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      Challenges and Strategies of Successful Mentoring: The Perspective of LEADS Scholars and Mentors from Minority Serving Institutions

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          Abstract

          Mentoring continues to be a salient conversation in academia among junior and senior faculty and administrators. Mentors provide guidance and structure to junior faculty so that they can meet their academic and professional goals. Mentors also convey skills in balancing life and academic pursuits. Therefore, the purpose of this descriptive study was to provide additional insight from a training program called Leading Emerging and Diverse Scientists to Success (LEADS) regarding successful strategies and challenges of mentoring relating to lessons learned from the scholars and mentees’ perspective. The LEADS program provided multiple training platforms to increase skills and knowledge regarding research to promote expertise in grant writing and submission for funding opportunities among diverse scientists. These findings reinforce the knowledge about the value of a mentor in helping define the research pathway of their mentee and underscoring the importance of mentoring.

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          Effects of COVID-19 on College Students’ Mental Health in the United States: Interview Survey Study

          Changwon Son, Sudeep Hegde, Alec Smith … (2020)
          Background Student mental health in higher education has been an increasing concern. The COVID-19 pandemic situation has brought this vulnerable population into renewed focus. Objective Our study aims to conduct a timely assessment of the effects of the COVID-19 pandemic on the mental health of college students. Methods We conducted interview surveys with 195 students at a large public university in the United States to understand the effects of the pandemic on their mental health and well-being. The data were analyzed through quantitative and qualitative methods. Results Of the 195 students, 138 (71%) indicated increased stress and anxiety due to the COVID-19 outbreak. Multiple stressors were identified that contributed to the increased levels of stress, anxiety, and depressive thoughts among students. These included fear and worry about their own health and of their loved ones (177/195, 91% reported negative impacts of the pandemic), difficulty in concentrating (173/195, 89%), disruptions to sleeping patterns (168/195, 86%), decreased social interactions due to physical distancing (167/195, 86%), and increased concerns on academic performance (159/195, 82%). To cope with stress and anxiety, participants have sought support from others and helped themselves by adopting either negative or positive coping mechanisms. Conclusions Due to the long-lasting pandemic situation and onerous measures such as lockdown and stay-at-home orders, the COVID-19 pandemic brings negative impacts on higher education. The findings of our study highlight the urgent need to develop interventions and preventive strategies to address the mental health of college students.
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            Job Insecurity and Financial Concern During the COVID-19 Pandemic Are Associated With Worse Mental Health

            Jenna Wilson, Jerin Lee, Holly Fitzgerald … (2020)
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              Effectiveness of Virtual Medical Teaching During the COVID-19 Crisis: Systematic Review

              Robyn-Jenia Wilcha (2020)
              Background In December 2019, COVID-19 emerged and rapidly spread worldwide. Transmission of SARS-CoV-2, the virus that causes COVID-19, is high; as a result, countries worldwide have imposed rigorous public health measures, such as quarantine. This has involved the suspension of medical school classes globally. Medical school attachments are vital to aid the progression of students’ confidence and competencies as future physicians. Since the outbreak of COVID-19, medical schools have sought ways to replace medical placements with virtual clinical teaching. Objective The objective of this study was to review the advantages and disadvantages of virtual medical teaching for medical students during the COVID-19 pandemic based on the current emerging literature. Methods A brief qualitative review based on the application and effectiveness of virtual teaching during the COVID-19 pandemic was conducted by referencing keywords, including medical student virtual teaching COVID-19, virtual undergraduate medical education, and virtual medical education COVID-19, in the electronic databases of PubMed and Google Scholar. A total of 201 articles were found, of which 34 were included in the study. Manual searches of the reference lists of the included articles yielded 5 additional articles. The findings were tabulated and assessed under the following headings: summary of virtual teaching offered, strengths of virtual teaching, and weaknesses of virtual teaching. Results The strengths of virtual teaching included the variety of web-based resources available. New interactive forms of virtual teaching are being developed to enable students to interact with patients from their homes. Open-access teaching with medical experts has enabled students to remain abreast of the latest medical advancements and to reclaim knowledge lost by the suspension of university classes and clinical attachments. Peer mentoring has been proven to be a valuable tool for medical students with aims of increasing knowledge and providing psychological support. Weaknesses of virtual teaching included technical challenges, confidentiality issues, reduced student engagement, and loss of assessments. The mental well-being of students was found to be negatively affected during the pandemic. Inequalities of virtual teaching services worldwide were also noted to cause differences in medical education. Conclusions In the unprecedented times of the COVID-19 pandemic, medical schools have a duty to provide ongoing education to medical students. The continuation of teaching is crucial to enable the graduation of future physicians into society. The evidence suggests that virtual teaching is effective, and institutions are working to further develop these resources to improve student engagement and interactivity. Moving forward, medical faculties must adopt a more holistic approach to student education and consider the mental impact of COVID-19 on students as well as improve the security and technology of virtual platforms.
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                Author and article information

                Contributors
                Christiane Stock: Role: Academic Editor
                Journal
                Journal ID (nlm-ta): Int J Environ Res Public Health
                Journal ID (iso-abbrev): Int J Environ Res Public Health
                Journal ID (publisher-id): ijerph
                Title: International Journal of Environmental Research and Public Health
                Publisher: MDPI
                ISSN (Print): 1661-7827
                ISSN (Electronic): 1660-4601
                Publication date (Electronic): 07 June 2021
                Publication date Collection: June 2021
                Volume: 18
                Issue: 11
                Electronic Location Identifier: 6155
                Affiliations
                [1 ]College of Nursing and Allied Health Sciences, Howard University, Washington, DC 20059, USA
                [2 ]Department of Neurobiology, The University of Texas at San Antonio, San Antonio, TX 78249, USA; George.Perry@ 123456utsa.edu
                [3 ]Cancer Research Center, Hampton University, Hampton, VA 23669, USA; luisel.rickssanti@ 123456hamptonu.edu
                [4 ]Research Institute for Global Health Promotion and Health Education, School of Health Professions, University of Puerto Rico–Medical Sciences Campus, San Juan 00921, Puerto Rico; lourdes.soto1@ 123456upr.edu
                [5 ]Department of Internal Medicine, College of Medicine, Charles R. Drew University of Medicine and Science, Los Angeles, CA 90059, USA; magdashaheen@ 123456cdrewu.edu
                [6 ]The Queen’s Medical Center, University of Hawaii John A. Burns School of Medicine, Honolulu, HI 96813, USA; tseto@ 123456queens.org
                [7 ]Julius Chambers Biomedical Biotechnology Research Institute (BBRI), Department of Pharmaceutical Sciences, North Carolina Central University, Durham, NC 27707, USA; dkumar@ 123456nccu.edu
                [8 ]Department of Community Health and Preventive Medicine, Morehouse School of Medicine, Atlanta, GA 30310, USA; aquarshie@ 123456msm.edu
                [9 ]Institute for Clinical Research Education, University of Pittsburgh School of Medicine, Pittsburgh, PA 15213, USA; MST41@ 123456pitt.edu
                Author notes
                [* ]Correspondence: patricia.talbert@ 123456howard.edu (P.Y.T.); dmr18@ 123456pitt.edu (D.M.R.)
                Author information
                https://orcid.org/0000-0002-6547-0172
                https://orcid.org/0000-0001-9077-5798
                https://orcid.org/0000-0002-0418-5116
                Article
                Publisher ID: ijerph-18-06155
                DOI: 10.3390/ijerph18116155
                PMC ID: 8200946
                PubMed ID: 34200278
                SO-VID: 5a821f26-187a-4eab-9a44-db872b0d3afc
                Copyright © © 2021 by the authors.
                License:

                Licensee MDPI, Basel, Switzerland. This article is an open access article distributed under the terms and conditions of the Creative Commons Attribution (CC BY) license ( https://creativecommons.org/licenses/by/4.0/).

                History
                Date received : 15 April 2021
                Date accepted : 02 June 2021
                Categories
                Subject: Article

                ScienceOpen disciplines: Public health
                Keywords: leading emerging and diverse scientists to success (leads),faculty mentoring,faculty development,minority serving institutions (msis)
                Data availability:
                ScienceOpen disciplines: Public health
                Keywords: leading emerging and diverse scientists to success (leads), faculty mentoring, faculty development, minority serving institutions (msis)

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