The Influence of Mentorship and Role Modeling on Developing Physician–Leaders: Views of Aspiring and Established Physician–Leaders

Taylor, Christopher L.; Taylor, J; Stoller, James K.

doi:10.1007/s11606-009-1091-9

Cited by 77 publications

(62 citation statements)

References 11 publications

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“…Others have similarly found that psychosocial functions,which includeacting asa role model, providing encouragement, and counseling are crucial. 7,10 The mentors in this study also provided the traditional career mentoring functions, which include educating, coaching, sponsoring, and/or protecting the protégé. 7 A systematic review found that the characteristics of successful mentoring relationships were reciprocity, mutual respect, clear expectations, personal connection, and shared values.…”

Section: Discussionmentioning

confidence: 99%

“…This perspective has also been reported by others. 3,10 The scarcity of senior female faculty members in academics and leadership positions decreases a female protégé's chances of receiving effective mentorship and thus, female faculty members might need to use multiple mentors to meet the needs of both academic mentoring as well as specific gender-related needs. 3,15 While the vast majority of matches in this study were same-gender pairs, there were some mixed-gender pairs, mostly with a male mentor and female protégé, given that we had a preponderance of male mentors.…”

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confidence: 99%

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A Formal Mentorship Program for Faculty Development

Jackevicius

Lê

Nazer

et al. 2014

American Journal of Pharmaceutical Education

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Objective. To describe the development, implementation, and evaluation of a formal mentorship program at a college of pharmacy. Methods. After extensive review of the mentorship literature within the health sciences, a formal mentorship program was developed between 2006 and 2008 to support and facilitate faculty development. The voluntary program was implemented after mentors received training, and mentors and protégés were matched and received an orientation. Evaluation consisted of conducting annual surveys and focus groups with mentors and protégés. Results. Fifty-one mentor-protégé pairs were formed from 2009 to 2012. A large majority of the mentors (82.8%-96.9%) were satisfied with the mentorship program and its procedures. The majority of the protégés ($70%) were satisfied with the mentorship program, mentor-protégé relationship, and program logistics. Both mentors and protégés reported that the protégés most needed guidance on time management, prioritization, and work-life balance. While there were no significant improvements in the proteges' number of grant submissions, retention rates, or success in promotion/tenure, the total number of peerreviewed publications by junior faculty members was significantly higher after program implementation (mean of 7 per year vs 21 per year, p50.03) in the college's pharmacy practice and administration department. Conclusions. A formal mentorship program was successful as measured by self-reported assessments of mentors and protégés.

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Section: Discussionmentioning

confidence: 99%

mentioning

confidence: 99%

A Formal Mentorship Program for Faculty Development

Jackevicius

Lê

Nazer

et al. 2014

American Journal of Pharmaceutical Education

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“…Finding a mentor willing to invest time in a mentoring relationship, particularly one using a traditional dyadic model, is seen as a barrier to mentoring. 2,5 To obviate this, the work group recommended posting a list of individuals willing to serve as mentors to be available to new program directors. Short-term, intermittent mentorship by different people rather than enduring mentor-mentee dyads has been reported to be a primary means of mentoring for physician-leaders.…”

Section: Compile a List Of Program Directors Willing To Servementioning

confidence: 99%

“…Short-term, intermittent mentorship by different people rather than enduring mentor-mentee dyads has been reported to be a primary means of mentoring for physician-leaders. 5 Other nontraditional mentoring models such as comentoring and long distance mentoring have also been described as being effective. 17,20 3.…”

Section: Compile a List Of Program Directors Willing To Servementioning

confidence: 99%

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Mentoring for Subspecialty Training Program Directors: An Unrecognized, Unmet Need?

Norby¹,

Karniski²,

Schmidt³

et al. 2010

Journal of Graduate Medical Education

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Background The benefits of mentoring residents have been studied, but there is no research about mentoring new program directors. Program directors' responsibilities have become increasingly complicated, and they may not be adequately prepared for their role at the time of appointment without the benefit of mentoring that is specific to their new role. Objective To assess whether nephrology subspecialty program directors were specifically mentored and whether they felt prepared for the educational and administrative aspects of this role. Methods We conducted an electronic needs assessment survey of the nephrology subspecialty program directors through the American Society of Nephrology listserv for program directors. Results The survey response rate was 42% (58 of 139). Of the respondents, 58% did not feel adequately prepared when they first became subspecialty program directors, and only 32% reported having formal or informal mentoring for the role. Individuals who had served as associate program directors (34%) were more likely to report mentoring than those who had not (P = .02). Eighty percent of respondents reported that mentoring from another nephrology program director would have been beneficial during their first several years. Conclusions This appears to be the first study specifically evaluating mentoring experiences relevant to the role of nephrology program director. As a result of this survey, the American Society of Nephrology Training Program Director Executive Committee recognized the need to provide opportunities for mentoring new nephrology program directors and formed a New Training Program Director Training and Mentoring Work Group to recommend initiatives for mentoring and training new program directors. Further investigation is needed to assess whether mentoring benefits subspecialty program directors and whether these findings can be generalized to other specialties and subspecialties.

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What is the Evidence for Mentorship?

Straus

Sackett²

2013

Mentorship in Academic Medicine

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The Influence of Mentorship and Role Modeling on Developing Physician–Leaders: Views of Aspiring and Established Physician–Leaders

Cited by 77 publications

References 11 publications

A Formal Mentorship Program for Faculty Development

A Formal Mentorship Program for Faculty Development

Mentoring for Subspecialty Training Program Directors: An Unrecognized, Unmet Need?

What is the Evidence for Mentorship?

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