Introduction: Mentorship is critical for faculty success, satisfaction, and engagement. However, many faculty, particularly underrepresented racial/ethnic (UR) faculty, lack access to high-quality mentoring. In an effort to improve mentoring for all faculty, we developed and implemented a formally structured faculty mentor training program (FMTP) across UC San Diego Health Sciences, which included institutional support, mentorship training, and department/division mentorship programs. Methods: FMTP impact was evaluated using three primary outcome variables: mentoring quality, mentoring behaviors, and institutional climate. Participants’ self-assessed mentoring competencies were measured using validated instruments. Results: A total of 391 (23%) of Health Sciences faculty participated in FMTP. Participation rate was higher for women than men (30% versus 17%) and highest for UR faculty (39%). FMTP was implemented in 16 of 19 departments. Self-reported mentoring improved for FMTP participants with mentoring quality (p = 0.009) and meeting mentees’ expectations (p = 0.01) continuing to improve for up to 2 years after training. However, participants were unsure if they were meeting UR mentees’ expectations. FMTP participants were significantly more satisfied with mentoring quality (p < 0.001) compared to non-participants, with the greatest increase in satisfaction reported by UR faculty (38–61%). UR faculty reported improved overall morale (51–61%) and a perception that the environment was supportive for UR faculty (48–70%). Conclusion: The implementation of a system-wide formal structured FMTP was associated with improved faculty satisfaction, quality of mentoring, and institutional climate, especially for UR faculty.
Mid-career faculty often report lower career satisfaction compared to those in their early or late career. Attrition, particularly of female faculty, is a major concern for academic medicine. Curricula for early-career faculty provide structure for professional development, but similar programming is less robust for mid-and late-career faculty. This qualitative prospective study aimed to explore and identify career needs and perceived obstacles to improve the experience and success of mid-career radiation oncology faculty. Materials/Methods: Associate Professors at a single academic medical center and affiliated regional centers were invited to participate in semistructured small group interviews between February and April 2019. Performed by an expert in medical anthropology, interviews covered the following themes: 1) Present to future career goals, 2) Visions guiding career work and aims, 3) Obstacles in achieving career goals, 4) Resources to assist achieving career goals, 5) Balancing work/life priorities, and 6) Immediate needs for current work. All interviews were audio-recorded, de-identified, and transcribed, then a conventional content analysis approach was employed by a qualitative research expert. Results: Eight small group interviews were conducted, with 5 female and 12 male Associate Professors in total. The cohort included 10 physicians and 7 medical physicists, spanning clinical and research focused careers, and satellite and main site locations. The key themes elicited several subthemes as responses, presented below. Conclusion: This study suggests an unmet need for formal mentorship, sponsorship for leadership positions, and institutional resources targeting mid-level faculty in academic radiation oncology. Future efforts will address design and implementation of a strategic mid-career development program.
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