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Search Results for Mentorship
Abstract Number: 133
Hospital Medicine 2019, March 24-27, National Harbor, Md.
Background: The field of hospital medicine has grown rapidly since its inception over 20 years ago. In addition to providing vital clinical care, many hospitalists are also engaged in (or interested in pursuing) academic activities such as quality improvement (QI), medical education, clinical research, informatics and innovation, and global health. Mentorship from more senior academic […]
Abstract Number: 230
SHM Converge 2021
Background: The charge of the Society of Hospital Medicine’s (SHM) Physicians in Training (PIT) Committee is to enhance medical student and resident engagement in the practice of hospital medicine and to prepare trainees and early-career hospitalists for key transitions in their hospital medicine careers. The SHM Resident and Student Special Interest Group (SIG) aims to […]
Abstract Number: 317
SHM Converge 2023
Background: Clinical case vignettes (CCVs) help trainees develop academic writing and conference presentation skills while learning clinical reasoning and diagnostic approaches. For hospitalists, CCVs provide academic meeting involvement, scholarly activity, and mentor relationships. Both groups face submission barriers. Heavy clinical burdens may limit hospitalists writing time, whereas students lack case exposure, clinical knowledge and writing […]
Abstract Number: 335
SHM Converge 2024
Background: Coaching and mentorship programs for new hospitalists can help support early career development. However, new faculty may need additional real-time support as they attend on service for the first time. This may be particularly useful on the teaching service given the unique challenges new faculty may face, such as developing teaching points, providing feedback […]
Abstract Number: 341
SHM Converge 2024
Background: Previous research describes different models for mentorship of new hospitalists, however, most of these models are geared towards development in research, education or quality improvement skills. There is scarce work describing programs promoting the clinical development of new hospitalists. New hospitalists may face cases that are complex due to clinical, social, or administrative challenges […]
Abstract Number: 342
SHM Converge 2023
Background: 83.3% of Hospital Medicine (HM) groups employ Advanced Practice Providers (APPs).1 However, per a study in Journal of Hospital Medicine APPs are less frequently involved (< 50%) in teaching, research, QI and leadership training suggesting underutilization of APPs in these realms.2 Furthermore, according to 2021 NCCPA data 40.2% of PAs identified professional burnout influenced […]
Abstract Number: 355
Hospital Medicine 2020, Virtual Competition
Background: Onboarding for new hospitalist attendings tends to focus heavily on local systems practices, such as the electronic health record, how to engage consultants, and billing in order to ensure clinical functionality. This orientation tends to be impersonal and deficient in the essential skills for a long and fulfilling career in hospital medicine. The importance […]
Abstract Number: 374
SHM Converge 2023
Background: Scholarship is crucial in academic medicine. However, most URiM medical students don’t feel prepared to engage in scholarly activity, especially due to lack of mentorship. The URiM Mentorship Platform is a peer mentoring platform at the Medical College of Wisconsin (MCW), designed to organize collaborative networks and interactions between students and faculty with common […]
Abstract Number: A21
SHM Converge 2022
Background: Mentorship has long been an impactful process in the training of medical students and physicians. It is apparent that young professionals benefit from mentorship, but how to maximize this benefit is unknown. We elected to approach the revitalization of our mentorship program through a 6-month human centered design (HCD) project to form a curriculum […]
Abstract Number: B20
SHM Converge 2022
Background: Mentorship and sponsorship (a relationship of professional support and endorsement) are both teachable and learnable skills that are crucial for medical faculties to have in academic medicine. Unfortunately, these skills are rarely formally taught or measured as part of faculty development. Medical education has started to incorporate more structured mentoring (typically by assigning each […]