Department of Orthopedic Surgery, Wake Forest Baptist Health, Winston-Salem, North Carolina.
Department of Orthopedic Surgery, University of Colorado Health, Memorial North Hospital, Colorado Springs, Colorado.
J Surg Educ. 2021 Sep-Oct;78(5):1735-1754. doi: 10.1016/j.jsurg.2021.01.018. Epub 2021 Feb 23.
While mentorship remains important in orthopedic training, few studies have delineated specific priorities for creating successful mentorship programs and reciprocal satisfaction among contemporary trainees and faculty. The purpose of this study was to define beneficial mentor qualities along with specific mentee characteristics to facilitate improved mentoring relationships in orthopedic surgery.
This is a cross-sectional study with a 16 multi-item self-reported survey.
This study was conducted at 11 tertiary orthopedic surgery training programs during the 2017 American Orthopaedic Association (AOA) North American Traveling Fellowship Tour.
Eighty orthopedic resident trainees and 90 academic faculty members completed the survey.
Around 55.0% of residents and 48.9% of faculty acknowledged a formal mentorship program at their institution. Furthermore, 61.3% of residents and 61.1% of faculty reported having a current mentor. The top 3 qualities valued by residents were a mentor who modeled work-life balance, remained in touch with contemporary issues in training, and provided timely counseling. Faculty valued a mentor who accepted their goals and priorities, provided counseling, and enhanced exposure in their subspecialty. Surveyed faculty were more satisfied than their corresponding residents with how their mentor promoted them, enhanced their exposure, was a friend, and protected them from exploitative collaborations. Mentee participation was considered the most important variable for a successful mentor relationship, while mentee acknowledgement of their mentors was the least prioritized quality.
Faculty had a higher overall satisfaction with their mentoring relationships in orthopedic surgery. Residents reported more favorable results when their mentor was a role model of work-life balance. For optimal success, mentors identified active participation and openness to feedback as the most important quality for a mentee to display. These qualities contribute to a heightened sense of satisfaction among mentors and mentees and can be utilized to further guide development of both formal and informal programs for residents and faculty.
尽管指导在骨科培训中仍然很重要，但很少有研究详细阐述创建成功指导计划的具体重点以及当代学员和教师之间的相互满意度。本研究的目的是定义有益的导师素质以及特定学员特征，以促进骨科手术中更好的指导关系。
这是一项横断面研究，采用 16 项多项自我报告调查。
本研究在 2017 年美国矫形外科协会（AOA）北美巡回研究员奖学金之旅期间于 11 个三级骨科培训计划中进行。
80 名骨科住院医师学员和 90 名学术教师完成了调查。
约 55.0%的住院医师和 48.9%的教师承认其所在机构有正式的指导计划。此外，61.3%的住院医师和 61.1%的教师报告有当前的导师。住院医师最看重的前 3 项素质是：导师能模范地平衡工作与生活、与培训中的当代问题保持联系并提供及时的咨询；而教师则看重能接受其目标和优先事项、提供咨询并在其亚专业领域增加曝光度的导师。接受调查的教师对导师促进其发展、增加其曝光度、成为朋友以及保护其免受剥削性合作的满意度高于相应的住院医师。学员的参与被认为是成功导师关系的最重要变量，而学员对导师的认可则是最不重要的素质。
教师对其在骨科手术中的指导关系总体满意度更高。住院医师报告说，当他们的导师是工作与生活平衡的榜样时，结果更为有利。为了取得最佳成功，导师认为积极参与和对反馈持开放态度是学员最重要的素质。这些素质有助于提高导师和学员的满意度，并可用于进一步指导住院医师和教师的正式和非正式计划的发展。
