BUILD is a NIH initiative designed to retain underrepresented undergraduates in biomedicine. Of the 10 BUILD sites, BUILD PODER is the only space-and-place that approaches this initiative through the framework of critical race theory (CRT). A feature of BUILD PODER\'s path to student empowerment is liberatory race-conscious mentorship. Researchers developed, implemented, and evaluated a quintipartite CRT-based antiracist-anticolonial online training program for biomedical educators nationwide. We review the social scientific and historical knowledge used to create these novel mentorship training modules. We describe the modular content and activities. We also report evaluation data obtained during beta-testing and outline how this information helped finalize the product. Discussed are the individual- and institutional-level implications of modularizing the developmental process of liberatory race consciousness.

Miss Isabella \"Ella\" Barbour Pirrie (1857-1929) made substantial contributions to nursing through her work in Belfast and Edinburgh. Born to a notable medical family, Pirrie\'s inclination toward nursing was influenced by her father\'s profession. She trained at the Liverpool Royal Infirmary and was mentored by Florence Nightingale, whose guidance shaped her nursing philosophy and practices. Notably, Pirrie\'s role in the Belfast Union Workhouse Infirmary was transformative; she championed the implementation of standardized nursing uniforms, enhancing the professional standing and recognition of nurses. Her efforts led to the establishment of a formal nursing training program in Belfast, despite facing significant resistance and challenges. In 1894, Pirrie moved to Edinburgh to become the First Matron at the Lady Grisell Baillie Memorial Hospital. Her tenure there was marked by significant advancements in nursing education, including the establishment of a community and district nursing department. By the end of her service, over 140 nurses had been trained, with many pursuing international missions. Despite her resignation in 1914 due to health issues, Pirrie continued her work as the superintendent of the Deaconess Rest Home in Edinburgh until her death in 1929. Her legacy is commemorated by a statue at Belfast City Hospital and a plaque at Greyfriars\' Charteris Sanctuary, reflecting her profound impact on nursing education and the professionalization of the field.

OBJECTIVE: To describe the development of an innovative pre-pharmacy underrepresented mentorship program (PUMP) to provide guidance and support to pre-pharmacy students who are committed to serving underrepresented communities with health disparities.
METHODS: Three virtual PUMP workshops were designed and delivered per admissions cycle for pre-pharmacy students who were applying to any school of pharmacy and self-identified as interested in serving underrepresented communities. Faculty, current pharmacy students, staff, and school leadership provided guidance and support on the application and interview process and how to select a program once offered admission. Data collection included the number of students who attended each workshop, were accepted to, and matriculated to the school of pharmacy. Pre- and post-workshop surveys provided insight into communities that attendees were committed to serving, perceptions of the workshops, and intent to matriculate, if accepted.
RESULTS: During the first three admissions cycles, 189 pre-pharmacy students participated in eight PUMP workshops. A favorable trend was observed with an increased number of participants annually and an increased number of attendees who matriculated (an average of 34% over three cycles). Attendees were committed to addressing health disparities in various communities including, but not limited to, Southeast Asian, Latinx, Native American, LGBTQIA, Black/African American, Refugee, and Pacific Islanders. Most attendees (96%) reported that attending PUMP workshop(s) positively changed their impression of the school.
CONCLUSIONS: A pilot pre-pharmacy mentorship program was developed and implemented. A growth in program participation and matriculation of students over three cycles who self-identified as committed to serving underrepresented communities was observed.

OBJECTIVE: European training pathways for surgeons dedicated to treating severely injured and critically ill surgical patients lack a standardized approach and are significantly influenced by diverse organizational and cultural backgrounds. This variation extends into the realm of mentorship, a vital component for the holistic development of surgeons beyond mere technical proficiency. Currently, a comprehensive understanding of the mentorship landscape within the European trauma care (visceral or skeletal) and emergency general surgery (EGS) communities is lacking. This study aims to identify within the current mentorship environment prevalent practices, discern existing gaps, and propose structured interventions to enhance mentorship quality and accessibility led by the European Society for Trauma and Emergency Surgery (ESTES).
METHODS: Utilizing a structured survey conceived and promoted by the Young section of the European Society of Trauma and Emergency Surgery (yESTES), we collected and analyzed responses from 123 ESTES members (both surgeons in practice and in training) across 20 European countries. The survey focused on mentorship experiences, challenges faced by early-career and female surgeons, the integration of non-technical skills (NTS) in mentorship, and the perceived role of surgical societies in facilitating mentorship.
RESULTS: Findings highlighted a substantial mentorship experience gap, with 74% of respondents engaging in mostly informal mentorship, predominantly centered on surgical training. Notably, mentorship among early-career surgeons and trainees was less reported, uncovering a significant early-career gap. Female surgeons, representing a minority within respondents, reported a disproportionately poorer access to mentorship. Moreover, while respondents recognized the importance of NTS, these were inadequately addressed in current mentorship practices. The current mentorship input of surgical societies, like ESTES, is viewed as insufficient, with a call for structured programs and initiatives such as traveling fellowships and remote mentoring.
CONCLUSIONS: Our survey underscores critical gaps in the current mentorship landscape for trauma and EGS in Europe, particularly for early-career and female surgeons. A clear need exists for more formalized, inclusive mentorship programs that adequately cover both technical and non-technical skills. ESTES could play a pivotal role in addressing these gaps through structured interventions, fostering a more supportive, inclusive, and well-rounded surgical community.

UNASSIGNED: Mentoring is recommended as a method to assist nurses in developing their leadership roles. Support and mentorship of nursing managers can yield positive results for their organisations because of the leadership quality. The lack of mentorship programmes for newly appointed facility managers has an impact on the management of the facilities.
UNASSIGNED: This study aims to explore and describe how facility managers experience mentorship at primary health care (PHC) facilities.
UNASSIGNED: Participants were drawn from 11 different PHC facilities falling under the three sub-districts: Emfuleni, mid-Vaal and Lesedi.
UNASSIGNED: A qualitative exploratory and descriptive research design was employed to achieve the study objectives. A non-probability purposive sampling method was used to select the facility managers from three sub-districts; a signed informed consent to participate in the study was obtained from each participant. A semi-structured interview guide was used to interview purposively selected facility managers. The interviews were audio recorded and subsequently transcribed verbatim. Data were analysed using the content analysis method. Rigour was ensured, and ethical principles measures were applied.
UNASSIGNED: Four themes emerged from the results: the experiences on mentorship, views on mentorship, barriers to mentorship and mentorship improvement strategies.
UNASSIGNED: The study found that there was a lack of formal mentoring in the district, and there is a need for benchmarking and the development of a formal mentorship programme.
UNASSIGNED: The results could be useful in identifying gaps, making recommendations to nursing management and future research. They could further broaden insight into the mentoring needs of facility managers.

Community outreach is an established method for organizations to interact with the community. It is often done to help improve the community and its members by providing resources and educational opportunities. A growing crisis facing the United States of America is a worsening physician shortage, which will negatively impact many across the nation, especially vulnerable communities. The Student-to-Student organization offers a novel approach to community outreach by helping introduce and inspire high school students and young adults to pursue medicine. The organization is run by medical students and supervised by the College of Medicine faculty. It offers students from local high schools, community colleges, and undergraduate universities the opportunity to visit the medical college, where they can explore human anatomy and discuss the different facets of medicine and medical education with current medical students. This experience provides medical students with the ability to refine their public speaking abilities, gain leadership experience, improve their professional identity, and be involved in meaningful community outreach. These attributes also serve to enhance medical student residency applications at a time when uncertainties abound in the aftermath of Step One becoming pass/fail. The organization has run continuously since 1987 (except for one year during the COVID-19 pandemic). It has evolved over the years to become a high-performing organization that provides more than 80 tours yearly to thousands of students from the surrounding communities. This article aims to provide a detailed description of the history, organization, and impact of the Student-to-Student organization so that other medical students have a framework for implementing a similar program at their institution.

UNASSIGNED: Most medical schools offer students the opportunity to conduct independent research projects in order to learn about evidence-based medicine. This study aimed to explore the experience of students, graduates, and supervisors during an independent research project through the lens of self-directed learning.
UNASSIGNED: Students and recent graduates were asked to complete an anonymous survey about their experiences. Semi-structured interviews were also conducted with a purposeful sample of 11 students, 14 graduates, and 25 supervisors. Interviews were recorded and transcribed. An inductive thematic analysis was conducted and themes were refined through the lens of self-directed learning.
UNASSIGNED: Most participants agreed that the independent research project could enable students to develop valuable self-directed learning skills. Participants commented on the importance of the research mentor, faculty support structures, and membership of a research team. Participants who were not well supported described feeling distressed and isolated.
UNASSIGNED: Medical student involvement in independent research projects can develop self-directed learning skills in the presence of a one-to-one mentoring relationship with a research supervisor, structured guidelines and support from the faculty, and membership of a research team. The development of self-directed learning skills should be part of the learning outcomes of any independent student research project.
UNASSIGNED: The online version contains supplementary material available at 10.1007/s40670-024-02054-4.

暂无摘要。

The importance of mentorships in medical education and neurosurgery is highly attributed to the support and encouragement of the advances and learning opportunities for medical students and junior neurosurgeons. Planning a mentorship program according to the target audience offers to satisfy different interests and enhance education. One of the main issues with most of the already implemented programs is the sustainability and inability to maintain continuous cycles of mentorship, which have a negative impact and have led to an interrupted pattern of learning which eventually leads to a decline in the engagement of participants and loss of interest. This problem is most pronounced in war-torn countries, with Iraq as an example, where external circumstances lead to an arrest in the educational process and a depletion of the resources useful for such programs and training courses. This paper aims to address the main pathways essential in planning a sustainable mentorship program in a war-torn country by highlighting our experience in maintaining an ongoing mentorship with nine consecutive courses over the last 6 years in Iraq.

BACKGROUND: Certification in infection control (CIC) is a standardized indicator of the knowledge and competencies essential for effective infection prevention practice. Evidence measuring success of training programs for certfication in infection control is limited.
METHODS: From 2017 through 2023, 51 novice infection preventionists (IPs) were enrolled in a training program that combined didactic learning, application of knowledge in practice, and mentorship from advanced-practice and near-peer IPs. Participants were tracked through completion of certification examination and pass rates were compared with rates for 2023 CIC candidates.
RESULTS: All participants engaged in the training program attempted the CIC examination. The training group had a pass rate of 98%. This is 27% higher than the most recent rate published by Certification Board of Infection Control and Epidemiology (CBIC) of 71%.
CONCLUSIONS: Participants were significantly more likely to pass the CIC exam on the first try, showing that a supported, competency-based training program can be successful in supporting novice IPs in certification success.
CONCLUSIONS: Building foundational knowledge on key concepts in infection prevention and control and enhancing learning through supervised, direct application of skills improves CIC certification exam pass rates and supports progression of early career IPs to more independent practice.