Men ental tal Hea ealth lth Ser eries ies Learning to grow - - PowerPoint PPT Presentation

Learning to grow together: Advancing mentorship in postgraduate psychiatry training

• Speaker: Marijana Jovanovic MD FRCPC

Child and Adolescent Psychiatrist CHEO, University of Ottawa Ottawa, ON

child & youth

Men ental tal Hea ealth lth Ser eries ies

January 16, 2020

Complete today’s evaluation & apply for professional credits

If you are connected by videoconference:

Please mute your system while the speaker is presenting.

Complete today’s evaluation & apply for professional credits

Today’s workshop is interactive, please be prepared to discuss in your group!

By registering for today’s event…

You will have had an opportunity to apply for professional credits or a certificate of attendance You will receive an email with a link to today’s online evaluation Visit our website to download slides and view archived events Sign-up to our distribution list to receive our event notifications Questions? mentalhealthseries@cheo.on.ca

You may also want to…

Declaration

• f conflict

Speaker has nothing to disclose with regard to commercial support. Speaker does not plan to discuss unlabeled/ investigational uses of commercial product.

Acknowledgements

• Amy Gajaria MD FRCPC Child and Adolescent

Psychiatrist (Centre for Addiction and Mental Health, Toronto, ON, Canada)

• Arianne St. Jacques MD FRCPC Child and

Adolescent Psychiatrist (St. Joseph’s Health Centre, Thunder Bay, ON, Canada)

• Original presented at: Association for

Academic Psychiatry, September 8, 2018, Milwaukee, Wisconsin

Objectives

• Upon completion of this session, participants

will be able to:

– Discuss what defines mentorship in academic psychiatry. – Elaborate a list of characteristics possessed by mentors and mentees that increase mentorship success. – Formulate a list of action items aimed at improving access to and quality of mentorship at their institution, with a special focus on the use of technology and supporting minority groups, including racialized and female-identified trainees.

Outline

• Needs Assessment
• Group discussion about the definition of

Mentorship

• Brief literature review
• Mentorship Case Presentation
• Group case-based discussion
• Group discussion elaborating action items with

special focus on technology, supporting minority groups including racialized and female-identified trainees

Needs Assessment

• What are you hoping to learn from participating in this

workshop?

Definition of Mentorship

• According to our participants

Literature Review

Value of Mentorship

• Mentorship is important to the career success

and personal development of psychiatry residents and early to mid-career psychiatrists.

(1, 2, 3)

• Mentors benefit by gaining professional

expertise, intellectual stimulation, and personal satisfaction from giving back and reflecting on their career and skill set. (1, 4, 5)

• Few medical students and faculty report having

a mentor. (1, 6)

Mentorship Program Delivery

• A recent qualitative study demonstrated that

psychiatry residents and faculty ranked the same components of a mentorship program as preferential: (1) – The ability to choose your own mentor – Training sessions for mentors – Faculty mentoring profiles to be available on a webpage to facilitate matching interests

Mentorship Program Delivery

• Amonoo et al conducted a web-based self-administered cross-sectional

survey of all senior residents (≥PGY-3) at a major urban academic medical center from March 27 to May 31, 2015 – 204/327 eligible residents (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

• No significant differences measured by gender, race, or ethnicity
• 44% of residents indicated they had unmet needs for mentoring in at least
• ne of several professional areas. (10)

Gender and Academic Medicine

• Despite many years of gender parity in medical

school enrolment (47.1 % of medical school students were female vs. 52.9 % male in 2012),

• nly 19 % of full professors are female. (7)
• A qualitative study of women who left academic

institutions confirmed that the difficulty with work-life balance was a factor in the decision to

• leave. (7)

Ethnicity, Gender, and Academic Medicine

• A sample of U.S. residents attending national professional

conferences between March and July 2010 completed a quantitative survey and a subset participated in focus groups. (8)

• 38% of residents were white, 31% Black/African American, 17%

Asian/other, and 14% Hispanic/Latino. (8)

• Themes emerged from focus groups: (1) qualities of successful

mentorship models; (2) perceived benefits of mentorship; and (3) the value of racial/ethnic and gender concordance. (8)

• Black/African American, Hispanic/Latino, and female residents

described actively seeking out mentors of the same race/ethnicity and gender, but expressed difficulty finding such mentors. (8)

• Lack of racial/ethnic concordance was perceived as an obstacle for

minority mentees, requiring explanation of the context and nuances of their perspectives and situations to non-minority mentors. (8)

Access to Mentorship

• Those who seek to promote the careers of

faculty in academic medicine should focus upon developing mentoring networks. (9)

• Members of one’s mentoring team or network

should reflect the mentee's individual needs and preferences, with special attention towards ensuring diversity in terms of area of expertise, academic rank, and gender. (9)

Future Directions

• A recent literature review revealed that current evidence regarding

mentorship in psychiatry is limited

• Components of the included programs may act as confounders
• Mentorship, protected teaching time, and didactic teaching may be

important features of a psychiatry training program that aims to encourage research

• Other potential benefits of mentorship may include enhanced career

guidance, perceived support, and enriched teaching skills

• Future investigation into the optimal structure of programs, cost-

effectiveness, and long-term outcomes will lead to greater understanding and appreciation of mentorship for training psychiatrists (11)

Mentorship Stories

Marijana Jovanovic – Early Career Psychiatrist (graduated June 2016)

• Dr. John Langley

– Met during a “psychiatry camp” for medical students between 1st and 2nd year medical school, electives during medical school, influenced decision to pursue psychiatry residency at University of Toronto, electives in residency, assisted in applying to Child and Adolescent subspecialty, career mentorship guidance

• Dr. Carmen Wiebe

– DBT Supervisor in PGY3, helped guide starting skills group for adolescents, educational workshops

• Dr. Suneeta Monga

– Child psychiatry supervisor in PGY3, early career mentor and guide

• Dr. Sefi Kronenberg

– Filled in for my supervisor during PGY6 subspecialty training, early career mentorship and networking as I moved to a similar position in a different city and institution

Group Discussion

• What characteristics of the mentorship

relationships from the cases presented as well as your own predicted success?

• How can we improve access to and quality of

mentorship at our institutions?

What characteristics of the mentorship relationships from the case presented as well as your own predicted success?

How can we improve access to and quality

• f mentorship at our institutions?

Group Discussion and Action Planning

• Access
• Gender Diversity
• Racial Diversity
• Technology as aid

Action Planning

Objectives

• Upon completion of this session, participants will be able to:

– Discuss what defines mentorship in academic psychiatry. – Elaborate a list of characteristics possessed by mentors and mentees that increase mentorship success. – Formulate a list of action items aimed at improving access to and quality of mentorship at their institution, with a special focus on the use of technology and supporting minority groups, including racialized and female-identified trainees.

References

• 1. Lau et al, Enhancing Mentorship in Psychiatry and Health Sciences: A Study Investigating Needs and

Preferences in the Development of a Mentoring Program, Multidisciplinary Scientific Journal, 2018, 1, 1-8

• 2. Shollen, S.L. et al, Relating mentor type and mentoring behaviors to academic medicine faculty

satisfaction and productivity at one medical school. Acad. Med. 2014, 89, 1267–1275.

• 3. Posporelis, S et al, Promoting careers in academic research to psychiatry residents. Acad. Psychiatry

2014, 38, 185–190

• 4. Kashiwagi, D.T.; Varkey, P.; Cook, D.A. Mentoring programs for physicians in academic medicine: A

systematic review. Acad. Med. 2013, 88, 1029–1037

• 5. Buddeberg-Fischer, B.; Herta, K.D. Formal mentoring programmes for medical students and doctors—

A review of the Medline literature. Med. Teach. 2006, 28, 248–257.

• 6. Straus, E.; Chatur, F.; Taylor, M. Issues in the mentor–mentee relationship in academic medicine: A

qualitative study. Acad. Med. 2009, 84, 135–139

• 7. Ford, J, Mentoring Women Psychiatry Residents: Implications for Academic Leaders and Educators,

Academic Psychiatry, June 2016, Volume 40, Issue 3, pp 448–450

• 8. Yehia et al, Mentorship and pursuit of academic medicine careers: a mixed methods study of residents

from diverse backgrounds, BMC Med. Educ. 2014; 14: 26

• 9. De Castro et al, Mentor Networks in Academic Medicine: Moving Beyond a Dyadic Conception of

Mentoring for Junior Faculty Researchers, Acad Med. 2013 Apr; 88(4): 488–496.

• 10. Amonoo et al, Residents’ Experiences with Mentorship in Academic Medicine, Academic Psychiatry,

February 2019, Volume 43, Issue 1, pp 71-75

• 11. You and Kealy-Bateman, Outcomes of Mentoring Programs in Psychiatry Training: a Literature

Review, Australasian Psychiatry, April 2019, vol. 27, issue 3, pp. 234-240

Complete today’s evaluation & apply for professional credits

Questions or Comments?

Video-conferencers: Unmute your system to ask a question Webcasters: Type your question

for participating in today’s

Men ental tal Hea ealth lth Ser eries ies

Thank you!

mentalhealthseries@cheo.on.ca