Mentoring Faculty: A US National Survey of Its Adequacy and Linkage to Culture in Academic Health Centers

Pololi, Linda H.; Evans, Arthur T.; Civian, Janet T.; Vasiliou, Vasilia; Coplit, Lisa; Gillum, Linda H.; Gibbs, Brian K.; Brennan, Robert T.

doi:10.1002/chp.21294

Cited by 53 publications

(47 citation statements)

References 43 publications

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“…And, if not, tailor these metrics accordingly to account for a heterogeneous faculty experience. The literature offers the following measures to expand mentoring outcomes: faculty retention, the growth and maintenance of a diverse department, mentee and mentor job satisfaction, the level of engagement with the department, individual goal outcomes, and broader definitions of scholarship . Omission of these important outcomes may explain the high level of ambivalence reported by EM chairs in our study toward their own mentoring programs.…”

Section: Discussionmentioning

confidence: 99%

Faculty Mentoring Practices in Academic Emergency Medicine

Welch

Sawtelle²,

Cheng

et al. 2017

Academic Emergency Medicine

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Section: Discussionmentioning

confidence: 99%

Faculty Mentoring Practices in Academic Emergency Medicine

Welch

Sawtelle²,

Cheng

et al. 2017

Academic Emergency Medicine

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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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“…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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Mentoring Faculty: A US National Survey of Its Adequacy and Linkage to Culture in Academic Health Centers

Abstract: In a national survey of faculty of US AHCs, mentoring was frequently inadequate and this was associated with faculty contemplating leaving their institutions. Positive mentoring, although less prevalent, was associated with many other positive dimensions of AHCs.

Cited by 53 publications

References 43 publications

Faculty Mentoring Practices in Academic Emergency Medicine

Faculty Mentoring Practices in Academic Emergency Medicine

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)

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