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A Formal Mentorship Program for Faculty Development
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DOI：10.5688/ajpe785100.png)
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摘要
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Objective. To describe the development, implementation, and evaluation of a formal mentorship program at a college of pharmacy. Methods. After extensive review of the mentorship literature within the health sciences, a formal mentorship program was developed between 2006 and 2008 to support and facilitate faculty development. The voluntary program was implemented after mentors received training, and mentors and proteges were matched and received an orientation. Evaluation consisted of conducting annual surveys and focus groups with mentors and proteges. Results. Fifty-one mentor-protege pairs were formed from 2009 to 2012. A large majority of the mentors (82.8%-96.9%) were satisfied with the mentorship program and its procedures. The majority of the proteges (>= 70%) were satisfied with the mentorship program, mentor-protege relationship, and program logistics. Both mentors and proteges reported that the proteges most needed guidance on time management, prioritization, and work-life balance. While there were no significant improvements in the proteges' number of grant submissions, retention rates, or success in promotion/tenure, the total number of peer-reviewed publications by junior faculty members was significantly higher after program implementation (mean of 7 per year vs 21 per year, p=0.03) in the college's pharmacy practice and administration department. Conclusions. A formal mentorship program was successful as measured by self-reported assessments of mentors and proteges.
Keyword:
mentorship
mentor
protege
pharmacy
faculty
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Characteristics of Successful and Failed Mentoring Relationships: A Qualitative Study Across Two Academic Health Centers成功和失败的指导关系的特征: 两个学术健康中心的定性研究.png)
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