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A special feature at the Social Evolution Forum

To assess the consistency of return to sport and occupation recommendations following EHI provided in published clinical practice guidelines, consensus statements, position statements, and practice alerts. The agreement between medical policies governing the return to duty following EHI between the branches of the United States Armed Forces and published recommendations was assessed. Ovid MEDLINE, Web of Science, and CINAHL databases were searched for clinical practice guidelines and position statements published at any time that guided return to activity in individuals with EHI. Methodological quality was assessed, and the specific recommendations for clinical management were extracted. Consistency of recommendations was evaluated. Agreement between published guidelines and the policies governing return to activity in military tactical athletes with heat injury were also evaluated. Guidelines developed by two civilian sports medicine societies in the United States detailing recommendations for return to function following EHI were identified. There was consistency between guidelines regarding recommendations that addressed abstinence from activity; medical follow-up; graded resumption of activity; and return to function. Pertaining military policy, contemporary regulations published in recent years reflected the recommendations provided in the professional guidelines. The greatest incongruence was noted in older military policies. This systematic review highlights the need for consistent recommendations across all branches of the military and medical specialties pertaining to returning servicemembers to duty after EHI. [ABSTRACT FROM AUTHOR]

Introduction: The Schulich School of Medicine & Dentistry in London, Ontario, has a mentorship program for all full-time faculty. The school would like to expand its outreach to physician faculty located in distributed medical education sites. The purpose of this study was to determine what, if any, mentorship distributed physician faculty currently have, to gauge their interest in expanding the mentorship program to distributed physician faculty and to determine their vision of the most appropriate design of a mentorship program that would address their needs. Methods: We conducted a mixed-methods study. The quantitative phase consisted of surveys sent to all distributed faculty members that elicited information on basic demographic characteristics and mentorship experiences/needs. The qualitative phase consisted of 4 focus groups of distributed faculty administered in 2 large and 2 small centres in both regions of the school's distributed education network: Sarnia, Leamington, Stratford and Hanover. Interviews were 90 minutes long and involved standardized semistructured questions. Results: Of the 678 surveys sent, 210 (31.0%) were returned. Most respondents (136 [64.8%]) were men, and almost half (96 [45.7%]) were family physicians. Most respondents (197 [93.8%]) were not formal mentors to Schulich faculty, and 178 (84.8%) were not currently being formally mentored. Qualitative analysis suggested that many respondents were involved in informal mentoring. In addition, about half of the respondents (96 [45.7%]) wished to be formally mentored in the future, but they may be inhibited owing to time constraints and geographical isolation. Consistently, respondents wished to have mentoring by a colleague in a similar practice, with the most practical being one-on-one mentoring. Conclusion: Our analysis suggests that the school's current formal mentoring program may not be applicable and will require modification to address the needs of distributed faculty. Introduction : L'Ecole de medecine et de dentisterie Schulich, a London en Ontario, offre un programme de mentorat a tout le personnel enseignant a temps plein. L'Ecole aimerait etendre son programme aux medecins enseignants des etablissements de formation medicale decentralisee. Le but de cette etude etait de determiner a quel mentorat, le cas echeant, ces medecins ont acces actuellement et d'etablir leur interet pour le programme de mentorat de l'Ecole et leur vision du programme le plus approprie pour repondre a leurs besoins. Methodes : Nous avons mene une etude en methodologie mixte. Lors de la phase quantitative, nous avons envoye des questionnaires a tous les medecins des etablissements de formation medicale decentralisee afin d'obtenir des renseignements sur les caracteristiques demographiques de base ainsi que les experiences et besoins de mentorat. La phase qualitative comprenait quatre groupes de discussion composes de medecins enseignants decentralises dans deux grands et deux petits centres des deux regions du reseau de formation decentralisee de l'Ecole, soit Sarnia, Leamington, Stratford et Hanover. Les entrevues etaient d'une duree de 90 minutes et se composaient de questions semi-structurees normalisees. Resultats : Sur les 678 questionnaires distribues, 210 (31 %) ont ete retournes. La plupart des repondants (136 [64,8 %]) etaient des hommes et presque la moitie (96 [45,7 %]) etaient des medecins de famille. La plupart des repondants (197 [93,8 %]) n'agissaient pas comme mentors officiels aupres du personnel enseignant de l'Ecole de medecine et de dentisterie Schulich et 178 (84,8 %) ne recevaient pas de mentorat officiel actuellement. L'analyse qualitative suggere que plusieurs repondants participaient a une forme quelconque de mentorat informel. De plus, environ la moitie des repondants (96 [45,7 %]) souhaitaient recevoir un mentorat officiel a l'avenir, mais avaient possiblement des contraintes liees au manque de temps et a l'isolement geographique. Les repondants ont systematiquement exprime le desir d'obtenir un mentorat d'un collegue dans une pratique similaire et un mentorat individualise, de facon pratique. Conclusion : Notre analyse suggere que le programme actuel de mentorat de l'Ecole n'est peut-etre pas applicable et necessitera des modifications pour repondre aux besoins du personnel enseignant decentralise., INTRODUCTION Extensive research has shown mentorship to be positively associated with faculty retention, career satisfaction and research productivity. (1-5) The Schulich School of Medicine & Dentistry at Western University, London, [...]