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Project-Based Learning Guidelines for Health Sciences Students: An Analysis with Data Mining and Qualitative Techniques

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Qualitative Evaluation of a Junior Faculty Team Mentoring Program.

Lana M Minshew¹, Jacqueline M Zeeman¹, Amanda A Olsen²

¹University of North Carolina at Chapel Hill, Eshelman School of Pharmacy, Chapel Hill, North Carolina.

American Journal of Pharmaceutical Education

|July 20, 2021

Summary

This summary is machine-generated.

A structured faculty mentoring program shows strengths in its design and relationships, but faces challenges with time and fit. Improvements include tailored seminars and training for mentors and mid-career faculty.

Keywords:

junior faculty mentoring mid-career faculty program evaluation team mentoring

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Area of Science:

Pharmacy education
Faculty development
Mentoring programs

Background:

Faculty mentoring is crucial for professional growth, retention, and job satisfaction.
Structured mentoring programs aim to support faculty development in academic settings.
Understanding the evolving needs of faculty at different career stages is essential.

Purpose of the Study:

To evaluate a junior faculty mentoring program's strengths and challenges.
To identify opportunities for program enhancement.
To explore the unique mentoring needs of mid-career faculty.

Main Methods:

Qualitative study utilizing focus groups and interviews with diverse stakeholders.
Thematic coding to analyze participant experiences and perceptions.
Program evaluation against the PAIRS checklist (American Association of Colleges of Pharmacy).

Main Results:

Program structure and mentee-mentor relationships were identified as key strengths.
Challenges included time constraints for meetings and ensuring appropriate mentee-mentor pairings.
Areas for improvement include seminar content, mentor training, and support for mid-career faculty.

Conclusions:

Mentoring significantly impacts faculty retention, job satisfaction, and burnout reduction.
Mid-career faculty mentoring needs are distinct and may require tailored approaches.
Qualitative research is vital for understanding and optimizing faculty mentoring strategies.