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The Participant-Reported Implementation Update and Score PRIUS: A Novel Method for Capturing Implementation-Related Data Over Time
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Implementation of a university faculty mentorship program.

Laura Foxcroft1, Douglas Jones2,3, Margaret Steele4,5

  • 1Department of Medicine, Schulich School of Medicine & Dentistry, Ontario, Canada.

Canadian Medical Education Journal
|December 1, 2018
PubMed
Summary
This summary is machine-generated.

A new faculty mentorship program in Emergency Medicine was successfully implemented, with 91% of eligible faculty establishing mentorship committees within a year. This initiative enhanced collaboration and received positive participant feedback.

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Area of Science:

  • Medical Education
  • Academic Medicine
  • Faculty Development

Background:

  • Effective faculty mentorship is crucial for academic career progression.
  • Implementing structured mentorship programs can enhance faculty engagement and retention.
  • Previous mentorship models may lack specific structures for academic divisions.

Purpose of the Study:

  • To implement a structured University Faculty mentorship program within the Division of Emergency Medicine.
  • To define roles, responsibilities, and principles for an effective mentor-mentee relationship.
  • To establish a sustainable mentorship committee structure for faculty development.

Main Methods:

  • A mentorship program was developed based on the Schulich faculty mentorship policy.
  • A training program was created to define mentor and mentee roles and effective relationship principles.
  • Mentorship committees comprised a mentee and two associate professor-level mentors (internal/external); mentees submitted minutes for review.

Main Results:

  • The mentorship program was successfully implemented in under a year.
  • 91% (31/34) of eligible assistant professors established functioning mentorship committees.
  • Participants reported positive perceptions of mentorship committee benefits and mentor-mentee "fit," with increased inter-faculty collaboration.

Conclusions:

  • A successful faculty mentorship program can be initiated in an academic division within a year through strategic planning and training.
  • The involvement of a dedicated local champion with protected time is vital for program success.
  • The implemented program demonstrated significant positive outcomes in faculty engagement and collaboration.