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Mentoring Increases Connectedness and Knowledge: A Cross-Sectional Evaluation of Two Programs in Child and Adolescent Psychiatry

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Abstract

Objective

The authors assess changes in knowledge and feeling connected to the field of child and adolescent psychiatry (CAP) after participation in a brief mentoring program held at two CAP conferences.

Methods

Similar mentorship programs were implemented at two CAP conferences, one national (N = 119 participants), one international (N = 53). The 4-day programs were part of larger travel awards, and included daily small group meetings consisting of a mode of two mentors and six participants. The authors created a survey with 40 quantitative questions designed to measure the change in participants’ perceptions related to the conference and mentoring program, and provided additional fields for narrative comments.

Results

Mean participant ratings were positive for all questions on the survey. Changes in connectedness were rated higher than those in knowledge. The highest mean ratings were related to feeling more connected to the host organization, to CAP, and to other program participants. Outcomes were similar between the two conferences, except for knowledge gained on research, which was higher among participants in the international meeting. Outcomes were similar across demographic variables, except for internationally trained participants rating higher on research knowledge, connectedness, and overall knowledge. Over 75% of participants felt they made a connection with their mentor bonded as a group, and learned new things about CAP and the host organization. A qualitative review of comments revealed several themes, including heightened importance of networking, increased awareness of the field, improved connectedness, a desire for trainee-focused events and mixed feelings about how much structure to provide within the mentorship experience.

Conclusion

A brief group-style mentoring program is logistically feasible within large conferences, and can result in broad positive impact for trainees. Future studies are warranted to determine if these programs have lasting effects on connectedness, career choice and career development.

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Authors and Affiliations

  1. University of Pittsburgh Medical Center, Pittsburgh, Pa., USA

    Michelle S. Horner D.O. &  Mary Ehmann M.A.

  2. University of California, Davis, Sacramento, Calif., USA

    Susan Milam Miller M.D.

  3. University of Vermont College of Medicine, Burlington, Vt., USA

    David C. Rettew M.D.,  Robert Althoff M.D., Ph.D. &  James J. Hudziak M.D.

  4. Yale Child Study Center, 230 South Frontage Rd., P.O. Box 207900, New Haven, Conn., 06520-7900, USA

    Andrés Martin M.D., M.P.H.

Authors
  1. Michelle S. Horner D.O.
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  2. Susan Milam Miller M.D.
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  3. David C. Rettew M.D.
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  4. Robert Althoff M.D., Ph.D.
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  5. Mary Ehmann M.A.
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  6. James J. Hudziak M.D.
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  7. Andrés Martin M.D., M.P.H.
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Corresponding author

Correspondence to Andrés Martin M.D., M.P.H..

Additional information

On behalf of all program participants, the authors express their deepest gratitude to the leadership of the American Academy of Child and Adolescent Psychiatry and the International Association of Child and Adolescent Psychiatry and Allied Professions, and in particular to their respective presidents Drs. Thomas Anders and Myron Belfer, for their vision, support, and commitment to the initiatives described herein. The authors also acknowledge the invaluable assistance of Ms. Stacia Hall and the helpful comments from Drs. James F. Leckman, Joseph Rey, and Steven Schlozman on an earlier draft manuscript. Supported in part by the Klingenstein Third Generation Foundation and by Public Health Service grant 5R25 MH077823 (J.F. Leckman, P.I.)

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Horner, M.S., Miller, S.M., Rettew, D.C. et al. Mentoring Increases Connectedness and Knowledge: A Cross-Sectional Evaluation of Two Programs in Child and Adolescent Psychiatry. Acad Psychiatry 32, 420–428 (2008). https://doi.org/10.1176/appi.ap.32.5.420

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  • DOI: https://doi.org/10.1176/appi.ap.32.5.420

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