Design fundamentals of mentoring programs for pharmacy professionals (Part 1): Considerations for organizations

Abstract

Mentoring programs have been offered by organizations within and outside of healthcare for years. This commentary examines the literature under the prism of design fundamentals for these programs, drawing particular considerations for schemes aimed at pharmacy professionals. The central argument presented is that mentoring can be used as a vehicle to support pharmacists to learn from others and each other, to reinforce and own their professional identity so that the uniqueness of the pharmacy profession is established within a global health landscape of constant change. In this Part 1 of a series of papers, a wealth of literature, theories, and evidence are presented aiming to inform the general structure and logistical considerations for both in-person and distance mentoring programs.

Design fundamentals of mentoring programs for pharmacy professionals (Part 2): Considerations for mentors and mentees

“…As described in considerations for organizations when developing a mentoring program, 1 it is paramount to have the right mentors properly trained to mentor the development of other professionals. Many persons likely overestimate their ability to effectively mentor another, often assuming that is but a matter of giving proper advice.…”

“…In the first paper of the series, we adopted a scholarly approach to evaluate the literature around the mentoring concept, identified a range of key mentoring program components and synthesized them into themes presenting design fundamental considerations for organizations. 1 Mentoring models and relationships were highlighted as the first theme, describing the nature of mentoring relationships in terms of mentoring models, considering mentors within and outside of an organization, and selectivity in matching dyads. The second theme was delivery of schemes, encompassing the balance between formal and informal schemes, the need for administrative support, role of technology, minimum communication requirements, cost, and mentoring culture within the organization.…”

Integrating Critical Consciousness in Health Professions Education Through Leadership Education and Mentoring

“…Establishing institutionally supported mentorship programs that lead to the development of a critical consciousness requires more than emphasizing mentoring models that facilitate egalitarian relationships. Other considerations include the delivery and support of mentorship program material, mentor and mentee development, the goals of the mentorship program, and mentorship program evaluation (Desselle et al., 2020). Importantly, academic leaders (e.g., Deans, Department Chairs) should show their support of these endeavors and invest in mentorship as a tool to develop future leaders.…”

Reflection of mentors and mentees at initiation of Faculty Mentorship Program at Aga Khan University: A perspective

“…1 Mentoring has progressed as an essential technique to develop and sustain faculty in academic professions. 2 The need for faculty mentoring has been realized at every step of early, mid-career, and senior faculty development. 3 Faculty development programs in medical education commenced formally in 1990s in the USA.…”