A Qualitative Analysis-Enhancing Faculty Academic Success Through Team-Based Mentorship: 5-Year Insights

Area of Science:

• Academic Surgery
• Faculty Development
• Mentorship Programs

Background:

• Mentorship and sponsorship are critical for academic surgery success, enhancing productivity, promotion, retention, and career satisfaction.
• Formal mentorship programs, especially team-based formats, are underutilized despite their importance.

Purpose of the Study:

• To explore the successes, challenges, and areas for improvement in a team-based mentorship program for early-career faculty.
• To assess mentorship effectiveness in supporting professional growth, emotional well-being, and career advancement.

Main Methods:

• Qualitative study utilizing semi-structured interviews with faculty mentees.
• Purposeful sampling strategy to identify representative participants.
• Thematic analysis to evaluate mentorship effectiveness.

Main Results:

• Three themes emerged: (1) Adaptive mentorship combining informational and emotional support, (2) Importance of clear coordination, communication, and program expectations, (3) Need for balanced team composition considering expertise, diversity, power dynamics, and psychological safety.

Conclusions:

• Findings underscore the necessity of mentorship for early-career faculty.
• Expanding structured, team-based mentorship models can strengthen professional development in academic surgery.