- Email: [email protected]
Mentorship in dermatology
Mentorship in dermatology Collin M. Blattner, DO,a Karsten Johnson, DO,a and John Young III, MDb Corvallis and Salem, Oregon Key words: education; medical students; mentorship; personal stories; research; resident satisfaction.
entorship is an important part of becoming a physician. Mentors provide invaluable teaching and advice, and act as role models. Physicians who received mentorship are more likely to experience enhanced personal and professional development.1 They are also more likely to engage in scholarly activity and demonstrate increased interest and productivity in the form of posters and manuscripts.2 Students interested in dermatology should pursue research opportunities early in their undergraduate medical education. It is not uncommon for students to contact local dermatologists and those in academic settings to inquire about shadowing and research opportunities. These physicians should be thought of as prospective mentors. If you are fortunate enough to be given a project, complete it in a timely manner, ensure the work is grammatically sound, and establish clear expectations to decrease the risk of miscommunication. Common mistakes include failing to provide a cover letter, title page, and references in the correct format for publication. Being conscientious leaves a good impression and leads to more opportunities. After finding a mentor, it is important to respect time constraints and ground rules should be agreed upon early. Talking over the telephone or communication via e-mail is often needed for relationships to thrive. Students should be aware of a mentor’s practice, research, and family responsibilities. Most importantly, both parties should have a mutual respect for the other. As an added benefit, previous studies have reported enhanced teaching on the part of the mentor that may be fostered by mentore mentee relationships.1 Multiple studies have documented that a significant number of young physicians do not have a mentor through training and their early career.3-5 Students who receive direct mentorship are more
M
likely to incorporate research or scholarly based activity into their career.6 This leads to an appreciation of evidence-based medicine, which makes physicians more likely to incorporate this into practice.3 Moreover, the process of writing and publishing promotes essential critical thinking skills. Mentorship opportunities for dermatology residents are needed. Most dermatology residencies are small, which poses a unique challenge when trying to develop numerous areas of interest. A technologydriven solution to the problem is long-distance mentoring that can be as simple as an e-mail exchange and a monthly telephone or video call.7 Mentorship is associated with increased resident satisfaction during training and can positively impact both mentor and mentee.8 Numerous organizations have established programs to support the next generation of dermatologists (Table I). Dr John Young III, Program Director of Silver Falls Dermatology in Oregon, recently recounted some of his experiences as a mentee and mentor. There were 2 influential mentors in his early career; ‘‘the first was Dr Dirk Elston, who embodied a vast amount of knowledge and had the ability to share it in a positive, easy-to-understand manner.’’ Dr Elston was known to say that, ‘‘It doesn’t matter if you’ve never seen it, you need to know it.’’ In dermatology this is especially important because many diseases may never be encountered but must be mastered. His second mentor was Dr Ronald Grimwood who ‘‘exemplified an aura of statesmanship, expertise, and humility.’’ His approach to teaching ‘‘left one feeling calm, informed, and curious.’’ By combining what he learned from his mentors, Dr Young takes a historical perspective when teaching to increase retention through positive reinforcement. In conclusion, mentors leave a legacy that can be passed on to future generations of dermatologists.
From the Good Samaritan Regional Medical Center, Corvallis, a and Silver Falls Dermatology, Salem.b Funding sources: None. Conflicts of interest: None declared. Reprint requests: John Young III, MD, 1793 13th St SE, Salem, OR 97302. E-mail: [email protected].
J Am Acad Dermatol 2015;73:1067-71. 0190-9622/$36.00 Ó 2015 by the American Academy of Dermatology, Inc. http://dx.doi.org/10.1016/j.jaad.2015.09.036
1067
Sponsoring society
Program
AAD
Diversity Mentorship Program
AAD
JAAD Editorial Mentorship Program
AAD
ADLP
MDS
MDS Mentorship Program
Description and goals
Contact
First- through fourth-year medical students who are considered to be underrepresented in dermatology
Tina Matillano [email protected]
Must be a member of AAD in good standing and \10 y since completing residency or fellowship
Jaime Campbell-Kraus jcampbellkraus@ aad.org
Early-career dermatologists (within 8 y of completion of residency training)
Jaime Campbell-Kraus jcampbellkraus@ aad.org
Residents, postdermatology residency fellows, and junior faculty
Robyn Cipolletti [email protected]
DECEMBER 2015
J AM ACAD DERMATOL
Offers 160 h of mentorship during the course of 1 mo of hands-on exposure to students who are interested in learning more about the specialty of dermatology through a one-on-one mentorship experience with a dermatologist of the student’s choice Designed for young physicians who are interested in developing critical appraisal and editorial skills. The program lasts 1 y, beginning and ending with the AAD Annual Meeting. Mentees review up to 12 manuscripts during the 1-y program. Program participants are expected to complete an evaluation upon completion of the program Year-long program available to assist academic dermatologists who have expressed a strong commitment to the field and are recognized as emerging leaders in academic dermatology. ADLP provides management and leadership training for the academic career path and includes the Leadership Forum, other on-site leadership training sessions, and the opportunity to work with a mentor for the year Foster interest in careers in medical dermatology, especially in the care of patients with serious dermatologic disease. Participants spend 1 mo at an institution under the direction of a senior MDS member. Provides up to $2000 for direct expense reimbursement
Target demographic
1068 Blattner, Johnson, and Young
Table I. List of dermatology leadership and mentorship programs
J AM ACAD DERMATOL
VOLUME 73, NUMBER 6
Third- and fourth-year medical students
[email protected]
Dermatology residents and junior faculty #5 y out of training at North American institutions; either the mentor or mentee must be a woman
[email protected]
Dermatology and pathology residents
Maggie Substalae [email protected]
ASDS members and graduating residents
[email protected]
Continued
Blattner, Johnson, and Young 1069
MDS-DIGA Medical Student Matches students with dermatology MDS in Mentorship Program faculty members at the same partnership institution as the student’s scheduled with DIGA away rotation. Faculty is member of the MDS and has agreed in advance to serve as mentors for those medical students rotating through the faculty’s home dermatology department. Program offers medical students an additional opportunity to develop meaningful relationships with practicing dermatologists and maximize the benefit of their away rotations at outside institutions WDS WDS Mentorship Promote the concept of mentorship Award Program within the WDS by establishing longterm relationships between mentors and mentees. Enable mentoring relationships that might not otherwise be possible because of distance or funding availability. The program helps develop leadership potential in candidates who have shown early promise through activities that enhance contributions to dermatology and medicine. Provides up to $2000 expense reimbursement ASDP Mentorship awards in Enable young dermatologists and dermatopathology pathologists to acquire additional skills in dermatopathology that will further their careers by studying with a dermatopathology mentor. Provides up to $1500 expense reimbursement for 2-wk experience ASDS ASDS Preceptorship Provides opportunity to visit the practice Program of an established dermatologic surgeon, advance skills in core areas of practice, and acquire new surgical skills. Enhance and complement surgical skills of young dermatologists in surgical procedures, especially those
Sponsoring society
Program
ASDS
ASDS International Traveling Mentorship Program
NAHRS
NAHRS Mentorship Program
Description and goals
Target demographic
not predominantly emphasized in residency or fellowship. Provides ASDS members, who serve as preceptors, the opportunity to share dermatologic surgery skills through mentoring ASDS members and graduating Enhance the exchange of information residents and body of knowledge of dermatologic surgery between the United States and the international community of dermatologic surgeons. ASDS allows dermatologic surgeons to visit a host institution in another country or host a dermatologic surgeon from another country for a defined period of teaching, surgical experience, and professional interaction. Promotes the sharing of ideas, techniques, and skills to advance dermatologic surgery internationally. Provides up to $1500 for expense reimbursement Support short-term projects that enable Scientissts-in-training, dermatology and pathology residents, or mentees to learn about hair disease dermatopathology fellows or junior with researchers experienced in faculty; both mentor and applicant investigation, diagnosis, and treatment must be members of NAHRS of hair disorders. The focus of the program is on establishing a mentorship relationship. Provides grants up to $3000
Contact
Vanessa Spinnato [email protected]
1070 Blattner, Johnson, and Young
Table I. Cont’d
[email protected]
DECEMBER 2015
J AM ACAD DERMATOL
AAD, American Academy of Dermatology; ADLP, Academic Dermatology Leadership Program; ASDP, American Society for Dermatopathology; ASDS, American Society for Dermatologic Surgery; DIGA, Dermatology Interest Group Association; JAAD, Journal of the American Academy of Dermatology; MDS, Medical Dermatology Society; NAHRS, National Alopecia Hair and Research Society; WDS, Women’s Dermatologic Society.
J AM ACAD DERMATOL VOLUME 73, NUMBER 6
Dermatologists should strive for excellence and remember that no other accomplishment trumps the achievement of successful human relationships. REFERENCES 1. Stenfors-Hayes T, Kalen S, Hult H, Dahlgren LO, Hindbeck H, Ponzer S. Being a mentor for undergraduate medical students enhances personal and professional development. Med Teach. 2010;32(2):148-153. 2. Miller S, Fulton J, Mostow E. Integrating structured learning and scholarly activities into clerkship rotations: a win-win for students and preceptors. Adv Wound Care (New Rochelle). 2014;3(5):400-403. 3. Sambunjak D, Straus SE, Marusic A. Mentoring in academic medicine: a systematic review. JAMA. 2006;296:1103-1115.
Blattner, Johnson, and Young 1071
4. Ramanan RA, Taylor WC, Davis RB, Phillips RS. Mentoring matters. Mentoring and career preparation in internal medicine training. J Gen Intern Med. 2006;21:340-345. 5. Freiman A, Barzilai DA, Barankin B, Natsheh A, Shear NH. National appraisal of dermatology residency training: a Canadian study. Arch Dermatol. 2005;141:1100-1104. 6. Sreedharan J. Introduction of a research component in the undergraduate medical curriculumereview of a trend. Nepal J Epidemiol. 2012;2(3):200-204. 7. Kim CC, Kim EJ, Curiel-Lewandrowski C, Marks V, Maloney M, Frieden IJ. A model in dermatology for long-distance mentoring. J Am Acad Dermatol. 2013;68(5):860-862. 8. Freeman SR, Greene RE, Kimball AB, et al. US dermatology residents’ satisfaction with training and mentoring: survey results from the 2005 and 2006 Las Vegas Dermatology Seminars. Arch Dermatol. 2008;144(7):896-900.
entorship is an important part of becoming a physician. Mentors provide invaluable teaching and advice, and act as role models. Physicians who received mentorship are more likely to experience enhanced personal and professional development.1 They are also more likely to engage in scholarly activity and demonstrate increased interest and productivity in the form of posters and manuscripts.2 Students interested in dermatology should pursue research opportunities early in their undergraduate medical education. It is not uncommon for students to contact local dermatologists and those in academic settings to inquire about shadowing and research opportunities. These physicians should be thought of as prospective mentors. If you are fortunate enough to be given a project, complete it in a timely manner, ensure the work is grammatically sound, and establish clear expectations to decrease the risk of miscommunication. Common mistakes include failing to provide a cover letter, title page, and references in the correct format for publication. Being conscientious leaves a good impression and leads to more opportunities. After finding a mentor, it is important to respect time constraints and ground rules should be agreed upon early. Talking over the telephone or communication via e-mail is often needed for relationships to thrive. Students should be aware of a mentor’s practice, research, and family responsibilities. Most importantly, both parties should have a mutual respect for the other. As an added benefit, previous studies have reported enhanced teaching on the part of the mentor that may be fostered by mentore mentee relationships.1 Multiple studies have documented that a significant number of young physicians do not have a mentor through training and their early career.3-5 Students who receive direct mentorship are more
M
likely to incorporate research or scholarly based activity into their career.6 This leads to an appreciation of evidence-based medicine, which makes physicians more likely to incorporate this into practice.3 Moreover, the process of writing and publishing promotes essential critical thinking skills. Mentorship opportunities for dermatology residents are needed. Most dermatology residencies are small, which poses a unique challenge when trying to develop numerous areas of interest. A technologydriven solution to the problem is long-distance mentoring that can be as simple as an e-mail exchange and a monthly telephone or video call.7 Mentorship is associated with increased resident satisfaction during training and can positively impact both mentor and mentee.8 Numerous organizations have established programs to support the next generation of dermatologists (Table I). Dr John Young III, Program Director of Silver Falls Dermatology in Oregon, recently recounted some of his experiences as a mentee and mentor. There were 2 influential mentors in his early career; ‘‘the first was Dr Dirk Elston, who embodied a vast amount of knowledge and had the ability to share it in a positive, easy-to-understand manner.’’ Dr Elston was known to say that, ‘‘It doesn’t matter if you’ve never seen it, you need to know it.’’ In dermatology this is especially important because many diseases may never be encountered but must be mastered. His second mentor was Dr Ronald Grimwood who ‘‘exemplified an aura of statesmanship, expertise, and humility.’’ His approach to teaching ‘‘left one feeling calm, informed, and curious.’’ By combining what he learned from his mentors, Dr Young takes a historical perspective when teaching to increase retention through positive reinforcement. In conclusion, mentors leave a legacy that can be passed on to future generations of dermatologists.
From the Good Samaritan Regional Medical Center, Corvallis, a and Silver Falls Dermatology, Salem.b Funding sources: None. Conflicts of interest: None declared. Reprint requests: John Young III, MD, 1793 13th St SE, Salem, OR 97302. E-mail: [email protected].
J Am Acad Dermatol 2015;73:1067-71. 0190-9622/$36.00 Ó 2015 by the American Academy of Dermatology, Inc. http://dx.doi.org/10.1016/j.jaad.2015.09.036
1067
Sponsoring society
Program
AAD
Diversity Mentorship Program
AAD
JAAD Editorial Mentorship Program
AAD
ADLP
MDS
MDS Mentorship Program
Description and goals
Contact
First- through fourth-year medical students who are considered to be underrepresented in dermatology
Tina Matillano [email protected]
Must be a member of AAD in good standing and \10 y since completing residency or fellowship
Jaime Campbell-Kraus jcampbellkraus@ aad.org
Early-career dermatologists (within 8 y of completion of residency training)
Jaime Campbell-Kraus jcampbellkraus@ aad.org
Residents, postdermatology residency fellows, and junior faculty
Robyn Cipolletti [email protected]
DECEMBER 2015
J AM ACAD DERMATOL
Offers 160 h of mentorship during the course of 1 mo of hands-on exposure to students who are interested in learning more about the specialty of dermatology through a one-on-one mentorship experience with a dermatologist of the student’s choice Designed for young physicians who are interested in developing critical appraisal and editorial skills. The program lasts 1 y, beginning and ending with the AAD Annual Meeting. Mentees review up to 12 manuscripts during the 1-y program. Program participants are expected to complete an evaluation upon completion of the program Year-long program available to assist academic dermatologists who have expressed a strong commitment to the field and are recognized as emerging leaders in academic dermatology. ADLP provides management and leadership training for the academic career path and includes the Leadership Forum, other on-site leadership training sessions, and the opportunity to work with a mentor for the year Foster interest in careers in medical dermatology, especially in the care of patients with serious dermatologic disease. Participants spend 1 mo at an institution under the direction of a senior MDS member. Provides up to $2000 for direct expense reimbursement
Target demographic
1068 Blattner, Johnson, and Young
Table I. List of dermatology leadership and mentorship programs
J AM ACAD DERMATOL
VOLUME 73, NUMBER 6
Third- and fourth-year medical students
[email protected]
Dermatology residents and junior faculty #5 y out of training at North American institutions; either the mentor or mentee must be a woman
[email protected]
Dermatology and pathology residents
Maggie Substalae [email protected]
ASDS members and graduating residents
[email protected]
Continued
Blattner, Johnson, and Young 1069
MDS-DIGA Medical Student Matches students with dermatology MDS in Mentorship Program faculty members at the same partnership institution as the student’s scheduled with DIGA away rotation. Faculty is member of the MDS and has agreed in advance to serve as mentors for those medical students rotating through the faculty’s home dermatology department. Program offers medical students an additional opportunity to develop meaningful relationships with practicing dermatologists and maximize the benefit of their away rotations at outside institutions WDS WDS Mentorship Promote the concept of mentorship Award Program within the WDS by establishing longterm relationships between mentors and mentees. Enable mentoring relationships that might not otherwise be possible because of distance or funding availability. The program helps develop leadership potential in candidates who have shown early promise through activities that enhance contributions to dermatology and medicine. Provides up to $2000 expense reimbursement ASDP Mentorship awards in Enable young dermatologists and dermatopathology pathologists to acquire additional skills in dermatopathology that will further their careers by studying with a dermatopathology mentor. Provides up to $1500 expense reimbursement for 2-wk experience ASDS ASDS Preceptorship Provides opportunity to visit the practice Program of an established dermatologic surgeon, advance skills in core areas of practice, and acquire new surgical skills. Enhance and complement surgical skills of young dermatologists in surgical procedures, especially those
Sponsoring society
Program
ASDS
ASDS International Traveling Mentorship Program
NAHRS
NAHRS Mentorship Program
Description and goals
Target demographic
not predominantly emphasized in residency or fellowship. Provides ASDS members, who serve as preceptors, the opportunity to share dermatologic surgery skills through mentoring ASDS members and graduating Enhance the exchange of information residents and body of knowledge of dermatologic surgery between the United States and the international community of dermatologic surgeons. ASDS allows dermatologic surgeons to visit a host institution in another country or host a dermatologic surgeon from another country for a defined period of teaching, surgical experience, and professional interaction. Promotes the sharing of ideas, techniques, and skills to advance dermatologic surgery internationally. Provides up to $1500 for expense reimbursement Support short-term projects that enable Scientissts-in-training, dermatology and pathology residents, or mentees to learn about hair disease dermatopathology fellows or junior with researchers experienced in faculty; both mentor and applicant investigation, diagnosis, and treatment must be members of NAHRS of hair disorders. The focus of the program is on establishing a mentorship relationship. Provides grants up to $3000
Contact
Vanessa Spinnato [email protected]
1070 Blattner, Johnson, and Young
Table I. Cont’d
[email protected]
DECEMBER 2015
J AM ACAD DERMATOL
AAD, American Academy of Dermatology; ADLP, Academic Dermatology Leadership Program; ASDP, American Society for Dermatopathology; ASDS, American Society for Dermatologic Surgery; DIGA, Dermatology Interest Group Association; JAAD, Journal of the American Academy of Dermatology; MDS, Medical Dermatology Society; NAHRS, National Alopecia Hair and Research Society; WDS, Women’s Dermatologic Society.
J AM ACAD DERMATOL VOLUME 73, NUMBER 6
Dermatologists should strive for excellence and remember that no other accomplishment trumps the achievement of successful human relationships. REFERENCES 1. Stenfors-Hayes T, Kalen S, Hult H, Dahlgren LO, Hindbeck H, Ponzer S. Being a mentor for undergraduate medical students enhances personal and professional development. Med Teach. 2010;32(2):148-153. 2. Miller S, Fulton J, Mostow E. Integrating structured learning and scholarly activities into clerkship rotations: a win-win for students and preceptors. Adv Wound Care (New Rochelle). 2014;3(5):400-403. 3. Sambunjak D, Straus SE, Marusic A. Mentoring in academic medicine: a systematic review. JAMA. 2006;296:1103-1115.
Blattner, Johnson, and Young 1071
4. Ramanan RA, Taylor WC, Davis RB, Phillips RS. Mentoring matters. Mentoring and career preparation in internal medicine training. J Gen Intern Med. 2006;21:340-345. 5. Freiman A, Barzilai DA, Barankin B, Natsheh A, Shear NH. National appraisal of dermatology residency training: a Canadian study. Arch Dermatol. 2005;141:1100-1104. 6. Sreedharan J. Introduction of a research component in the undergraduate medical curriculumereview of a trend. Nepal J Epidemiol. 2012;2(3):200-204. 7. Kim CC, Kim EJ, Curiel-Lewandrowski C, Marks V, Maloney M, Frieden IJ. A model in dermatology for long-distance mentoring. J Am Acad Dermatol. 2013;68(5):860-862. 8. Freeman SR, Greene RE, Kimball AB, et al. US dermatology residents’ satisfaction with training and mentoring: survey results from the 2005 and 2006 Las Vegas Dermatology Seminars. Arch Dermatol. 2008;144(7):896-900.