Journal of Continuing Education in the Health Professions



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CURRENT ISSUE BACK ISSUES SUBSCRIBE ADVERTISE ABOUT JCEHP FOR AUTHORS JCEHP AWARD SEARCH (Members only) FULL-TEXT		Volume 25 (4) Volume 25, Issue 4, Fall 2005 J Contin Educ Health Prof 2005; 25(4):268 ORIGINAL ARTICLE Continuing Professional Development: Racial and Gender Differences in Obstetrics and Gynecology Residents' Perceptions of Mentoring Victoria H. Coleman, MA Michael L. Power, PhD Sterling Williams, MD, MS Andrea Carpentieri, MA Jay Schulkin, PhD A b s t r a c t Introduction: Having a mentor during residency is often linked to greater success in professional development. The present study compares changes in the percentage of residents with mentors in 1999 and in 2004, while considering current residents' perceptions of their mentors, with particular attention focused on what role race and gender might play in resident- mentor interactions. Method: A survey was administered to 4,721 residents who took the 2004 Council on Resident Education in Obstetrics and Gynecology in-training examination. Data are reported for respondents from four racial categories: white, African American, Hispanic, and Asian/Pacific Islander. Results were compared to those of a similar survey administered in 1999. Responses were analyzed by chi-square analysis and univariate analyses of variance. Results: The response rate was 97%. Most residents (64.9%) reported having a mentor. White female residents were least likely to have a mentor. Compared to results from 1999, the percentage of residents with a mentor, and the percentage of residents with female mentors, has increased. For all residents, personal rapport, knowledge of the field, and similarity in professional interests were the three most important factors in choosing a mentor. The proportion of residents reporting explicit discussions about career options has declined since 1999. Discussion: Ethnic minorities are more likely than white residents to have a mentor, and to report that their mentors provide helpful advice. Although the proportion of residents with a mentor has increased since 1999, the quality of the mentoring relationship is meeting resident expectations but not exceeding them Lessons for Practice In 1999, OB/GYN residents were less satisfied with faculty mentoring efforts than they were in 2004 Between 1999 and 2004, the percentage of OB/GYN residents with female mentors increased Three factors most important in choosing a mentor include personal rapport, knowledge of the field, and similarity in professional interests To standardize responsibilities and requisite time for effective mentoring, develop a job description The number of faculty mentors must increase to meet the residents' rising awareness of the benefits of establishing relationships with faculty mentors OB/GYN department leaders should be sensitive to the ethnic, racial, and gender-specific factors that contribute to successful mentorship OB/GYN departments should develop residency education policies that include structured opportunities requiring residents to have mentors appropriate to their levels of training, personal preferences, and potential career choices
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