Mentorship

Abstract

The world of medicine is in a state of flux with major and substantive changes in its educational model. Students, residents, and junior attendings can no longer rely entirely on experiential development through clinical immersion. Instead, to attain similar levels of knowledge, technique, and situational comfort, there must be innovations in medical education that take advantage of the experience of mentors. Mentoring has been a part of medicine and surgery since the days of apprenticeship. Mentors must now teach more basic medicine than ever before and adapt to changes in the structure of medical education such as the use of simulation, yet still continue to foster career development among trainees and junior colleagues. For mentoring to succeed and benefit mentees, it must be supported. This patronage starts with each local university or hospital system but eventually must permeate the greater medical culture.

Keywords

mentorship - medical education - training - role model

• References

• 1 Bishop WJ. The Early History of Surgery. New York: Barnes & Noble, Inc; 1960
• 2 Sadideen H, Kneebone R. Practical skills teaching in contemporary surgical education: how can educational theory be applied to promote effective learning?. Am J Surg 2012; 204 (3) 396-401
• 3 Royal College of Surgeons. Available at http://www.rcseng.ac.uk/surgeons/support/professional/mentoring http://www.rcseng.ac.uk/surgeons/support/professional/mentoring ; 2013. Accessed February 6, 2013
• 4 Sanfey H, Gantt NL. Career development resource: academic career in surgical education. Am J Surg 2012; 204 (1) 126-129
• 5 Borman KR, Jones AT, Shea JA. Duty hours, quality of care, and patient safety: general surgery resident perceptions. J Am Coll Surg 2012; 215 (1) 70-77 , discussion 77–79
• 6 Fitzgibbons SC, Chen J, Jagsi R, Weinstein D. Long-term follow-up on the educational impact of ACGME duty hour limits: a pre-post survey study. Ann Surg 2012; 256 (6) 1108-1112
• 7 Tsen LC, Borus JF, Nadelson CC, Seely EW, Haas A, Fuhlbrigge AL. The development, implementation, and assessment of an innovative faculty mentoring leadership program. Acad Med 2012; 87 (12) 1757-1761
• 8 Sambunjak D, Straus SE, Marusić A. Mentoring in academic medicine: a systematic review. JAMA 2006; 296 (9) 1103-1115
• 9 Healy NA, Glynn RW, Malone C, Cantillon P, Kerin MJ. Surgical mentors and role models: prevalence, importance and associated traits. J Surg Educ 2012; 69 (5) 633-637
• 10 Steele M, Fisman S, Davidson B. Mentoring and role models in recruitment and retention: a study of junior medical faculty perceptions. Med Teach 2013; 35 (5) e1130-e1138
• 11 Blissett S, Law C, Morra D, Ginsburg S. The relative influence of available resources during the residency match: a national survey of Canadian medical students. J Grad Med Educ 2011; 3 (4) 497-502
• 12 Quillin III RC, Pritts TA, Davis BR , et al. Surgeons underestimate their influence on medical students entering surgery. J Surg Res 2012; 177 (2) 201-206
• 13 Edelman DA, Mattos MA, Bouwman DL. Value of fundamentals of laparoscopic surgery training in a fourth-year medical school advanced surgical skills elective. J Surg Res 2012; 177 (2) 207-210
• 14 Fleming M, Burnham EL, Huskins WC. Mentoring Translational Science Investigators. Mentoring translational science investigators. JAMA 2012; 308 (19) 1981-1982
• 15 Cross R, Thomas R. A smarter way to network. Harv Bus Rev 2011; 89 (7–8) 149-153 , 167
• 16 Kosoko-Lasaki O, Sonnino RE, Voytko ML. Mentoring for women and underrepresented minority faculty and students: experience at two institutions of higher education. J Natl Med Assoc 2006; 98 (9) 1449-1459
• 17 Hyman NH. Attending work hour restrictions: is it time?. Arch Surg 2009; 144 (1) 7-8
• 18 Gargiulo DA, Hyman NH, Hebert JC. Women in surgery: do we really understand the deterrents?. Arch Surg 2006; 141 (4) 405-407 , discussion 407–408