Academic Women Faculty: Are They Finding the Mentoring They Need?

Blood, Emily A.; Ullrich, Nicole J.; Hirshfeld‐Becker, Dina R.; Seely, Ellen W.; Connelly, Maureen T.; Warfield, Carol A.; Emans, S. Jean

doi:10.1089/jwh.2012.3529

Cited by 88 publications

(97 citation statements)

References 20 publications

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“…Harvard medical and dental schools designed faculty development and mentoring programs, and in 2009 surveyed their female faculty (34). They found a gap in identifying career goals -mentors assumed that junior faculty had established career goals and never asked.…”

Section: Discussionmentioning

confidence: 99%

“…Collaborative mentorship involves small groups of peers who meet regularly, plan career, and provide feedback to one another (10). Formal mentorship programs, mentor matching (2,3,8,9,19,33) Mentor accessibility (time, distance, location, etc) a (1,5,34) Initiated by mentees (3,11,16,32) Mentor played active role (e.g. role model, career advice and advancement, work-life balance, etc) (5,14,34,39,43) Mentor prestige…”

Section: Attributes Of a Good Mentor And Of A Good Menteementioning

confidence: 99%

“…Time spent mentoring (5) Training within a culture that supports mentoring (10,17) Feedback mechanism for mentors (18) Mentoring that takes into specific concerns of underrepresented groups (29,34,40) Negative Lack of formal training for potential mentors…”

Section: Take Personal Responsibility Change the Landscapementioning

confidence: 99%

See 2 more Smart Citations

Eliminating Mentors in Favor of Collaborators: Review and Challenge of Current Mentorship Literature

Weiss

Lee

Blair

et al. 2015

J Minim Invasive Surg Sci

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Context: Mentorship in academic medicine, surgery, and surgical subspecialties has been examined broadly in the literature at the student, resident, early, and senior faculty level. These studies have explored mentorship in general, as well as gender specific differences or issues that arise. Less studied is the idea of collaboration in surgical training. Evidence Acquisition: The objective of this review is to summarize the current literature on mentorship and delineate its future. Results: Traditional paradigms of the mentor plotting the career of the mentee may not be possible in the future. In the ever-changing practice of surgery, time constraints are only increasing, making the act of mentoring more difficult. Conclusions:The mentee or trainee must take a more active role and seek out mentorship, seek out collaboration, be more proactive, and communicate their needs and career goals early on.

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Section: Discussionmentioning

confidence: 99%

Section: Attributes Of a Good Mentor And Of A Good Menteementioning

confidence: 99%

See 1 more Smart Citation

Eliminating Mentors in Favor of Collaborators: Review and Challenge of Current Mentorship Literature

Weiss

Lee

Blair

et al. 2015

J Minim Invasive Surg Sci

View full text Add to dashboard Cite

show abstract

“…Mentorship has been found to positively affect personal and career development, self-confidence, and research productivity [2–5]. In contrast, lack of mentorship has been shown to be a significant barrier to career advancement [6], particularly in women. Although mentorship is universally applauded as important, there is a limited evidence base identifying the most effective strategies for teaching, applying, or ensuring mentorship.…”

Section: Purposementioning

confidence: 99%

Leadership in Adolescent Health: Developing the Next Generation of Maternal Child Health Leaders Through Mentorship

Blood

Trent

Gordon

et al. 2014

Matern Child Health J

Self Cite

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Leadership development is a core value of Maternal Child Health Bureau training programs. Mentorship, an MCH Leadership Competency, has been shown to positively affect career advancement and research productivity. Improving mentorship opportunities for junior faculty and trainees may increase pursuit of careers in areas such as adolescent health research and facilitate the development of new leaders in the field. Using a framework of Developmental Networks, a group of MCH Leadership Education in Adolescent Health training program faculty developed a pilot mentoring program offered at the Society for Adolescent Health and Medicine Annual Meeting (2011–2013). The program matched ten interdisciplinary adolescent health fellows and junior faculty with senior mentors at other institutions with expertise in the mentee's content area of study in 2011. Participants were surveyed over 2 years. Respondents indicated they were “very satisfied” with their mentor match, and all agreed or strongly agreed that the mentoring process in the session was helpful, and that the mentoring relationships resulted in several ongoing collaborations and expanded their Developmental Networks. These results demonstrate that MCH programs can apply innovative strategies to disseminate the MCH Leadership Competencies to groups beyond MCH-funded training programs through programs at scientific meetings. Such innovations may enhance the structure of mentoring, further the development of new leaders in the field, and expand developmental networks to provide support for MCH professionals transitioning to leadership roles.

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“…2 Furthermore, they can be resistant to initiatives that are applied universally without consideration of personal choice. 3 These challenges can be particularly profound among women in academia, 4 and in some fields have been shown to affect occupational commitment. 5 Although faculty development programs typically include formal mentorship programs to assist faculty members in navigating academic waters, [6][7][8] universities often struggle to operationalize an effective mentoring framework for such programs.…”

Section: Introductionmentioning

confidence: 99%

A Nontraditional Faculty Development Initiative Using a Social Media Platform

Brock

Assemi

Corelli

et al. 2014

American Journal of Pharmaceutical Education

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Objective. To assess the outcomes from an 11-year nontraditional professional development activity implemented by female faculty members at several colleges and schools of pharmacy. Design. Within the context of an online fantasy football league, faculty members practiced communitybased faculty development strategies, including peer mentoring, skills development, constructive feedback and other supportive behaviors. Assessment. Data were extracted from curriculum vitae to characterize the academic progress of participants and to quantify scholarly work collaborations among league members. Analyses were limited to members who had participated in the league for 10 or more consecutive years. Seventy-one collaborative scholarly works occurred among team managers, including presentation of 20 posters and 2 oral presentations at national or international meetings, publication of 29 peer-reviewed articles and 15 book chapters, and funding of 5 research projects. Conclusion. Social media platforms can foster nontraditional faculty development and mentoring by enhancing connectivity between pharmacy educators who share similar interests.

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Academic Women Faculty: Are They Finding the Mentoring They Need?

Cited by 88 publications

References 20 publications

Eliminating Mentors in Favor of Collaborators: Review and Challenge of Current Mentorship Literature

Eliminating Mentors in Favor of Collaborators: Review and Challenge of Current Mentorship Literature

Leadership in Adolescent Health: Developing the Next Generation of Maternal Child Health Leaders Through Mentorship

A Nontraditional Faculty Development Initiative Using a Social Media Platform

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