Each One Teach One- A Mentorship Program

• Published in: Archives of physical medicine and rehabilitation Vol. 105; no. 4; p. e139
• Main Authors: Bullock, DeAndrea, Spears, Jennetta, Wallace, Nia, Walker, Olivia
• Format: Journal Article
• Language: English
• Published: Elsevier Inc 01.04.2024
• Subjects: Belonging; Career Development; DEIB; Professional Mentorship; Professional Mentorship; Career Development; DEIB; Belonging
• ISSN: 0003-9993; 1532-821X
• DOI: 10.1016/j.apmr.2024.02.394

To explore the benefits of mentorship for prospective students, current students, and clinicians in the physical therapy field in direct response to the lack of black PTs. Survey. Community. Participants from the National Association of Black Physical Therapists (NABPT) filled out a form to voice interest in the Each One Teach One Mentorship Program. The information from the form was used to match the mentees and mentors. Emphasis was placed on current students mentoring prospective students and clinicians mentoring other clinicians or current students. The mentorship program lasted 9 months with guided conversations on physical therapy leadership, advocacy, and individual needs. After the completion of the 9 months, a survey was conducted to assess the impact of the mentorship program. General physical therapy field Participants Since 2021, 114 people have participated in this program. The matching process involved a brief form that generated information on the mentee's needs and the mentor's specialties and expertise. Once we confirmed participation and membership, the matching process was completed by committee members based on shared interests. The formal mentorship program lasted 9 months following a prompted program that included the goals, professional development, support, and advocacy. We utilized a survey to gather data on impact, compliance, and mentorship satisfaction. Overall, the mentorship program was designed to improve belonging in the physical therapy field, assistance with admissions, matriculation through the program, and career/leadership development. Based on the survey data, 100% of the survey participants were likely or most likely to refer someone to the NABPT mentorship program. Themes from the survey denoted the importance of the matching process. A consistent theme was shared experience implicating the significance of likeness in a mentorship relationship. In conclusion, we found that the mentorship program assisted with belonging and career development based on the themes that occurred. More information is needed on the impact that the mentorship program had on the admissions and matriculation of the prospective and current students. All authors are members of the NABPT.