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Mentorship programs for faculty development in academic general pediatric divisions
Jennifer Takagishi1, Sharon Dabrow
1Division of General Pediatrics, Department of Pediatrics, University of South Florida, Tampa, FL 33606, USA.
International Journal of Pediatrics
|December 14, 2011
Summary
General pediatric division chiefs recognize the value of mentorship for faculty development. However, many divisions lack established programs and require resources to implement effective peer or dyadic mentorship initiatives.
Area of Science:
- Medical Education
- Pediatrics
- Academic Medicine
Background:
- Mentoring relationships are crucial for academic career progression, aiding in research, work-life balance, and promotion.
- General pediatric divisions face challenges in establishing comprehensive mentorship programs.
Purpose of the Study:
- To assess the current state of mentorship programs in general pediatric divisions.
- To understand division chiefs' perceptions of mentorship benefits and their needs for program implementation.
Main Methods:
- An electronic survey was distributed to general pediatric division chiefs.
- The survey collected data on existing mentorship structures, perceived benefits, and resources required for program development.
Main Results:
- Dyadic mentorship programs exist in 53% of divisions, while peer mentorship programs are present in 27%.
- A significant majority of chiefs (84% for dyadic, 91% for peer) believe mentorship benefits their faculty.
- Many chiefs (43%) feel they lack the necessary tools to establish new mentorship programs, indicating a need for resources.
Conclusions:
- General pediatric division chiefs acknowledge the importance of mentorship but face barriers to program implementation.
- There is a strong interest in developing both peer and dyadic mentorship programs, highlighting a need for facilitated resources and support from pediatric societies.
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