child & youth Men ental tal Hea ealth lth Ser eries ies 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 January 16, 2020
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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 one 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), only 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 1 st and 2 nd 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 of 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.
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