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Research article
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Trainees’ perceptions and expectations of formal academic mentoring during the COVID-19 pandemic in Indonesian cardiology residency programs
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Sunu Budhi Raharjo
, Rita Mustika, Aida Lydia, Mefri Yanni, Heru Sulastomo, Rahma Tsania Zhuhra, Celly Anantaria Atmadikoesoemah - J Educ Eval Health Prof. 2021;18:19. Published online August 9, 2021
- DOI: https://doi.org/10.3352/jeehp.2021.18.19
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- 3 Web of Science
- 4 Crossref
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Abstract
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Supplementary Material - Purpose
During medical residency programs, physicians develop their professional identities as specialists and encounter high expectations in terms of achieving competencies. The responsibilities of medical trainees include caring for patients, balancing work with personal life, and weathering stress, depression, and burnout. Formal academic mentoring programs strive to ease these burdens. The coronavirus disease 2019 (COVID-19) pandemic has altered the trainee–academic mentor relationship, and solutions are needed to address these challenges. The present study aimed to evaluate the formal academic mentoring process through trainees’ perceptions and expectations of formal mentoring programs during COVID-19 in Indonesian cardiology residency programs.
Methods
This cross-sectional study used a self-administered online questionnaire to capture trainees’ perceptions and expectations regarding academic mentoring programs in 3 cardiology residency programs in Indonesia from October to November 2020. The questionnaire was developed before data collection. Perceptions of the existing mentoring programs were compared with expectations.
Results
Responses were gathered from 169 out of 174 residents (response rate, 97.3%). Most trainees reported having direct contact with COVID-19 patients (88.82%). They stated that changes had taken place in the mode and frequency of communication with their academic advisors during the pandemic. Significant differences were found between trainees’ perceptions of the existing mentoring programs and their expectations for academic mentoring programs (P<0.001).
Conclusion
Despite the challenges of interacting with their academic mentors, trainees still perceived academic mentors as a vital resource. Study programs need to consider trainees’ expectations when designing academic mentoring programs. -
Citations
Citations to this article as recorded by
- A scoping review of mentorship in Graduate Medical Education: a proposed conceptual framework
Dima Abdelmannan, Rasha Buhumaid, Hira Salman, Wail A. Abdulrahman Hasan Ba Madhaf, Hafidh Mohammad Khamis AlRajaby, Nabil Zary, Shaista Salman Guraya
Frontiers in Medicine.2025;[Epub] CrossRef - Cardiovascular Care and Research in the Asia-Pacific Region during the COVID-19 Pandemic: Insights from Early and Mid-career Physicians
Mitsuaki Sawano, Misato Chimura, Jonathan Yap, Derek Pok Him Lee, Mayank Dalakoti, Lucky Cuenza, F Aaysha Cader, Satoshi Honda, Atsushi Mizuno
Journal of Asian Pacific Society of Cardiology.2024;[Epub] CrossRef - A systematic scoping review of mentoring support on professional identity formation
Lalit Kumar Radha Krishna, Hannah Yi Fang Kwok, Nila Ravindran, Xuan Yu Tan, Jasper Soh, Darius Wei Jun Wan, Varsha Rajalingam, Jun Kiat Lua, Elizabeth Yong Mei Leong, Tiat Yan Low, Aiden Wei-Jun Chan, Chong Jin Nicholas Lim, Yen Kit Ng, Arthena Anushka T
BMC Medical Education.2024;[Epub] CrossRef - Impact of the COVID-19 pandemic on career intention amongst undergraduate medical students: a single-centre cross-sectional study conducted in Hubei Province
Xue-lin Wang, Ming-xiu Liu, Shuai Peng, Lei Yang, Chen Lu, Shi-cong Shou, Jian-ru Wang, Jun-yi Sun, Jia-qi Wang, Yan Hu, Jun Zhao, Peng Duan
BMC Medical Education.2022;[Epub] CrossRef
- A scoping review of mentorship in Graduate Medical Education: a proposed conceptual framework
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