Exploring Mentoring Experiences, Perceptions, and Needs of General Internal Medicine Clinician Educators Navigating...

Area of Science:

• Medical Education
• Professional Development
• Mentorship Studies

Background:

• Limited research exists on the specific mentoring needs and preferences of clinician educators (CEs).
• Understanding CEs' perceptions of mentoring adequacy is crucial for their educational development and career advancement.

Purpose of the Study:

• To explore general internal medicine CEs' experiences with various mentoring models.
• To examine the perceived quality, nature, and impact of mentoring on CE career development.
• To determine if specific mentoring models influence CEs' attitudes toward mentorship.

Main Methods:

• A sequential mixed methods study design was employed.
• Participants completed an anonymous online survey.
• A subsample engaged in semi-structured focus group discussions.

Main Results:

• High-quality peer mentorship was associated with greater perceived adequacy, career benefit, and professional challenge for CEs.
• Qualitative analysis revealed themes including the value of mentoring teams, the importance of peer mentors across career stages, inadequate CE-specific mentoring, and the need for protected time and skill development in mentoring.
• Survey data indicated significant differences in perceived benefits of peer mentorship compared to other models.

Conclusions:

• Traditional dyadic mentoring may not fully meet the professional needs of CEs.
• Mentoring teams and peer mentors offer valuable support for career advancement and professional growth.
• Mentoring needs evolve throughout a CE's career, highlighting the necessity for tailored approaches and training in mentoring skills.