Does formal mentoring for faculty members matter? A survey of clinical faculty members

Mylona, Elza; Brubaker, Linda; Williams, Valerie N.; Novielli, Karen D.; Lyness, Jeffrey M.; Pollart, Susan M.; Dandar, Valerie; Bunton, Sarah A.

doi:10.1111/medu.12972

Cited by 35 publications

(37 citation statements)

References 27 publications

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“…Codes related to this theme include collaboration, funding, and new ideas. The need for collaboration lends itself most directly into thoughts of a community of practice (Steinert et al, 2006;Steinert, 2011;Pololi et al, 2015;Mylona et al, 2016;Steinert et al, 2016;Browne et al, 2018;Chan et al, 2018;Irby and O'Sullivan, 2018).…”

Section: What Experience and Knowledge Are Needed For Education Reseamentioning

confidence: 99%

Knowledge Gains and Changing Attitudes from the Anatomy Education Research Institute (AERI 2017): A Mixed Methods Analysis

Husmann

O’Loughlin

Brokaw

2019

Anatomical Sciences Ed

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The inaugural Anatomy Education Research Institute (AERI 2017) was held in Bloomington, Indiana in July of 2017. This workshop style conference paired experienced educational researchers (invited speakers) with individuals interested in learning more about the field (accepted applicants). In 2017, AERI was held over a five‐day period and entailed plenary style presentations, break‐out sessions, and specific times for small group mentorship. All participants (applicants and invited speakers) completed a pre‐conference survey at the beginning of the institute and a post‐conference survey at the end of the institute. Both surveys included categorical and Likert scale questions as well as open‐ended questions for participant feedback. Quantitative and qualitative analyses indicate that both applicants and speakers increased their knowledge of anatomy education research, but that additional obstacles remain. Funding, time, and a lack of respect for the field remain problematic for faculty that wish to complete educational research. Mentorship and a community of practice also emerged as major themes necessary for educational research to be successful.

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Section: What Experience and Knowledge Are Needed For Education Reseamentioning

confidence: 99%

Knowledge Gains and Changing Attitudes from the Anatomy Education Research Institute (AERI 2017): A Mixed Methods Analysis

Husmann

O’Loughlin

Brokaw

2019

Anatomical Sciences Ed

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“…This general schedule of workshops, scheduled mentorship time, and opportunities for reflection are the hallmarks of other successful faculty development programs (e.g., Pololi and Frankel, ; Steinert et al, ; Simpson et al, ; Steinert et al, ; Browne et al, ; Irby and O’Sullivan, ). Previously mentioned studies (e.g., Pololi et al, ; Mylona et al, ; Nowell et al, ) have highlighted the perceived importance of mentoring in the health sciences, and that this mentoring be frequent and in both formal and informal forms. Thus, AERI 2017 had informal and formalized mentorship activities embedded throughout the length of the conference.…”

Section: Anatomy Education Research Institute 2017 Organization and Amentioning

confidence: 99%

Development and Implementation of the Inaugural Anatomy Education Research Institute (AERI 2017)

O’Loughlin

Husmann

Brokaw

2018

Anatomical Sciences Ed

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Education research is increasingly being recognized as a legitimate route for faculty development in universities. However, many anatomy faculty lack the appropriate training and access to experienced mentors who can help them develop their own education research projects. Inspired by the American Physiological Society’s Institute for Teaching and Learning, the coauthors proposed and developed the inaugural Anatomy Education Research Institute (AERI 2017). Funded by an American Association of Anatomists Innovations grant, the five‐day institute was held in Bloomington, Indiana in July 2017. The coauthors spent two years preparing the conference schedule, inviting speakers who could discuss education research topics and mentor applicants, reviewing applications, developing assessment instruments for the institute, and hosting the institute. A total of 62 registered participants (applicants and invited speakers) attended AERI 2017. Through a series of presentations and workshops, participants were introduced to many aspects of education research and the Scholarship of Teaching and Learning, including developing rigorous education research questions, determining appropriate methods to assess these questions, and searching the education research literature. Each day also included regular time devoted to work on their own education research project with help from more experienced mentors. Throughout the conference, participants were encouraged to post information on Twitter, using the hashtag #AERI2017. Participants had strong positive impressions of the conference and strongly requested future AERI conferences be held. Follow‐up analyses will assess the institute in alignment with Kirkpatrick’s Four Levels of Evaluation Model, though preliminary evaluation indicates AERI 2017 met the original aims of the proposal.

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“…Effects have been found to include career and personal development, increased retention rates, the ability to achieve career advancement with promotion and/or tenure status, and improved job satisfaction. 2,[4][5][6][7][8][9] Mentoring can also provide important emotional support for junior faculty members from senior colleagues who have surmounted the same hurdles and can personally relate to them. A systematic review by Sambunjak et al 10 updated by Kashiwagi et al 4 examined mentoring programs for medical students and physicians.…”

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confidence: 99%

Evaluation of Faculty Mentoring Practices in Seven U.S. Dental Schools

Al-Jewair¹,

Herbert

Leggitt³

et al. 2019

Journal of Dental Education

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The aim of this cross‐sectional study was to examine the faculty mentoring practices in seven dental schools in the U.S. A 34‐item survey was administered electronically to dental faculty members of all ranks, tracks, and job categories in seven dental schools using faculty listservs. Survey questions addressed current mentoring practices in which the faculty members were involved; their perceptions of those mentoring practices; their perceived characteristics of an ideal mentoring program, mentor, and mentee; perceived best practices; and respondents’ demographics. The survey was conducted from October 2017 to February 2018. A total of 154 surveys were completed (response rate 22%). Over 58% (90/154) of the respondents reported receiving no mentoring; 31.9% (49/154) said they received informal mentoring; and 9.7% (15/154) received formal mentoring. Of the 64 respondents who received mentoring, both formal and informal, 92.2% (59/64) were full‐time faculty, and 7.8% (5/64) were part‐time faculty (p=0.001). Approximately 39% of the respondents indicated that their mentoring program was not overseen by anyone and that participation was voluntary. The top three perceived benefits of mentoring were increased overall professional development, development of a career plan, and increased professional networks. The three most important characteristics of an ideal mentoring program for the respondents were a program based on the needs of the mentee, a mentor who has the desire to help the mentee, and a mentee who is eager to learn. The results of this study showed a very low level of formal or informal faculty mentoring programs in the dental schools surveyed. Future studies are needed to determine best practices and strategies to expand and enhance mentoring of faculty members.

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Does formal mentoring for faculty members matter? A survey of clinical faculty members

Cited by 35 publications

References 27 publications

Knowledge Gains and Changing Attitudes from the Anatomy Education Research Institute (AERI 2017): A Mixed Methods Analysis

Knowledge Gains and Changing Attitudes from the Anatomy Education Research Institute (AERI 2017): A Mixed Methods Analysis

Development and Implementation of the Inaugural Anatomy Education Research Institute (AERI 2017)

Evaluation of Faculty Mentoring Practices in Seven U.S. Dental Schools

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