Benefits of program and areas for improvement
| Theme . | Description of theme . | Representative quotes∗ . |
|---|---|---|
| Benefits | ||
| Academic productivity | Mentees found increased academic productivity in the form of research projects, publications, presentations, and awards. | “I was able to have access to a wonderful database and able to get a publication out of the relationship.” |
| “I was able to write up an aims page for a future R21 application which helped me with writing a different grant that I submitted to ASH and was awarded! Also, I was able to publish twice since I've started this program.” | ||
| Networking opportunities | Mentees had the opportunity to meet other faculty and attend conferences. | “It was great being able to see my mentor at the annual ASH meeting where she introduced me to other faculty.” |
| “[W]e met during ASH and I felt like a whole another world just like opened up when we met in person. [H]e introduced me to so many different people and I'm in contact with them.” | ||
| Career development | Mentees received advice on careers in CH and assistance with employment opportunities. | “The mentorship program really hel[p]ed with my job search and advice for my upcoming career and ways to incorporate scholarly activity and involvement into my career.” |
| “[O]nce it came time to apply…to jobs [I] also had fantastic support from my mentor for writing letters for me.” | ||
| Personal and professional development | Mentees felt an increased sense of community and confidence. | “The biggest benefit for me with this program was the creation of a benign heme community for me. I became more confident and excited to pursue a career in this field after being able to connect with and learn from so many fantastic faculty members and trainees.” |
| “My mentor has encouraged me to reach out to faculty outside of my current program when pursuing projects and given me the confidence to think outside the box.” | ||
| Areas for improvement | ||
| Structure | Mentors and mentees report that structured guidelines would be helpful. | “I think a bit of direction for the mentors - frequency of meetings, duration of the program, expectations for an external mentor if people have not done this before- would all be beneficial” |
| “perhaps stay in touch with the mentor/mentee pair through the year, or ask for mid-year feedback” | ||
| Timing | Mentees cited timing of program in relation to fellowship impacted experience in program. | “I probably would have had better success with academic productivity if I received this mentorship in my first or second year of fellowship. As a third year, I had already committed to community practice but was still interested in a project if feasible.” |
| “[A]s a first year…it was just very busy and I think that I think this program is for a second year and higher.” | ||
| “I think the spring of first year…would have been beneficial because that's when you're starting to explore [w]hat will the next two years be[.]” | ||
| Networking opportunities | Mentees and mentors suggested more group (virtual or in-person) activities. | “Maybe one formal in person opportunity to meet, maybe at ASH annual meeting.” |
| “May be helpful if all pairs met together and shared their research with each other.” |
| Theme . | Description of theme . | Representative quotes∗ . |
|---|---|---|
| Benefits | ||
| Academic productivity | Mentees found increased academic productivity in the form of research projects, publications, presentations, and awards. | “I was able to have access to a wonderful database and able to get a publication out of the relationship.” |
| “I was able to write up an aims page for a future R21 application which helped me with writing a different grant that I submitted to ASH and was awarded! Also, I was able to publish twice since I've started this program.” | ||
| Networking opportunities | Mentees had the opportunity to meet other faculty and attend conferences. | “It was great being able to see my mentor at the annual ASH meeting where she introduced me to other faculty.” |
| “[W]e met during ASH and I felt like a whole another world just like opened up when we met in person. [H]e introduced me to so many different people and I'm in contact with them.” | ||
| Career development | Mentees received advice on careers in CH and assistance with employment opportunities. | “The mentorship program really hel[p]ed with my job search and advice for my upcoming career and ways to incorporate scholarly activity and involvement into my career.” |
| “[O]nce it came time to apply…to jobs [I] also had fantastic support from my mentor for writing letters for me.” | ||
| Personal and professional development | Mentees felt an increased sense of community and confidence. | “The biggest benefit for me with this program was the creation of a benign heme community for me. I became more confident and excited to pursue a career in this field after being able to connect with and learn from so many fantastic faculty members and trainees.” |
| “My mentor has encouraged me to reach out to faculty outside of my current program when pursuing projects and given me the confidence to think outside the box.” | ||
| Areas for improvement | ||
| Structure | Mentors and mentees report that structured guidelines would be helpful. | “I think a bit of direction for the mentors - frequency of meetings, duration of the program, expectations for an external mentor if people have not done this before- would all be beneficial” |
| “perhaps stay in touch with the mentor/mentee pair through the year, or ask for mid-year feedback” | ||
| Timing | Mentees cited timing of program in relation to fellowship impacted experience in program. | “I probably would have had better success with academic productivity if I received this mentorship in my first or second year of fellowship. As a third year, I had already committed to community practice but was still interested in a project if feasible.” |
| “[A]s a first year…it was just very busy and I think that I think this program is for a second year and higher.” | ||
| “I think the spring of first year…would have been beneficial because that's when you're starting to explore [w]hat will the next two years be[.]” | ||
| Networking opportunities | Mentees and mentors suggested more group (virtual or in-person) activities. | “Maybe one formal in person opportunity to meet, maybe at ASH annual meeting.” |
| “May be helpful if all pairs met together and shared their research with each other.” |
Quotes were obtained from surveys, interview, and focus group.