Sarika Alisic1, Sylvain Boet1, Stephanie Sutherland2, M Dylan Bould3. 1. Department of Anesthesiology, The Ottawa Hospital, University of Ottawa, Ottawa, ON, Canada. 2. Department of Innovation in Medical Education (DIME), Faculty of Medicine, University of Ottawa, Ottawa, ON, Canada. 3. Department of Anesthesiology, The Children's Hospital of Eastern Ontario, University of Ottawa, C/O Anesthesia Research, Interns Residence, 751 Parkdale Ave, Suite 106, Ottawa, ON, Canada. dbould@cheo.on.ca.
Abstract
PURPOSE: Mentorship has been shown to improve career satisfaction, research productivity, and retention of academic physicians. There is a current lack of studies investigating factors that either promote or hinder effective mentoring relationships through the perspectives of both faculty and residents. The aim of this study was to ascertain these factors and subsequently to provide guidance on designing residency mentorship programs. METHODS: We used a qualitative design to examine mentorship experiences at the University of Ottawa Department of Anesthesiology and conducted semi-structured interviews with 11 residents and 12 faculty in the mentorship program. Data were analyzed iteratively using a constant comparative method to identify themes resulting in positive or negative mentorship outcomes. RESULTS: As determined from both mentor and mentee perspectives, a successful mentorship program hinges on three key factors-i.e., the anticipated goals of a mentorship relationship, characteristics of the participants, and the structure of the program. When themes were compared between mentors and mentees, differences in their perception of the goals of the relationship and the structure of the program resulted in cases of disillusionment and negative mentorship outcomes. The concept of a mentorship network emerged as a possible solution that would meet the evolving needs of mentees as they progress through training. The network would involve each mentee acquiring multiple mentors, with each providing guidance for a mentee's diverse areas of interest. CONCLUSION: We identified three key factors that facilitate or hinder mentorship relationships and proposed solutions for designing effective mentorship programs for postgraduate training programs.
PURPOSE: Mentorship has been shown to improve career satisfaction, research productivity, and retention of academic physicians. There is a current lack of studies investigating factors that either promote or hinder effective mentoring relationships through the perspectives of both faculty and residents. The aim of this study was to ascertain these factors and subsequently to provide guidance on designing residency mentorship programs. METHODS: We used a qualitative design to examine mentorship experiences at the University of Ottawa Department of Anesthesiology and conducted semi-structured interviews with 11 residents and 12 faculty in the mentorship program. Data were analyzed iteratively using a constant comparative method to identify themes resulting in positive or negative mentorship outcomes. RESULTS: As determined from both mentor and mentee perspectives, a successful mentorship program hinges on three key factors-i.e., the anticipated goals of a mentorship relationship, characteristics of the participants, and the structure of the program. When themes were compared between mentors and mentees, differences in their perception of the goals of the relationship and the structure of the program resulted in cases of disillusionment and negative mentorship outcomes. The concept of a mentorship network emerged as a possible solution that would meet the evolving needs of mentees as they progress through training. The network would involve each mentee acquiring multiple mentors, with each providing guidance for a mentee's diverse areas of interest. CONCLUSION: We identified three key factors that facilitate or hinder mentorship relationships and proposed solutions for designing effective mentorship programs for postgraduate training programs.