Longitudinal qualitative study of paired mentor-mentee perspectives on the abstract submission process

Background Submitting research abstracts to scientific societies is expected in academic medicine and requires dedicated time and effort. The authors queried mentors and mentees to ascertain what topics and proposed strategies should be included in a new curriculum to enhance the abstract submission process. Methods Between May 2019 and March 2020, the authors enrolled 14 senior-rank mentors from diverse disciplines at a tertiary musculoskeletal center and their 14-paired mentees (mostly residents and fellows) into a several-component qualitative study consisting of in-depth interviews several months before abstract submission addressing prior experiences, and longitudinal follow-up interviews 1 month before, 1 week before, and 1 week after submission to uncover challenges faced during the actual process and strategies that were effective in overcoming these challenges. Additional contacts occurred through November 2020 to ascertain outcomes of submissions. Mentors and mentees were unaware of each other’s responses. Responses were grouped into categories using grounded theory and a comparative analytic strategy. Results At enrollment participants recounted details from prior abstracts that included experiences with the submission process such as format, content, and online requirements, and experiences with interpersonal interactions such as managing coinvestigators’ competing priories and consulting with statisticians in a timely manner. Benefits of submitting abstracts included advancing mentees’ careers and increasing research methodology rigor. Challenges encountered during the submission process included meeting deadlines before all data were acquired, time away from other responsibilities, and uncertainty about handling changing conclusions as more data accrued. Delayed feedback from coinvestigators and broadening the scope or changing the focus of the abstract compounded the time crunch to meet the submission deadline. At the time of abstract submission mentor-mentee pairs agreed that major challenges were dealing with collaborators, incomplete data/limited results, and different work styles. The authors developed a proposal for a comprehensive curriculum to include organizational, technical and interpersonal topics. Conclusions This longitudinal qualitative study involving mentor-mentee pairs revealed multiple benefits and challenges associated with submitting research abstracts. These findings provide the foundation for a comprehensive curriculum to enhance this recurring labor-intensive undertaking and cornerstone of academic medicine. Ausführliche Beschreibung

Gespeichert in:

Autor*in:	Mancuso, Carol A. [verfasserIn] Robbins, Laura Paget, Stephen A.

Format:	E-Artikel
Sprache:	Englisch

Erschienen:	2023

Schlagwörter:	Abstracts Abstract submission Abstract deadlines Abstract preparation Mentor-mentee Curriculum development

Anmerkung:	© The Author(s) 2023

Übergeordnetes Werk:	Enthalten in: BMC medical education - London : BioMed Central, 2001, 23(2023), 1 vom: 23. Nov.
Übergeordnetes Werk:	volume:23 ; year:2023 ; number:1 ; day:23 ; month:11

Links:	Volltext

DOI / URN:	10.1186/s12909-023-04869-y

Katalog-ID:	SPR053841077

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allfields	10.1186/s12909-023-04869-y doi (DE-627)SPR053841077 (SPR)s12909-023-04869-y-e DE-627 ger DE-627 rakwb eng Mancuso, Carol A. verfasserin aut Longitudinal qualitative study of paired mentor-mentee perspectives on the abstract submission process 2023 Text txt rdacontent Computermedien c rdamedia Online-Ressource cr rdacarrier © The Author(s) 2023 Background Submitting research abstracts to scientific societies is expected in academic medicine and requires dedicated time and effort. The authors queried mentors and mentees to ascertain what topics and proposed strategies should be included in a new curriculum to enhance the abstract submission process. Methods Between May 2019 and March 2020, the authors enrolled 14 senior-rank mentors from diverse disciplines at a tertiary musculoskeletal center and their 14-paired mentees (mostly residents and fellows) into a several-component qualitative study consisting of in-depth interviews several months before abstract submission addressing prior experiences, and longitudinal follow-up interviews 1 month before, 1 week before, and 1 week after submission to uncover challenges faced during the actual process and strategies that were effective in overcoming these challenges. Additional contacts occurred through November 2020 to ascertain outcomes of submissions. Mentors and mentees were unaware of each other’s responses. Responses were grouped into categories using grounded theory and a comparative analytic strategy. Results At enrollment participants recounted details from prior abstracts that included experiences with the submission process such as format, content, and online requirements, and experiences with interpersonal interactions such as managing coinvestigators’ competing priories and consulting with statisticians in a timely manner. Benefits of submitting abstracts included advancing mentees’ careers and increasing research methodology rigor. Challenges encountered during the submission process included meeting deadlines before all data were acquired, time away from other responsibilities, and uncertainty about handling changing conclusions as more data accrued. Delayed feedback from coinvestigators and broadening the scope or changing the focus of the abstract compounded the time crunch to meet the submission deadline. At the time of abstract submission mentor-mentee pairs agreed that major challenges were dealing with collaborators, incomplete data/limited results, and different work styles. The authors developed a proposal for a comprehensive curriculum to include organizational, technical and interpersonal topics. Conclusions This longitudinal qualitative study involving mentor-mentee pairs revealed multiple benefits and challenges associated with submitting research abstracts. These findings provide the foundation for a comprehensive curriculum to enhance this recurring labor-intensive undertaking and cornerstone of academic medicine. Abstracts (dpeaa)DE-He213 Abstract submission (dpeaa)DE-He213 Abstract deadlines (dpeaa)DE-He213 Abstract preparation (dpeaa)DE-He213 Mentor-mentee (dpeaa)DE-He213 Curriculum development (dpeaa)DE-He213 Robbins, Laura aut Paget, Stephen A. aut Enthalten in BMC medical education London : BioMed Central, 2001 23(2023), 1 vom: 23. Nov. (DE-627)327961260 (DE-600)2044473-4 1472-6920 nnns volume:23 year:2023 number:1 day:23 month:11 https://dx.doi.org/10.1186/s12909-023-04869-y kostenfrei Volltext GBV_USEFLAG_A SYSFLAG_A GBV_SPRINGER GBV_ILN_11 GBV_ILN_20 GBV_ILN_22 GBV_ILN_23 GBV_ILN_24 GBV_ILN_39 GBV_ILN_40 GBV_ILN_60 GBV_ILN_62 GBV_ILN_63 GBV_ILN_65 GBV_ILN_69 GBV_ILN_73 GBV_ILN_74 GBV_ILN_95 GBV_ILN_105 GBV_ILN_110 GBV_ILN_151 GBV_ILN_161 GBV_ILN_170 GBV_ILN_206 GBV_ILN_213 GBV_ILN_230 GBV_ILN_285 GBV_ILN_293 GBV_ILN_602 GBV_ILN_2003 GBV_ILN_2014 GBV_ILN_2044 GBV_ILN_2086 GBV_ILN_4012 GBV_ILN_4037 GBV_ILN_4112 GBV_ILN_4125 GBV_ILN_4126 GBV_ILN_4249 GBV_ILN_4305 GBV_ILN_4306 GBV_ILN_4307 GBV_ILN_4313 GBV_ILN_4322 GBV_ILN_4323 GBV_ILN_4324 GBV_ILN_4325 GBV_ILN_4326 GBV_ILN_4338 GBV_ILN_4367 GBV_ILN_4700 AR 23 2023 1 23 11
spelling	10.1186/s12909-023-04869-y doi (DE-627)SPR053841077 (SPR)s12909-023-04869-y-e DE-627 ger DE-627 rakwb eng Mancuso, Carol A. verfasserin aut Longitudinal qualitative study of paired mentor-mentee perspectives on the abstract submission process 2023 Text txt rdacontent Computermedien c rdamedia Online-Ressource cr rdacarrier © The Author(s) 2023 Background Submitting research abstracts to scientific societies is expected in academic medicine and requires dedicated time and effort. The authors queried mentors and mentees to ascertain what topics and proposed strategies should be included in a new curriculum to enhance the abstract submission process. Methods Between May 2019 and March 2020, the authors enrolled 14 senior-rank mentors from diverse disciplines at a tertiary musculoskeletal center and their 14-paired mentees (mostly residents and fellows) into a several-component qualitative study consisting of in-depth interviews several months before abstract submission addressing prior experiences, and longitudinal follow-up interviews 1 month before, 1 week before, and 1 week after submission to uncover challenges faced during the actual process and strategies that were effective in overcoming these challenges. Additional contacts occurred through November 2020 to ascertain outcomes of submissions. Mentors and mentees were unaware of each other’s responses. Responses were grouped into categories using grounded theory and a comparative analytic strategy. Results At enrollment participants recounted details from prior abstracts that included experiences with the submission process such as format, content, and online requirements, and experiences with interpersonal interactions such as managing coinvestigators’ competing priories and consulting with statisticians in a timely manner. Benefits of submitting abstracts included advancing mentees’ careers and increasing research methodology rigor. Challenges encountered during the submission process included meeting deadlines before all data were acquired, time away from other responsibilities, and uncertainty about handling changing conclusions as more data accrued. Delayed feedback from coinvestigators and broadening the scope or changing the focus of the abstract compounded the time crunch to meet the submission deadline. At the time of abstract submission mentor-mentee pairs agreed that major challenges were dealing with collaborators, incomplete data/limited results, and different work styles. The authors developed a proposal for a comprehensive curriculum to include organizational, technical and interpersonal topics. Conclusions This longitudinal qualitative study involving mentor-mentee pairs revealed multiple benefits and challenges associated with submitting research abstracts. These findings provide the foundation for a comprehensive curriculum to enhance this recurring labor-intensive undertaking and cornerstone of academic medicine. Abstracts (dpeaa)DE-He213 Abstract submission (dpeaa)DE-He213 Abstract deadlines (dpeaa)DE-He213 Abstract preparation (dpeaa)DE-He213 Mentor-mentee (dpeaa)DE-He213 Curriculum development (dpeaa)DE-He213 Robbins, Laura aut Paget, Stephen A. aut Enthalten in BMC medical education London : BioMed Central, 2001 23(2023), 1 vom: 23. Nov. (DE-627)327961260 (DE-600)2044473-4 1472-6920 nnns volume:23 year:2023 number:1 day:23 month:11 https://dx.doi.org/10.1186/s12909-023-04869-y kostenfrei Volltext GBV_USEFLAG_A SYSFLAG_A GBV_SPRINGER GBV_ILN_11 GBV_ILN_20 GBV_ILN_22 GBV_ILN_23 GBV_ILN_24 GBV_ILN_39 GBV_ILN_40 GBV_ILN_60 GBV_ILN_62 GBV_ILN_63 GBV_ILN_65 GBV_ILN_69 GBV_ILN_73 GBV_ILN_74 GBV_ILN_95 GBV_ILN_105 GBV_ILN_110 GBV_ILN_151 GBV_ILN_161 GBV_ILN_170 GBV_ILN_206 GBV_ILN_213 GBV_ILN_230 GBV_ILN_285 GBV_ILN_293 GBV_ILN_602 GBV_ILN_2003 GBV_ILN_2014 GBV_ILN_2044 GBV_ILN_2086 GBV_ILN_4012 GBV_ILN_4037 GBV_ILN_4112 GBV_ILN_4125 GBV_ILN_4126 GBV_ILN_4249 GBV_ILN_4305 GBV_ILN_4306 GBV_ILN_4307 GBV_ILN_4313 GBV_ILN_4322 GBV_ILN_4323 GBV_ILN_4324 GBV_ILN_4325 GBV_ILN_4326 GBV_ILN_4338 GBV_ILN_4367 GBV_ILN_4700 AR 23 2023 1 23 11
allfields_unstemmed	10.1186/s12909-023-04869-y doi (DE-627)SPR053841077 (SPR)s12909-023-04869-y-e DE-627 ger DE-627 rakwb eng Mancuso, Carol A. verfasserin aut Longitudinal qualitative study of paired mentor-mentee perspectives on the abstract submission process 2023 Text txt rdacontent Computermedien c rdamedia Online-Ressource cr rdacarrier © The Author(s) 2023 Background Submitting research abstracts to scientific societies is expected in academic medicine and requires dedicated time and effort. The authors queried mentors and mentees to ascertain what topics and proposed strategies should be included in a new curriculum to enhance the abstract submission process. Methods Between May 2019 and March 2020, the authors enrolled 14 senior-rank mentors from diverse disciplines at a tertiary musculoskeletal center and their 14-paired mentees (mostly residents and fellows) into a several-component qualitative study consisting of in-depth interviews several months before abstract submission addressing prior experiences, and longitudinal follow-up interviews 1 month before, 1 week before, and 1 week after submission to uncover challenges faced during the actual process and strategies that were effective in overcoming these challenges. Additional contacts occurred through November 2020 to ascertain outcomes of submissions. Mentors and mentees were unaware of each other’s responses. Responses were grouped into categories using grounded theory and a comparative analytic strategy. Results At enrollment participants recounted details from prior abstracts that included experiences with the submission process such as format, content, and online requirements, and experiences with interpersonal interactions such as managing coinvestigators’ competing priories and consulting with statisticians in a timely manner. Benefits of submitting abstracts included advancing mentees’ careers and increasing research methodology rigor. Challenges encountered during the submission process included meeting deadlines before all data were acquired, time away from other responsibilities, and uncertainty about handling changing conclusions as more data accrued. Delayed feedback from coinvestigators and broadening the scope or changing the focus of the abstract compounded the time crunch to meet the submission deadline. At the time of abstract submission mentor-mentee pairs agreed that major challenges were dealing with collaborators, incomplete data/limited results, and different work styles. The authors developed a proposal for a comprehensive curriculum to include organizational, technical and interpersonal topics. Conclusions This longitudinal qualitative study involving mentor-mentee pairs revealed multiple benefits and challenges associated with submitting research abstracts. These findings provide the foundation for a comprehensive curriculum to enhance this recurring labor-intensive undertaking and cornerstone of academic medicine. Abstracts (dpeaa)DE-He213 Abstract submission (dpeaa)DE-He213 Abstract deadlines (dpeaa)DE-He213 Abstract preparation (dpeaa)DE-He213 Mentor-mentee (dpeaa)DE-He213 Curriculum development (dpeaa)DE-He213 Robbins, Laura aut Paget, Stephen A. aut Enthalten in BMC medical education London : BioMed Central, 2001 23(2023), 1 vom: 23. Nov. (DE-627)327961260 (DE-600)2044473-4 1472-6920 nnns volume:23 year:2023 number:1 day:23 month:11 https://dx.doi.org/10.1186/s12909-023-04869-y kostenfrei Volltext GBV_USEFLAG_A SYSFLAG_A GBV_SPRINGER GBV_ILN_11 GBV_ILN_20 GBV_ILN_22 GBV_ILN_23 GBV_ILN_24 GBV_ILN_39 GBV_ILN_40 GBV_ILN_60 GBV_ILN_62 GBV_ILN_63 GBV_ILN_65 GBV_ILN_69 GBV_ILN_73 GBV_ILN_74 GBV_ILN_95 GBV_ILN_105 GBV_ILN_110 GBV_ILN_151 GBV_ILN_161 GBV_ILN_170 GBV_ILN_206 GBV_ILN_213 GBV_ILN_230 GBV_ILN_285 GBV_ILN_293 GBV_ILN_602 GBV_ILN_2003 GBV_ILN_2014 GBV_ILN_2044 GBV_ILN_2086 GBV_ILN_4012 GBV_ILN_4037 GBV_ILN_4112 GBV_ILN_4125 GBV_ILN_4126 GBV_ILN_4249 GBV_ILN_4305 GBV_ILN_4306 GBV_ILN_4307 GBV_ILN_4313 GBV_ILN_4322 GBV_ILN_4323 GBV_ILN_4324 GBV_ILN_4325 GBV_ILN_4326 GBV_ILN_4338 GBV_ILN_4367 GBV_ILN_4700 AR 23 2023 1 23 11
allfieldsGer	10.1186/s12909-023-04869-y doi (DE-627)SPR053841077 (SPR)s12909-023-04869-y-e DE-627 ger DE-627 rakwb eng Mancuso, Carol A. verfasserin aut Longitudinal qualitative study of paired mentor-mentee perspectives on the abstract submission process 2023 Text txt rdacontent Computermedien c rdamedia Online-Ressource cr rdacarrier © The Author(s) 2023 Background Submitting research abstracts to scientific societies is expected in academic medicine and requires dedicated time and effort. The authors queried mentors and mentees to ascertain what topics and proposed strategies should be included in a new curriculum to enhance the abstract submission process. Methods Between May 2019 and March 2020, the authors enrolled 14 senior-rank mentors from diverse disciplines at a tertiary musculoskeletal center and their 14-paired mentees (mostly residents and fellows) into a several-component qualitative study consisting of in-depth interviews several months before abstract submission addressing prior experiences, and longitudinal follow-up interviews 1 month before, 1 week before, and 1 week after submission to uncover challenges faced during the actual process and strategies that were effective in overcoming these challenges. Additional contacts occurred through November 2020 to ascertain outcomes of submissions. Mentors and mentees were unaware of each other’s responses. Responses were grouped into categories using grounded theory and a comparative analytic strategy. Results At enrollment participants recounted details from prior abstracts that included experiences with the submission process such as format, content, and online requirements, and experiences with interpersonal interactions such as managing coinvestigators’ competing priories and consulting with statisticians in a timely manner. Benefits of submitting abstracts included advancing mentees’ careers and increasing research methodology rigor. Challenges encountered during the submission process included meeting deadlines before all data were acquired, time away from other responsibilities, and uncertainty about handling changing conclusions as more data accrued. Delayed feedback from coinvestigators and broadening the scope or changing the focus of the abstract compounded the time crunch to meet the submission deadline. At the time of abstract submission mentor-mentee pairs agreed that major challenges were dealing with collaborators, incomplete data/limited results, and different work styles. The authors developed a proposal for a comprehensive curriculum to include organizational, technical and interpersonal topics. Conclusions This longitudinal qualitative study involving mentor-mentee pairs revealed multiple benefits and challenges associated with submitting research abstracts. These findings provide the foundation for a comprehensive curriculum to enhance this recurring labor-intensive undertaking and cornerstone of academic medicine. Abstracts (dpeaa)DE-He213 Abstract submission (dpeaa)DE-He213 Abstract deadlines (dpeaa)DE-He213 Abstract preparation (dpeaa)DE-He213 Mentor-mentee (dpeaa)DE-He213 Curriculum development (dpeaa)DE-He213 Robbins, Laura aut Paget, Stephen A. aut Enthalten in BMC medical education London : BioMed Central, 2001 23(2023), 1 vom: 23. Nov. (DE-627)327961260 (DE-600)2044473-4 1472-6920 nnns volume:23 year:2023 number:1 day:23 month:11 https://dx.doi.org/10.1186/s12909-023-04869-y kostenfrei Volltext GBV_USEFLAG_A SYSFLAG_A GBV_SPRINGER GBV_ILN_11 GBV_ILN_20 GBV_ILN_22 GBV_ILN_23 GBV_ILN_24 GBV_ILN_39 GBV_ILN_40 GBV_ILN_60 GBV_ILN_62 GBV_ILN_63 GBV_ILN_65 GBV_ILN_69 GBV_ILN_73 GBV_ILN_74 GBV_ILN_95 GBV_ILN_105 GBV_ILN_110 GBV_ILN_151 GBV_ILN_161 GBV_ILN_170 GBV_ILN_206 GBV_ILN_213 GBV_ILN_230 GBV_ILN_285 GBV_ILN_293 GBV_ILN_602 GBV_ILN_2003 GBV_ILN_2014 GBV_ILN_2044 GBV_ILN_2086 GBV_ILN_4012 GBV_ILN_4037 GBV_ILN_4112 GBV_ILN_4125 GBV_ILN_4126 GBV_ILN_4249 GBV_ILN_4305 GBV_ILN_4306 GBV_ILN_4307 GBV_ILN_4313 GBV_ILN_4322 GBV_ILN_4323 GBV_ILN_4324 GBV_ILN_4325 GBV_ILN_4326 GBV_ILN_4338 GBV_ILN_4367 GBV_ILN_4700 AR 23 2023 1 23 11
allfieldsSound	10.1186/s12909-023-04869-y doi (DE-627)SPR053841077 (SPR)s12909-023-04869-y-e DE-627 ger DE-627 rakwb eng Mancuso, Carol A. verfasserin aut Longitudinal qualitative study of paired mentor-mentee perspectives on the abstract submission process 2023 Text txt rdacontent Computermedien c rdamedia Online-Ressource cr rdacarrier © The Author(s) 2023 Background Submitting research abstracts to scientific societies is expected in academic medicine and requires dedicated time and effort. The authors queried mentors and mentees to ascertain what topics and proposed strategies should be included in a new curriculum to enhance the abstract submission process. Methods Between May 2019 and March 2020, the authors enrolled 14 senior-rank mentors from diverse disciplines at a tertiary musculoskeletal center and their 14-paired mentees (mostly residents and fellows) into a several-component qualitative study consisting of in-depth interviews several months before abstract submission addressing prior experiences, and longitudinal follow-up interviews 1 month before, 1 week before, and 1 week after submission to uncover challenges faced during the actual process and strategies that were effective in overcoming these challenges. Additional contacts occurred through November 2020 to ascertain outcomes of submissions. Mentors and mentees were unaware of each other’s responses. Responses were grouped into categories using grounded theory and a comparative analytic strategy. Results At enrollment participants recounted details from prior abstracts that included experiences with the submission process such as format, content, and online requirements, and experiences with interpersonal interactions such as managing coinvestigators’ competing priories and consulting with statisticians in a timely manner. Benefits of submitting abstracts included advancing mentees’ careers and increasing research methodology rigor. Challenges encountered during the submission process included meeting deadlines before all data were acquired, time away from other responsibilities, and uncertainty about handling changing conclusions as more data accrued. Delayed feedback from coinvestigators and broadening the scope or changing the focus of the abstract compounded the time crunch to meet the submission deadline. At the time of abstract submission mentor-mentee pairs agreed that major challenges were dealing with collaborators, incomplete data/limited results, and different work styles. The authors developed a proposal for a comprehensive curriculum to include organizational, technical and interpersonal topics. Conclusions This longitudinal qualitative study involving mentor-mentee pairs revealed multiple benefits and challenges associated with submitting research abstracts. These findings provide the foundation for a comprehensive curriculum to enhance this recurring labor-intensive undertaking and cornerstone of academic medicine. Abstracts (dpeaa)DE-He213 Abstract submission (dpeaa)DE-He213 Abstract deadlines (dpeaa)DE-He213 Abstract preparation (dpeaa)DE-He213 Mentor-mentee (dpeaa)DE-He213 Curriculum development (dpeaa)DE-He213 Robbins, Laura aut Paget, Stephen A. aut Enthalten in BMC medical education London : BioMed Central, 2001 23(2023), 1 vom: 23. Nov. (DE-627)327961260 (DE-600)2044473-4 1472-6920 nnns volume:23 year:2023 number:1 day:23 month:11 https://dx.doi.org/10.1186/s12909-023-04869-y kostenfrei Volltext GBV_USEFLAG_A SYSFLAG_A GBV_SPRINGER GBV_ILN_11 GBV_ILN_20 GBV_ILN_22 GBV_ILN_23 GBV_ILN_24 GBV_ILN_39 GBV_ILN_40 GBV_ILN_60 GBV_ILN_62 GBV_ILN_63 GBV_ILN_65 GBV_ILN_69 GBV_ILN_73 GBV_ILN_74 GBV_ILN_95 GBV_ILN_105 GBV_ILN_110 GBV_ILN_151 GBV_ILN_161 GBV_ILN_170 GBV_ILN_206 GBV_ILN_213 GBV_ILN_230 GBV_ILN_285 GBV_ILN_293 GBV_ILN_602 GBV_ILN_2003 GBV_ILN_2014 GBV_ILN_2044 GBV_ILN_2086 GBV_ILN_4012 GBV_ILN_4037 GBV_ILN_4112 GBV_ILN_4125 GBV_ILN_4126 GBV_ILN_4249 GBV_ILN_4305 GBV_ILN_4306 GBV_ILN_4307 GBV_ILN_4313 GBV_ILN_4322 GBV_ILN_4323 GBV_ILN_4324 GBV_ILN_4325 GBV_ILN_4326 GBV_ILN_4338 GBV_ILN_4367 GBV_ILN_4700 AR 23 2023 1 23 11
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title_sort	longitudinal qualitative study of paired mentor-mentee perspectives on the abstract submission process
title_auth	Longitudinal qualitative study of paired mentor-mentee perspectives on the abstract submission process
abstract	Background Submitting research abstracts to scientific societies is expected in academic medicine and requires dedicated time and effort. The authors queried mentors and mentees to ascertain what topics and proposed strategies should be included in a new curriculum to enhance the abstract submission process. Methods Between May 2019 and March 2020, the authors enrolled 14 senior-rank mentors from diverse disciplines at a tertiary musculoskeletal center and their 14-paired mentees (mostly residents and fellows) into a several-component qualitative study consisting of in-depth interviews several months before abstract submission addressing prior experiences, and longitudinal follow-up interviews 1 month before, 1 week before, and 1 week after submission to uncover challenges faced during the actual process and strategies that were effective in overcoming these challenges. Additional contacts occurred through November 2020 to ascertain outcomes of submissions. Mentors and mentees were unaware of each other’s responses. Responses were grouped into categories using grounded theory and a comparative analytic strategy. Results At enrollment participants recounted details from prior abstracts that included experiences with the submission process such as format, content, and online requirements, and experiences with interpersonal interactions such as managing coinvestigators’ competing priories and consulting with statisticians in a timely manner. Benefits of submitting abstracts included advancing mentees’ careers and increasing research methodology rigor. Challenges encountered during the submission process included meeting deadlines before all data were acquired, time away from other responsibilities, and uncertainty about handling changing conclusions as more data accrued. Delayed feedback from coinvestigators and broadening the scope or changing the focus of the abstract compounded the time crunch to meet the submission deadline. At the time of abstract submission mentor-mentee pairs agreed that major challenges were dealing with collaborators, incomplete data/limited results, and different work styles. The authors developed a proposal for a comprehensive curriculum to include organizational, technical and interpersonal topics. Conclusions This longitudinal qualitative study involving mentor-mentee pairs revealed multiple benefits and challenges associated with submitting research abstracts. These findings provide the foundation for a comprehensive curriculum to enhance this recurring labor-intensive undertaking and cornerstone of academic medicine. © The Author(s) 2023
abstractGer	Background Submitting research abstracts to scientific societies is expected in academic medicine and requires dedicated time and effort. The authors queried mentors and mentees to ascertain what topics and proposed strategies should be included in a new curriculum to enhance the abstract submission process. Methods Between May 2019 and March 2020, the authors enrolled 14 senior-rank mentors from diverse disciplines at a tertiary musculoskeletal center and their 14-paired mentees (mostly residents and fellows) into a several-component qualitative study consisting of in-depth interviews several months before abstract submission addressing prior experiences, and longitudinal follow-up interviews 1 month before, 1 week before, and 1 week after submission to uncover challenges faced during the actual process and strategies that were effective in overcoming these challenges. Additional contacts occurred through November 2020 to ascertain outcomes of submissions. Mentors and mentees were unaware of each other’s responses. Responses were grouped into categories using grounded theory and a comparative analytic strategy. Results At enrollment participants recounted details from prior abstracts that included experiences with the submission process such as format, content, and online requirements, and experiences with interpersonal interactions such as managing coinvestigators’ competing priories and consulting with statisticians in a timely manner. Benefits of submitting abstracts included advancing mentees’ careers and increasing research methodology rigor. Challenges encountered during the submission process included meeting deadlines before all data were acquired, time away from other responsibilities, and uncertainty about handling changing conclusions as more data accrued. Delayed feedback from coinvestigators and broadening the scope or changing the focus of the abstract compounded the time crunch to meet the submission deadline. At the time of abstract submission mentor-mentee pairs agreed that major challenges were dealing with collaborators, incomplete data/limited results, and different work styles. The authors developed a proposal for a comprehensive curriculum to include organizational, technical and interpersonal topics. Conclusions This longitudinal qualitative study involving mentor-mentee pairs revealed multiple benefits and challenges associated with submitting research abstracts. These findings provide the foundation for a comprehensive curriculum to enhance this recurring labor-intensive undertaking and cornerstone of academic medicine. © The Author(s) 2023
abstract_unstemmed	Background Submitting research abstracts to scientific societies is expected in academic medicine and requires dedicated time and effort. The authors queried mentors and mentees to ascertain what topics and proposed strategies should be included in a new curriculum to enhance the abstract submission process. Methods Between May 2019 and March 2020, the authors enrolled 14 senior-rank mentors from diverse disciplines at a tertiary musculoskeletal center and their 14-paired mentees (mostly residents and fellows) into a several-component qualitative study consisting of in-depth interviews several months before abstract submission addressing prior experiences, and longitudinal follow-up interviews 1 month before, 1 week before, and 1 week after submission to uncover challenges faced during the actual process and strategies that were effective in overcoming these challenges. Additional contacts occurred through November 2020 to ascertain outcomes of submissions. Mentors and mentees were unaware of each other’s responses. Responses were grouped into categories using grounded theory and a comparative analytic strategy. Results At enrollment participants recounted details from prior abstracts that included experiences with the submission process such as format, content, and online requirements, and experiences with interpersonal interactions such as managing coinvestigators’ competing priories and consulting with statisticians in a timely manner. Benefits of submitting abstracts included advancing mentees’ careers and increasing research methodology rigor. Challenges encountered during the submission process included meeting deadlines before all data were acquired, time away from other responsibilities, and uncertainty about handling changing conclusions as more data accrued. Delayed feedback from coinvestigators and broadening the scope or changing the focus of the abstract compounded the time crunch to meet the submission deadline. At the time of abstract submission mentor-mentee pairs agreed that major challenges were dealing with collaborators, incomplete data/limited results, and different work styles. The authors developed a proposal for a comprehensive curriculum to include organizational, technical and interpersonal topics. Conclusions This longitudinal qualitative study involving mentor-mentee pairs revealed multiple benefits and challenges associated with submitting research abstracts. These findings provide the foundation for a comprehensive curriculum to enhance this recurring labor-intensive undertaking and cornerstone of academic medicine. © The Author(s) 2023
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Results At enrollment participants recounted details from prior abstracts that included experiences with the submission process such as format, content, and online requirements, and experiences with interpersonal interactions such as managing coinvestigators’ competing priories and consulting with statisticians in a timely manner. Benefits of submitting abstracts included advancing mentees’ careers and increasing research methodology rigor. Challenges encountered during the submission process included meeting deadlines before all data were acquired, time away from other responsibilities, and uncertainty about handling changing conclusions as more data accrued. Delayed feedback from coinvestigators and broadening the scope or changing the focus of the abstract compounded the time crunch to meet the submission deadline. At the time of abstract submission mentor-mentee pairs agreed that major challenges were dealing with collaborators, incomplete data/limited results, and different work styles. The authors developed a proposal for a comprehensive curriculum to include organizational, technical and interpersonal topics. Conclusions This longitudinal qualitative study involving mentor-mentee pairs revealed multiple benefits and challenges associated with submitting research abstracts. 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Longitudinal qualitative study of paired mentor-mentee perspectives on the abstract submission process

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