A descriptive, cross-sectional study of formal mentoring for faculty. Fam Med 1996 Jun;28(6):434-8
Date
06/01/1996Pubmed ID
8791073Scopus ID
2-s2.0-0030011038 (requires institutional sign-in at Scopus site) 79 CitationsAbstract
BACKGROUND AND OBJECTIVES: Professional academic skills (PAS) encompass the values, collegial relations, and career management skills essential for faculty success. Mentoring has been proposed as a way for junior faculty to acquire these skills. In this paper, we present a summary of literature on formal mentoring and report an evaluation of a formal mentoring program (FMP) on the PAS development of junior family medicine faculty.
METHODS: A descriptive, cross-sectional study was used to examine FMP impact on two groups of junior faculty with 18 months (n = 8) and 6 months (n = 10) of program exposure. We developed a Likert-type questionnaire to assess PAS development and used semistructured interviews to identify unintended outcomes of program participation. A qualitative, template analysis helped surface themes from the descriptive data.
RESULTS: The FMP had an overall positive impact on junior faculty PAS development, with greatest improvements in their understanding of academic values. Proteges with longer program experience had greater gains. Unintended benefits included improved preparation to mentor others and increased perceptions of a supportive academic environment.
CONCLUSIONS: Formal mentoring programs can improve the PAS of junior faculty and positively impact an organizational culture that supports faculty development.
Author List
Morzinski JA, Diehr S, Bower DJ, Simpson DEAuthor
Sabina Diehr MD Professor in the Family Medicine department at Medical College of WisconsinMESH terms used to index this publication - Major topics in bold
Cross-Sectional StudiesFaculty, Medical
Humans
Interprofessional Relations
Interviews as Topic
Mentors
Organizational Culture
Physicians, Family
Social Values
Surveys and Questionnaires
