282 - Understanding Faculty Participation as a Scholarship Mentor for Pediatric Residents: A Qualitative Approach

Poster Number: 282
Publication Number: 282.420

Virginia A. Lane, Wake Forest School of Medicine of Wake Forest Baptist Medical Center, Winston Salem, NC, United States; Laurie W. Albertini, Wake Forest School of Medicine of Wake Forest Baptist Medical Center, Winston Salem, NC, United States; Jeanna Auriemma, Wake Forest School of Medicine of Wake Forest Baptist Medical Center, Winston-Salem, NC, United States; John Darby, Wake Forest School of Medicine of Wake Forest Baptist Medical Center, WINSTON SALEM, NC, United States; Shannon G. Hanson, Wake Forest Baptist Health - Brenner Children's Hospital, Winston Salem, NC, United States; Kimberly Montez, Wake Forest School of Medicine, Winston-Salem, NC, United States; Thomas B. Russell, Wake Forest Baptist Health - Brenner Children's Hospital, Winston Salem, NC, United States; Elizabeth E. Halvorson, Wake Forest School of Medicine of Wake Forest Baptist Medical Center, Winston-Salem, NC, United States

Background: Participation in scholarship is a requirement of pediatric residency training; however, a lack of faculty mentors may be a barrier to meeting this requirement. Programs based on self-determination theory, which focus on increasing competence, autonomy, and relatedness, have improved resident participation in scholarship. Little is known about potential faculty motivators or benefits to participation, which could inform future efforts to recruit scholarship mentors.

Objective: To better understand the role of a scholarship mentor and pediatric faculty perceptions of barriers, motivators, and benefits to participation in this role.

Design/Methods: This qualitative study included semi-structured key informant interviews conducted with faculty in a medium-sized pediatric residency program. We used purposive sampling to ensure representation from faculty who did and did not serve as scholarship mentors. We collected basic demographic and academic data on participants. Self-determination theory-informed our interview guide. Interviews were recorded via video conference, transcribed verbatim, and coded using an inductive approach by at least two research members. We used grounded theory methodology to identify themes. We continued interviewing until we achieved thematic saturation.

Results: We enrolled 20 faculty; 9 (45%) mentored a resident scholarly project within the past 3 years (see Table 1). We identified the following themes: 1) Roles of mentor and mentee vary based on their experiences, backgrounds, and skillsets; 2) Failings, feelings, and fulfillment affect the mentor-mentee dyad; 3) Residency scholarship programs are one of many institutional/third-party factors affecting mentor-mentee dyads; 4) Mentor and mentee autonomy are impacted by clinical and training demands, and 5) Multiple relationship and communication styles contribute to a sense of relatedness for the mentor and mentee (see Table 2).Conclusion(s): Self-determination theory may help programs understand faculty motivations and abilities to participate as a scholarship mentor and could guide efforts to improve mentor recruitment. Future studies will investigate quantitative outcomes of participation as a mentor, including publications and academic promotion.
Virginia Lane CV Jan 2022Virginia Lane CV Jan 2022.pdf
Table 2: Representative Quotes by ThemeHere is a table presenting our five themes and a selection of representative quotations from our transcripts.