Evaluating the impact of a year-long external mentorship pilot program in classical hematology

Abstract

Effective mentorship is a pivotal factor in shaping the career trajectory of trainees interested in classical hematology (CH), which is of critical importance due to the anticipated decline in the CH workforce. However, there is a lack of mentorship opportunities within CH compared with medical oncology. To address this need, a year-long external mentorship program was implemented through the American Society of Hematology Medical Educators Institute. Thirty-five hematology/oncology fellows interested in CH and 34 academically productive faculty mentors from different institutions across North America were paired in a meticulous process that considered individual interests, experiences, and background. Pairs were expected to meet virtually once a month. Participation in a scholarly project was optional. A mixed-methods sequential explanatory design was used to evaluate the program using mentee and mentor surveys, a mentee interview, and a mentee focus group. Thirty-three mentee-mentor pairs (94.2%) completed the program. Sixty-three percent of mentee respondents worked on a scholarly project with their mentor; several mentees earned publications, grants, and awards. Mentee perception that their assigned mentor was a good match was associated with a perceived positive impact on confidence (P = .0423), career development (P = .0423), and professional identity (P = .0302). Furthermore, 23 mentees (66%) accepted CH faculty positions after fellowship. All mentor respondents believed that this program would increase retention in CH. This mentorship program demonstrates a productive, beneficial way of connecting mentees and mentors from different institutions to improve the careers of CH trainees, with the ultimate goal of increasing retention in CH.

Graphical abstract

Figure 1.

Mentee-mentor pairing. (A) Thirty-five mentees were paired with 34 mentors (1 mentor with 2 mentees). Each mentee was paired with a mentor outside of their current institution. Each blue triangle represents a mentee and is placed on the map according to the location of each mentee’s training institution at the time of the program. Each red circle represents a mentor and is placed on the map according to their place of employment at the time of the program. Each dotted black line connects a blue triangle with a red circle, representing the assigned mentee-mentor pairing. (B) Likert scale type items from the mentee 1-year survey (n = 32) and mentor 1-year survey (n = 27) that specifically assessed perception of pairing and frequency of communication were plotted on a stacked bar graph. (C) Frequency of meetings as reported by both mentees and mentors in the 1-year surveys are graphed. (D) Mentee and mentor responses from the 1-year survey question that assessed whether they had discussed continuing their mentoring relationship forward after the end of the program are graphed. (E) In the postprogram survey (n = 24) distributed 6 months after the completion of program, mentees were asked whether they had been in touch with their mentor at least once since the end of the program; their responses are displayed in the pie chart. Panel A was created with BioRender.com.

Figure 2.

Benefits of external mentorship pilot program. A. Stacked bar graphs represent mentee response to 5-point Likert scale type items in the 1-year survey (n = 32) to questions asking about the impact of program on academic productivity, networking, career development, and professional/personal identity. One item included on this chart was asked in the 6-month postprogram survey (n = 24). (B) Pie chart shows mentee response to 1-year survey (n = 32) question asking about scholarly project and status of deliverable product. (C) List of notable academic accomplishments earned by mentees through their work with their assigned mentor in this program. (D) Stacked bar graphs represent mentor response to 5-point Likert scale type items in 1-year survey (n = 27) assessing their perception of how helpful they were in finding networking opportunities and assisting with career development of mentees, as well as their overall experience in the program.