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Cultivating Inclusivity and Bridging Gaps Through Reverse Mentoring: A Feasibility Study Within the Royal College of
Z Iyizoba-Ebozue1, A Fatimilehin2, K O'Reilly3
1Department of Clinical Oncology, Leeds Cancer Centre, Leeds, UK.
Clinical Oncology (Royal College of Radiologists (Great Britain))
|July 18, 2024
Summary
Reverse mentoring (RM) improved understanding and inclusivity in postgraduate training. This initiative equipped 90% of participants to better support colleagues facing challenges, fostering a more equitable environment.
Area of Science:
- Medical Education
- Diversity and Inclusion
- Professional Development
Background:
- The Royal College of Radiologists (RCR) aims to address differential attainment and promote diversity and equity.
- Existing disparities in postgraduate training require targeted interventions.
Purpose of the Study:
- To evaluate a joint-faculty reverse mentoring (RM) pilot program designed to foster diversity and equity.
- To assess the impact of RM on mutual understanding, inclusivity, and support for colleagues facing challenges.
Main Methods:
- A voluntary RM pilot involved ethnic minority trainees (mentors) and RCR officers (mentees) across the UK.
- Mentoring pairs met regularly online for 6 months, focusing on lived experiences and professional development.
- Data collected via surveys, polls, and reports were analyzed using descriptive and thematic methods.
Main Results:
- Eight pairs participated, meeting approximately four times over six months.
- Pre-pilot surveys indicated 50% experienced/witnessed racial discrimination and 28.5% felt equipped to support others.
- Post-pilot, 90% felt better equipped to support colleagues, highlighting improved understanding of cultural differences and resilience.
Conclusions:
- Reverse mentoring enhanced mutual understanding and inclusivity by exchanging diverse perspectives.
- The program demonstrated potential to catalyze positive change and create a more equitable postgraduate training landscape.
