**12. Challenging the traditional mentorship model**

Modern day challenges to traditional mentorship in postgraduate medical education could be overcome by either addressing the challenges themselves or "challenging" the traditional model of mentorship. With more and more of the work that clinicians perform requiring information-technology (IT) skills and constantly being "up to date" with regard to the new features of medical software and EMRs, our physicians-in-training may find themselves at a unique advantage. New graduates from medical school would naturally be comfortable with IT skills and may also be more likely to evolve and pick up 'new tricks' pertaining to EMR use, enabling them to teach their mentors. This introduces the concept of "reverse mentorship", where the less experienced physician could help the more experienced physician gain confidence and knowledge ultimately benefitting both the mentee and the mentor and "leveling the playing field" [127, 128]. Reverse mentorship may help those physicians with limited EMR knowledge or skills, lack of familiarity with modern electronic research tools, and even virtual and video meeting and teaching sessions. In addition, reverse mentorship may also be beneficial to some of the gender specific and ethnic barriers to mentorship mentioned earlier in this chapter. Female and minority physicians-in-training could mentor their faculty members in modern challenges which may be specific to females or minorities, ultimately increasing the understanding of these important topics among predominantly white, male mentor pool. Reverse mentorship may also be particularly relevant to postgraduate medical education during the current pandemic. Traditionally senior physicians have more knowledge and confidence in medicine because of decades of academic research and clinical experience. However, this advantage may be somewhat lost in the midst of a pandemic. The rapidity with which COVID-19 infiltrated and shook the very foundation of outpatient and inpatient medicine over the last year, made it important for physicians

to constantly stay current on the newest guidelines for management and newest evidence pertaining to COVID-19. Many experienced physicians were humbled and may have found themselves receiving updates and tips from younger less experienced colleges. A "group mentorship" model which potentially could include physicians, advanced practitioners and nurse managers as well as hospital administrators as mentors, may improve the overall training of a physician-in-training mentee, and render them more equipped to practice in a rapidly evolving healthcare system.

### **13. Premedical mentorship**

Having discussed mentorship in graduate medical education, it is important to emphasize that mentorship should not suddenly start during one's residency training. Optimally, long-term mentorship relationships may begin during undergraduate years, especially once a future physician decides to commit to medicine as a career. One of the challenges of being an undergraduate medical student is receiving proper advice and mentorship, especially regarding various expectations and realities of modern healthcare. In this context, mentorship can be crucial in helping set up a premedical student for future success. Deciding to apply to medical school and gaining entrance into medical school can be difficult and anxiety-provoking [129]. Mentors can help reduce that anxiety and provide insight into the realities of a career in medicine. A mentor-mentee relationship can provide meaningful information, experience and confidence to a premedical student.

Many premedical students lack knowledge about the medical field or about entrance into medical school. Also, many of these students have no connections to individuals in the medical field [130]. A well-organized premedical advising program would serve students well by providing opportunities for direct mentorship by those in the medical field. Such programs could take the form of longitudinal mentorship, one-on-one physician mentoring programs, or periodic educational sessions with physicians.

A mentorship program could allow premedical students gain assistance in selecting undergraduate classes, completing medical school applications, crafting personal statements, preparing for medical school interviews, preparing for the medical college admission testing (MCAT), choosing extracurricular activities, understanding professionalism, developing leadership, or finding opportunities for research, volunteering or clinical experience. Mentorship programs can provide essential support for those who come from disadvantaged backgrounds or from groups underrepresented in medicine.

Having physician mentors can augment the advice of undergraduate premedical advisors and provide essential networking opportunities, as well as clinical experiences. Students can learn what a physician's life is actually like and better understand the skills needed beyond excellent grades and test scores. They can witness real-life patient-physician interactions and communication [130], ask questions and may even gain exposure to different fields of medicine.

In conclusion, having a mentorship program could be beneficial in multiple ways to undergraduate premedical students. It would be a welcome resource if all undergraduate institutions had a well-developed program and mechanism(s) for assisting with the development and maintenance of mentor-mentee relationships.

#### **14. Synthesis and conclusion**

Studies have shown that rates of burnout and low motivation in residency can be linked to specific factors, including lack of adequate mentorship [23]. Thus, it

*Mentorship in Postgraduate Medical Education DOI: http://dx.doi.org/10.5772/intechopen.98612*

is essential to conduct necessary research and strategize how to best implement key initiatives like mentorship programs so they are optimally effective and helpful in preventing burnout, disengagement, and loss of talent [23]. Within this broader context, the intention, initiation and execution of mentorship all warrant additional research. Mentorship has proven to be very beneficial, but because it is implemented in a variety of ways and for a variety of purposes, its effects can be difficult to measure. There is a great need for increased research on various benefits of mentorship, as increased evidence will likely incentivize institutions to create mentorship-friendly policies like protected time, which in turn would encourage more faculty to serve as mentors. Examples of measurable outcomes include grants, publications, mentorship evaluations and awards, quality improvement measures, academic advancement, career satisfaction and faculty retention [37]. However, intangibles such as stronger collegial relationships, enhanced learning opportunities, and greater interprofessional engagement and awareness also need to be examined in a more rigorous fashion [37]. These less tangible markers may lead to greater fulfillment within the profession, less burnout and even better patient outcomes. Formal, long term evaluation of the success of mentorship programs is needed in order to measure the true costs, benefits, and institutional outcomes. With a shift to pro-mentorship cultures, institutions and individuals could greatly improve their outcomes and satisfaction within medicine.
