TY - JOUR
T1 - Pharmacy resident-led student mentoring program
T2 - A focus on developing mentoring skills
AU - Howard, Meredith L.
AU - Steuber, Taylor D.
AU - Nisly, Sarah A.
AU - Wilhoite, Jessica
AU - Saum, Lindsay
PY - 2017/11
Y1 - 2017/11
N2 - Background and purpose Formalized mentoring programs are often credited for influencing professional development of mentees. Unfortunately, little information exists regarding advancement of mentoring skills. We report the development and evaluation of a program to cultivate mentoring skills in pharmacy residents. Educational activity and setting Advanced pharmacy practice experience students and pharmacy residents were contacted for program participation. Resident mentors were paired with a student mentee for the program. Mentors were provided resources and support throughout the program. Sessions were held to facilitate mentoring relationships and to discuss professional development topics. Pre- and post-perception surveys were administered to mentors to measure changes in mentoring comfort and ability. Only matched pre- and post-surveys were included for analysis. The program was held and evaluated over two separate academic years Findings Fifty-three residents mentored 54 students over two cycles of the program. Mentors' matched perception surveys (n = 26) reported increased comfort in mentoring (p < 0.001), increased confidence in delivery of subjective content (p < 0.001), increased comfort in providing written and oral feedback (p = 0.013), and increased effectiveness in provision of written and oral feedback (p = 0.004 and p = 0.013 respectively). Mentors also reported heightened belief that serving as a student mentor will be beneficial to their long-term career goals (p = 0.034). Discussion and summary Overall, this formal resident-led student mentoring program improved resident comfort serving in a mentoring role.
AB - Background and purpose Formalized mentoring programs are often credited for influencing professional development of mentees. Unfortunately, little information exists regarding advancement of mentoring skills. We report the development and evaluation of a program to cultivate mentoring skills in pharmacy residents. Educational activity and setting Advanced pharmacy practice experience students and pharmacy residents were contacted for program participation. Resident mentors were paired with a student mentee for the program. Mentors were provided resources and support throughout the program. Sessions were held to facilitate mentoring relationships and to discuss professional development topics. Pre- and post-perception surveys were administered to mentors to measure changes in mentoring comfort and ability. Only matched pre- and post-surveys were included for analysis. The program was held and evaluated over two separate academic years Findings Fifty-three residents mentored 54 students over two cycles of the program. Mentors' matched perception surveys (n = 26) reported increased comfort in mentoring (p < 0.001), increased confidence in delivery of subjective content (p < 0.001), increased comfort in providing written and oral feedback (p = 0.013), and increased effectiveness in provision of written and oral feedback (p = 0.004 and p = 0.013 respectively). Mentors also reported heightened belief that serving as a student mentor will be beneficial to their long-term career goals (p = 0.034). Discussion and summary Overall, this formal resident-led student mentoring program improved resident comfort serving in a mentoring role.
KW - Mentoring
KW - Post-graduate education
KW - Professional development
UR - http://www.scopus.com/inward/record.url?scp=85027502150&partnerID=8YFLogxK
U2 - 10.1016/j.cptl.2017.07.005
DO - 10.1016/j.cptl.2017.07.005
M3 - Article
C2 - 29233381
AN - SCOPUS:85027502150
SN - 1877-1297
VL - 9
SP - 1123
EP - 1128
JO - Currents in Pharmacy Teaching and Learning
JF - Currents in Pharmacy Teaching and Learning
IS - 6
ER -