Factors associated with mentor satisfaction among teaching and learning curriculum program participants. Curr Pharm Teach Learn 2018 Apr;10(4):427-432
Date
05/26/2018Pubmed ID
29793703DOI
10.1016/j.cptl.2018.01.001Scopus ID
2-s2.0-85040456555 (requires institutional sign-in at Scopus site) 5 CitationsAbstract
OBJECTIVES: To evaluate participants' satisfaction with their teaching mentor relationship in a teaching and learning curriculum (TLC) and determine characteristics that are associated with high mentee satisfaction.
METHODS: A 31-item survey instrument was administered to all 2015-2016 participants of the Teaching Certificate Program.
RESULTS: Seventy percent of program participants (n = 60/86) responded to the survey. Overall, 80% of program participants were satisfied or very satisfied with their mentor relationship. Characteristics associated with participants reporting that they were very satisfied with their teaching mentor relationship included mentor availability for face-to-face contact and affiliation with the same institution. Mentor actions associated with high mentee satisfaction included reviewing lecture slides, providing midpoint feedback, providing career advice, and attending mentee lectures.
CONCLUSIONS: Teaching certificate program participants perceive increased mentor accessibility and frequent interaction as key factors to a satisfying mentor-mentee relationship. Optimizing and standardizing mentorship programs are essential to the success of postgraduate teaching curriculums.
Author List
Folz HN, Sprunger TL, Sheehan AH, Aranda J, Bozymski KM, Ramsey DC, Gonzalvo JDAuthor
Kevin M. Bozymski PharmD Assistant Professor in the School of Pharmacy Administration department at Medical College of WisconsinMESH terms used to index this publication - Major topics in bold
AdultAttitude
Certification
Curriculum
Education, Pharmacy
Faculty, Pharmacy
Feedback
Female
Humans
Learning
Male
Mentoring
Mentors
Personal Satisfaction
Surveys and Questionnaires
Teaching
Young Adult
