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Drug distribution in the pediatric population exhibits unique challenges and considerations due to the physiological differences between children, particularly neonates and infants, and adults. A crucial aspect of pediatric pharmacology is understanding how these differences impact the pharmacokinetics of various drugs, necessitating age-specific dosing strategies to ensure efficacy and safety.Neonates and infants have a higher total body water content, ~75%–90% of their body weight,...
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Evaluating the Effects of Different Polishing Methods on Color Stability of Dental Restorations in Pediatric Dentistry
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Evaluation of a Formal Pediatric Faculty Mentorship Program.

Jennifer K Giancola1, Mary Guillot2, Archana Chatterjee3,4

  • 1School for Professional Studies, Saint Louis University, Saint Louis, Missouri.

South Dakota Medicine : the Journal of the South Dakota State Medical Association
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Summary

A formal mentoring program in pediatrics significantly boosts faculty satisfaction and career development. This structured approach aids junior faculty in career progression, work-life balance, and navigating academic medicine roles.

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Area of Science:

  • Medical Education
  • Faculty Development
  • Pediatrics

Background:

  • Quality faculty mentoring is crucial but often lacking in academic medicine.
  • Low-quality mentoring negatively impacts junior faculty preparing for examinations and balancing roles.
  • A formal mentoring program can address these challenges in community-based medical schools.

Purpose of the Study:

  • To describe a formal mentoring program's role in preparing pediatric physicians and scientists.
  • To evaluate the program's effectiveness in a community-based medical school setting.

Main Methods:

  • Data collected from 71 mentor-mentee pairs across six program rollouts.
  • Utilized focus groups, surveys, and objective data (promotion, retention, board pass rates) for evaluation.
  • Study conducted in the Department of Pediatrics at the University of South Dakota Sanford School of Medicine.

Main Results:

  • High participant satisfaction, with 97% recommending the program.
  • Key benefits included career development, retention, promotion, and academic productivity.
  • Identified challenges: lack of time, unclear promotion criteria, and low mentee initiative.

Conclusions:

  • Structured mentoring programs provide significant value and foster essential partnerships.
  • Programs should support junior faculty in onboarding, career goals, time management, and promotion.
  • Findings offer best practices for longitudinal evaluation and program improvement in faculty development.