Mentor Networks in Academic Medicine

Abstract

Purpose Career development award programs often require formal establishment of mentoring relationships. The authors sought to gain a nuanced understanding of mentoring from the perspective of a diverse national sample of faculty clinician-researchers who were all members of formal mentoring relationships. Method Between February 2010 and August 2011, the authors conducted semi-structured, in-depth telephone interviews with 100 former recipients of National Institutes of Health mentored career development awards and 28 of their mentors. Purposive sampling ensured a diverse range of viewpoints. Multiple analysts thematically coded verbatim transcripts using qualitative data analysis software. Results Three relevant themes emerged: (1) the numerous roles and behaviors associated with mentoring in academic medicine, (2) the improbability of finding a single person who can fulfill the diverse mentoring needs of another individual, and (3) the importance and composition of mentor networks. Many respondents described the need to cultivate more than one mentor. Several participants discussed the utilization of peer mentors, citing benefits such as pooled resources and mutual learning. Female participants generally acknowledged the importance of having at least one female mentor. Some observed that their portfolio of mentors needed to evolve in order to remain effective. Conclusions Those who seek to promote the careers of faculty in academic medicine should focus upon developing mentoring networks, rather than hierarchical mentoring dyads. The members of each faculty member's mentoring team or network should reflect the protégé's individual needs and preferences, with special attention towards ensuring diversity in terms of area of expertise, academic rank, and gender.

Multidisciplinary Mentoring Programs to Enhance Junior Faculty Research Grant Success

“…This dichotomy imposes new challenges on traditional dyadic mentoring structures. 3 To improve junior faculty success, institutions must address these enterprise-level changes by incorporating mentoring strategies that actively encourage multidisciplinary collaborations and provide guidance on obtaining research funding in that context…”

“…6 Academic institutions are recognizing that retention of junior investigators in this new environment requires multidisciplinary mentorship. 3,5,7 …”

Psychologists in Academic Health Centers and Medical Centers: Being Visible, Relevant and Integral

“…For example, physician mentors can help psychologists navigate the AHC and academic healthcare and provided expertise in specific areas of Medicine. The multiple mentor approach (DeCastro et al, 2013) also provides help with promotion and advancement, as more than one faculty member can attest to their experiences with the mentee candidate for promotion which can provide complementary feedback that positively influences a Promotion and Tenure (P&T) committee.…”

“…Historically, it has been common for medical school faculty members to have a single mentor, i.e., for mentoring to be based on dyadic pairs (DeCastro, Sambuco, Ubel, & Jagsi, 2013). Much mentoring, and the literature on mentoring in AHCs has focused on grooming scientists rather than educators or clinicians.…”

Halk Sağlığı Araştırma Görevlilerinin Eğitim Süreçlerini "Mentor" Kavram Ve Yaklaşımı Kapsamında Değerlendirmeleri

“…"Mentorluk" kavramı ile ilgili farklı terim ve tanımlarla karşılaşılmakla birlikte, genel anlamda mentorun bilgi ve deneyimini paylaşarak, eğitilen bireyin gelişimine destek olduğu bir gelişim süreci olarak ifade edilebilir (5). Diğer bir ifade ile mentorluk, daha deneyimli bir kişi ile (mentor) daha az deneyimli bir kişi (eğitilen) arasındaki gerçekleşen etkileşim ile bir anlamda tecrübenin paylaşımından yola çıkarak bilgeliğe ulaşma sürecidir.…”