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A formal mentorship program for faculty development.

Cynthia A Jackevicius1, Jennifer Le2, Lama Nazer3

  • 1Western University of Health Sciences, Pomona, California ; VA Greater Los Angeles Healthcare System, Los Angeles, California ; Institute for Clinical Evaluative Sciences, University Health Network, University of Toronto, Toronto, Canada.

American Journal of Pharmaceutical Education
|June 24, 2014
PubMed
Summary
This summary is machine-generated.

A formal faculty mentorship program in pharmacy improved publication rates. Mentors and protégés reported high satisfaction, though key outcomes like grant submissions did not significantly change.

Keywords:
facultymentormentorshippharmacyprotégé

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Area of Science:

  • Pharmacy Education
  • Faculty Development
  • Mentorship Programs

Background:

  • Faculty development is crucial for academic success in pharmacy.
  • Formal mentorship programs can support faculty growth and productivity.
  • Existing literature highlights the need for structured support systems.

Purpose of the Study:

  • To detail the creation, rollout, and assessment of a formal mentorship initiative.
  • To evaluate the effectiveness of a mentorship program for faculty in a college of pharmacy.
  • To identify areas of need and satisfaction among mentors and protégés.

Main Methods:

  • Literature review informed program design (2006-2008).
  • Voluntary program matched trained mentors with protégés.
  • Annual surveys and focus groups evaluated program impact.

Main Results:

  • 51 mentor-protégé pairs participated (2009-2012).
  • High satisfaction reported by mentors (82.8%-96.9%) and protégés (≥70%).
  • Significant increase in peer-reviewed publications by junior faculty (7 to 21 per year).

Conclusions:

  • The formal mentorship program demonstrated success through participant self-assessments.
  • Mentorship positively impacted faculty publication output.
  • Program logistics and relationships were generally well-received.