Faculty Mentoring Programs at Schools/Colleges of Pharmacy in the U.S.

A Mentoring Program to Help Junior Faculty Members Achieve Scholarship Success

“…[1][2][3][4][5][6][7][8][9] A Google citation search conducted in June 2013 using the term "academic mentoring programs" produced 205,000 results. Because of their favorable outcomes, mentoring programs have become a staple of institutional faculty development plans.…”

“…Because of their favorable outcomes, mentoring programs have become a staple of institutional faculty development plans. 7 The Bill and Karen Campbell Faculty Mentoring Program (CMP) at the University of North Carolina (UNC) Eshelman School of Pharmacy is an endowed program for the mentoring of junior faculty who choose a scholarshipintensive career track. CMP was based on the belief of Dean William Campbell, an educator with abiding interests in faculty development and the mentoring process, and his wife Karen, a pharmacist, that a structured pharmacy faculty development program would enhance faculty scholarship and increase the vitality of pharmacy faculty members.…”

Developing a Sustainable Faculty Mentoring Program

“…The health care educational system has recognized the need for mentoring graduates who pursue advanced education and training (ie, residency and fellowship training) as well as academic faculty positions. The growth of academic pharmacy has been a recent focus of faculty mentoring 4,5,6,13 along with mentoring of pharmacy residents in the area of teaching and providing them with exposure to contemporary issues within academic pharmacy.…”

“…6,13 Although most newly appointed junior faculty members may have a general idea of what being a professor entails, they may be unaware of many important aspects of academic training. 15 Thus, there is an important need to foster an environment that will promote a successful start to a career as an educator and leader.…”

“…13 Of the 77% of colleges and schools that responded (78 colleges of pharmacy and 60 schools of pharmacy), 18% indicated the existence of a formal mentoring program, and 53% indicated the existence of an informal mentoring program at their academic institution. Formal mentoring programs were defined as those that included written procedures and possibly a plan of evaluation; informal programs were those that facilitated the matching of a mentor with a protégé but lacked any written procedure or evaluation process.…”