoring. Ottawa (ON): Faculty of Medicine, University of Ottawa; 1999.Google Scholar
2.Steneck, NH. Introduction to the responsible conduct of research. Rockville (MD): Office of Research Integrity; 2004.Google Scholar
3.Rose, GL, Rukstalis, MR, Schuckit, MA. Informal mentoring between faculty and medical students. Acad Med 2005;80:344–8.Google Scholar
4.Sambunjak, D, Straus, SE, Marusle, A. Mentoring in academic medicine — a systematic review. JAMA 2006;296:1103–15.Google Scholar
5.Ramani, S, Gruppen, L, Krajic Kachur, E. Twelve tips for developing effective mentors. Med Teach 2006;28:404–8.Google Scholar
6.Garmel, GM. Mentoring medical students in academic emergency medicine. Acad Emerg Med 2004;11:1351–7.CrossRefGoogle ScholarPubMed
7.Marks, MB, Goldstein, R. The mentoring triad: mentee, mentor, and environment. J Rheumatol 2005;32:216–8.Google ScholarPubMed
8.Coates, WC, Hobgood, CD, Birnbaum, A, et al. Faculty development: academic opportunities for emergency medicine faculty on education career tracks. Acad Emerg Med 2003;10:1113–7.Google Scholar
9.Jouriles, NJ, Kuhn, GJ, Moorhead, JC, et al. Faculty development in emergency medicine. Acad Emerg Med 1997;4:1078–86.Google Scholar
10.Binder, LS, DeBehnke, DJ. The importance of being earnest — and student-centered. Acad Emerg Med 1998;5:1–3.Google Scholar
11.Marco, CA, Perina, DG. Mentoring in emergency medicine: challenges and future directions. Acad Emerg Med 2004;11:1329–30.Google Scholar
12.Rosen, P, Edlich, RF, Rosen, CL, et al. Becoming a specialist in emergency medicine. J Emerg Med 2008;34:471–6.CrossRefGoogle ScholarPubMed
13.Wright, DW, Hedges, JR. Mentoring faculty members to the next level. SAEM Faculty Development Handbook. Des Plaines (IL): Society for Academic Emergency Medicine; 2009.Google Scholar
14.Farrell, SE, Digioia, NM, Broderick, KB, et al. Mentoring for clinician-educators. Acad Emerg Med 2004;11:1346–50.Google Scholar
15.Lewis, RJ. Some thoughts regarding gender issues in the mentoring of future academicians. Acad Emerg Med 2003;10:59–61.CrossRefGoogle ScholarPubMed
16.Blumstein, HA, Cone, DC. Medical student career advice related to emergency medicine. Acad Emerg Med 1998;5:69–72.Google Scholar
17.Okereke, CD, Naim, M. Mentoring senior house officers. Is there a role for middle grade doctors? Emerg Med J 2001;18:259–62.Google Scholar
18.Coates, WC, Ankel, F, Birnbaum, A, et al. The virtual advisor program: linking students to mentors via the world wide web. Acad Emerg Med 2004;11:253–5.Google Scholar
19.Okereke, CD. Mentoring — the trainee’s perspective. J Accid Emerg Med 2000;17:133–5.Google Scholar
20.Reisman, AB, Gross, C. Gender differences in the ability to identify a mentor at morning report: a multi-institutional survey. Teach Learn Med 2002;14:236–9.Google Scholar
21.Aagaard, EM, Hauer, KE. A cross-sectional descriptive study of mentoring relationships formed by medical students. J Gen Intern Med 2003;18:298–302.Google Scholar
22.Levy, BD, Katz, JT, Wolf, MA, et al. An initiative in mentoring to promote residents’ and faculty members’ careers. Acad Med 2004;79:845–50.Google Scholar
23.Ricer, RE, Fox, BC, Miller, KE. Mentoring for medical students interested in family practice. Fam Med 1995;27:360–5.Google Scholar
24.Ramanan, RA, Taylor, WC, Davis, RB, et al. Mentoring matters — mentoring and career preparation in internal medicine residency training. J Gen Intern Med 2006;21:340–5.CrossRefGoogle ScholarPubMed
25.Castiglioni, A, Bellini, LM, Shea, JA. Program directors’ views of the importance and prevalence of mentoring in internal medicine residencies. J Gen Intern Med 2004;19:779–82.CrossRefGoogle ScholarPubMed
26.Donovan, A, Donovan, J. Mentorship in postgraduate training programmes: views of Canadian programme directors. Med Educ 2009;43:155–8.Google Scholar
27.Palepu, A, Friedman, RH, Barnett, RC, et al. Junior faculty members’ mentoring relationships and their professional development in U.S. medical schools. Acad Med 1998;73:318–23.Google Scholar
28.Wise, MR, Shapiro, H, Bodley, J, et al. Factors affecting academic promotion in obstetrics and gynaecology in Canada. J Obstet Gynaecol Can 2004;26:127–36.Google Scholar
29.Benson, CA, Morahan, PS, Sachdeva, AK, et al. Effective faculty preceptoring and mentoring during reorganization of an academic medical center. Med Teach 2002;24:550–7.Google Scholar
30.Jackson, VA, Palepu, A, Szalacha, L, et al. “Having the right chemistry”: a qualitative study of mentoring in academic medicine. Acad Med 2003;78:328–34.Google Scholar
31.Miller, LC, Devaney, SW, Kelly, GL, et al. E-mentoring in public health nursing practice. J Contin Educ Nurs 2008;39:394–9.Google Scholar
32.Luckhaupt, SE, Chin, MH, Mangione, CM, et al. Mentorship in academic general internal medicine. J Gen Intern Med 2005;20:1014–8.CrossRefGoogle ScholarPubMed
33.Ramanan, RA, Phillips, RS, Davis, RB, et al. Mentoring in medicine: keys to satisfaction. Am J Med 2002;112:336–41.CrossRefGoogle Scholar
34.Williams, LL, Levine, JB, Malhotra, S, et al. The good-enough mentoring relationship. Acad Psychiatry 2004;28:111–5.Google Scholar
35.Cone, DC, Richardson, LD, Todd, KH, et al. Health care disparities in emergency medicine. Acad Emerg Med 2003;10:1176–83.Google Scholar
36.Cydulka, RK, D’Onofrio, G, Schneider, S, et al. Women in academic emergency medicine. Acad Emerg Med 2000;7:999–1007.Google Scholar
37.Tesch, BJ, Wood, HM, Helwig, AL, et al. Promotion of women physicians in academic medicine. Glass ceiling or sticky floor? JAMA 1995;273:1022–5.Google Scholar
38.Palepu, A, Carr, PL, Friedman, RH, et al. Minority faculty and academic rank in medicine. JAMA 1998;280:767–71.Google Scholar
39.Lewellen-Williams, C, Johnson, VA, Deloney, LA, et al. The POD: a new model for mentoring underrepresented minority faculty. Acad Med 2006;81:275–9.Google Scholar
40.Yager, J, Waitzkin, H, Parker, T, et al. Educating, training, and mentoring minority faculty and other trainees in mental health services research. Acad Psychiatry 2007;31:146–51.Google Scholar
41.Mark, S, Link, H, Morahan, P, et al. Innovative mentoring programs to promote gender equity in academic medicine. Acad Med 2001;76:39–41.Google Scholar
42.Osborn, EH, Ernster, VL, Martin, JB. Women’s attitudes toward careers in academic medicine at the University of California, San Francisco. Acad Med 1992;67:59–62.CrossRefGoogle ScholarPubMed
43.Lewis, RJ. Some thoughts regarding gender issues in the mentoring of future academicians. Acad Emerg Med 2003;10:59–60.Google Scholar
44.Connor, MP, Bynoe, AG, Redfern, N, et al. Developing senior doctors as mentors: a form of continuing professional development: report of an initiative to develop a network of senior doctors as mentors: 1994–1999. Med Educ 2000;34:747–53.Google Scholar
45.Sloan, REG, McMillan, J. Developing mentoring skills for general practitioners using a simulated doctor. Med Educ 2003;37:1044–5.Google Scholar
46.Berk, RA, Berg, J, Mortimer, R, et al. Measuring the effectiveness of faculty mentoring relationships. Acad Med 2005;80:66–71.Google Scholar
47.Buddeberg-Fischer, B, Herta, K-D. Formal mentoring programmes for medical students and doctors — a review of the Medline literature. Med Teach 2006;28:248–57.Google Scholar
48.Larkin, GL, Binder, L, Houry, D, et al. Defining and evaluating professionalism: a core competency for graduate emergency medicine education. Acad Emerg Med 2002;9:1249–56.Google Scholar
49.Blanda, M, Gerson, LW, Dunn, K. Emergency medicine resident research requirements and director characteristics. Acad Emerg Med 1999;6:286–91.CrossRefGoogle ScholarPubMed
50.Biros, MH, Barsan, WG, Lewis, RJ, et al. Supporting emergency medicine research: developing the infrastructure. Acad Emerg Med 1998;5:177–84.Google Scholar
51.Ontario Medical Association Mentoring Program. Available www.oma.org/student/mentorship.asp (accessed 2010 Jan 18).Google Scholar