Nykiel-Bailey Sydney, Burrows Kathryn, Szafarowicz Bianca E, Moquin Rachel
Department of Anesthesiology, Washington University School of Medicine, 660 S Euclid Avenue, Saint Louis, MO, United States, 1 3149565620.
National Coalition of Independent Scholars, Independent Scholar 432 Division, Oregan City, OR, United States.
JMIR Med Educ. 2025 Jan 21;11:e60255. doi: 10.2196/60255.
Mentoring, advising, and coaching are essential components of resident education and professional development. Despite their importance, there is limited literature exploring how anesthesiology faculty perceive these practices and their role in supporting residents.
This study aims to investigate anesthesiology faculty perspectives on the significance, implantation strategies, and challenges associated with mentorship, advising, and coaching in resident education.
A comprehensive survey was administrated to 93 anesthesiology faculty members at Washington University School of Medicine. The survey incorporated quantitative Likert-scale questions and qualitative short-answer responses to assess faculty perceptions of the value, preferred formats, essential skills, and capacity for fulfilling multiple roles in these support practices. Additional areas of focus included the impact of staffing shortages, training requirements, and the potential of these practices to enhance faculty recruitment and retention.
The response rate was 44% (n=41). Mentoring was identified as the most important aspect, with 88% (n=36) of faculty respondents indicating its significance, followed by coaching, which was highlighted by 78% (n=32) of respondents. The majority felt 1 faculty member can effectively hold multiple roles for a given trainee. The respondents desired additional training for roles and found roles to be rewarding. All roles were seen as facilitating recruitment and retention. Barriers included faculty burnout; confusion between roles; time constraints; and desire for specialized training, especially in coaching skills.
Implementing structured mentoring, advising, and coaching can profoundly impact resident education but requires role clarity, protected time, culture change, leadership buy-in, and faculty development. Targeted training and operational investments could enable programs to actualize immense benefits from high-quality resident support modalities. Respondents emphasized that resident needs evolve over time, necessitating flexibility in appropriate faculty guidance. While coaching demands unique skills, advising hinges on expertise and mentoring depends on relationship-building. Systematic frameworks of coaching, mentoring, and advising programs could unlock immense potential. However, realizing this vision demands surmounting barriers such as burnout, productivity pressures, confusion about logistics, and culture change. Ultimately, prioritizing resident support through high-quality personalized guidance can recenter graduate medical education.
指导、建议和辅导是住院医师教育和职业发展的重要组成部分。尽管它们很重要，但探索麻醉学教员如何看待这些实践及其在支持住院医师方面的作用的文献有限。
本研究旨在调查麻醉学教员对住院医师教育中指导、建议和辅导的重要性、实施策略及挑战的看法。
对华盛顿大学医学院的93名麻醉学教员进行了一项全面调查。该调查包括定量的李克特量表问题和定性的简短回答，以评估教员对这些支持实践的价值、首选形式、基本技能以及履行多种角色的能力的看法。其他关注领域包括人员短缺的影响、培训要求以及这些实践在提高教员招聘和留用方面的潜力。
回复率为44%（n = 41）。指导被认为是最重要的方面，88%（n = 36）的教员受访者表示其重要性，其次是辅导，78%（n = 32）的受访者强调了辅导的重要性。大多数人认为一名教员可以有效地为一名特定学员承担多个角色。受访者希望获得关于这些角色的额外培训，并认为这些角色很有意义。所有角色都被视为有助于招聘和留用。障碍包括教员倦怠；角色混淆；时间限制；以及对专门培训的需求，尤其是辅导技能方面的培训。
实施结构化的指导、建议和辅导可以对住院医师教育产生深远影响，但需要明确角色、留出专门时间、改变文化、获得领导层支持以及教员发展。有针对性的培训和运营投资可以使项目从高质量的住院医师支持模式中实现巨大收益。受访者强调住院医师的需求会随着时间而变化，因此在适当的教员指导方面需要灵活性。虽然辅导需要独特的技能，但建议取决于专业知识，而指导则依赖于建立关系。辅导、指导和建议项目的系统框架可以释放巨大潜力。然而，要实现这一愿景需要克服诸如倦怠、生产力压力、后勤混乱和文化变革等障碍。最终，通过高质量的个性化指导优先考虑住院医师支持可以使毕业后医学教育回归核心。
