Faculty Perceptions on the Roles of Mentoring, Advising, and Coaching in an Anesthesiology Residency Program: Mixed...

Area of Science:

• Medical Education
• Anesthesiology
• Faculty Development

Background:

• Mentoring, advising, and coaching are crucial for resident education and professional growth.
• Limited research exists on anesthesiology faculty's perceptions of these support roles.

Purpose of the Study:

• To investigate anesthesiology faculty perspectives on the significance, implementation, and challenges of mentoring, advising, and coaching.
• To assess faculty views on the value, training needs, and impact of these roles on recruitment and retention.

Main Methods:

• A survey of 93 anesthesiology faculty at Washington University School of Medicine.
• Utilized Likert-scale and short-answer questions to gather data on faculty perceptions.
• Assessed faculty capacity for multiple roles, training needs, and impact of staffing shortages.

Main Results:

• Mentoring (88%) and coaching (78%) were deemed most important by faculty.
• Most faculty believe one individual can fulfill multiple support roles.
• Barriers include faculty burnout, role ambiguity, time constraints, and need for specialized training.

Conclusions:

• Structured mentoring, advising, and coaching require clear roles, protected time, and faculty development.
• Targeted training and investment can maximize benefits of resident support.
• Addressing faculty burnout and role confusion is essential for successful implementation.