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Related Experiment Video

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A Multifaceted Mentoring Program for Junior Faculty in Academic Pediatrics.

Mary M Chen¹, Christy I Sandborg¹, Louanne Hudgins¹

¹a Department of Pediatrics , Stanford University School of Medicine , Stanford , California , USA.

Teaching and Learning in Medicine

|April 8, 2016

Summary

This summary is machine-generated.

A pediatric mentoring program improved junior faculty retention and satisfaction by offering one-on-one meetings, workshops, and peer support. This initiative helped faculty understand promotion criteria and feel better prepared for career advancement.

Keywords:

faculty development mentee mentor mentoring program retention satisfaction

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Area of Science:

Academic Medicine
Pediatric Faculty Development
Mentorship Programs

Background:

Junior faculty in academic medicine face challenges balancing clinical work, research, teaching, and personal life.
This can lead to decreased confidence in academic careers and departure from academia.
Effective mentorship is crucial for career development and job satisfaction among junior faculty.

Purpose of the Study:

To develop, implement, and evaluate a comprehensive mentoring program for junior faculty in an academic pediatrics department.
The program aimed to enhance faculty retention and satisfaction.
To assess the program's impact on career advancement understanding and overall mentee experience.

Main Methods:

A multifaceted mentoring program was implemented, including one-on-one meetings, didactic workshops, grant review support, and peer mentoring.
Participants included instructors and assistant professors in pediatrics.
Program effectiveness was evaluated through annual surveys, exit interviews, and institutional retention data.

Main Results:

Seventy-nine junior faculty participated between 2007-2014.
84% of mentees were satisfied with the program, and 95% found mentors accessible.
Mentees reported increased preparedness for career advancement (69%) and better understanding of promotion criteria (81%).
Assistant professor retention improved significantly post-program implementation.

Conclusions:

A multifaceted mentoring program can significantly improve junior pediatric faculty satisfaction and retention.
Key program components included regular mentor-mentee meetings and skill-building workshops.
Peer mentoring and clear communication of promotion criteria were highly valued by participants.