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A structured mentoring program to develop junior faculty into successful co-coordinators of a large multi-instructor

Erin K Hennessey1, Andrew J Crannage1, Erica F Crannage1

  • 1St. Louis College of Pharmacy, 4588 Parkview Place, St. Louis, MO 63110, United States.

Currents in Pharmacy Teaching & Learning
|December 14, 2017
PubMed
Summary

A structured mentoring program successfully trained junior faculty in course coordination, improving student outcomes and satisfaction. This initiative also enhanced the pedagogical leadership and mentoring skills of mid-level faculty.

Keywords:
CoordinatorFacultyMentorPharmacyProgram

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Area of Science:

  • Medical Education
  • Faculty Development
  • Pedagogical Leadership

Background:

  • Course coordination is a critical yet often overlooked role for clinical faculty.
  • Existing faculty development programs may not adequately prepare faculty for course coordination responsibilities.

Purpose of the Study:

  • To implement a mentoring system for junior clinical faculty to excel as course coordinators.
  • To maintain high student performance and satisfaction levels during this transition.

Main Methods:

  • A structured mentoring program was offered to first-time faculty discussion group leaders in a large pathophysiology course.
  • The program covered course material development, assessment management, and communication strategies.

Main Results:

  • All participating junior faculty successfully transitioned to full co-coordinator roles.
  • Exam reliability was sustained, and student evaluations and performance improved.
  • Mentors and mentees reported positive and impactful experiences.

Conclusions:

  • Structured mentoring is effective for developing junior faculty in course coordination roles.
  • This approach fosters pedagogical leadership in junior faculty and mentoring skills in senior faculty.