Mentoring Programs for Underrepresented Minority Faculty in Academic Medical Centers

Abstract

Purpose Mentoring is critical for career advancement in academic medicine. However, underrepresented minority (URM) faculty often receive less mentoring than their nonminority peers. The authors conducted a comprehensive review of published mentoring programs designed for URM faculty to identify “promising practices.” Method Databases (PubMed, PsycINFO, ERIC, PsychLit, Google Scholar, Dissertations Abstracts International, CINHAL, Sociological Abstracts) were searched for articles describing URM faculty mentoring programs. The RE-AIM framework (Reach, Effectiveness, Adoption, Implementation, and Maintenance) formed the model for analyzing programs. Results The search identified 73 citations. Abstract reviews led to retrieval of 38 full-text articles for assessment; 18 articles describing 13 programs were selected for review. The reach of these programs ranged from 7 to 128 participants. Most evaluated programs on the basis of the number of grant applications and manuscripts produced or satisfaction with program content. Programs offered a variety of training experiences, and adoption was relatively high, with minor changes made for implementing the intended content. Barriers included time-restricted funding, inadequate evaluation due to few participants, significant time commitments required from mentors, and difficulty in addressing institutional challenges faced by URM faculty. Program sustainability was a concern because programs were supported through external funds, with minimal institutional support. Conclusions Mentoring is an important part of academic medicine, particularly for URM faculty who often experience unique career challenges. Despite this need, relatively few publications exist to document mentoring programs for this population. Institutionally supported mentoring programs for URM faculty are needed, along with detailed plans for program sustainability.

Mentoring in Palliative Medicine: Guiding Program Design through Thematic Analysis of Mentoring in Internal Medicine between 2000 and 2015

“…Reciprocal relationship between mentor and mentee: Sambunjak et al [16], Frei et al [17], and Davis et al [39] believe that the reciprocal nature of mentoring relationships allows mentees and mentors to enjoy the well-evidenced benefits of mentoring and inspires them to remain invested in the development of the mentoring relationship [16,17,40].…”

“…Dynamic process and evolution of relationship: Changes in the professional and personal circumstances of mentors and mentees and in environmental, social and organizational factors surrounding the host organization, mentors and/or mentees impact the mentoring relationship and highlight the evolving and entwined nature of mentoring relationships [17,40]. Sambunjak et al [16] noted that mentoring relationships culminate in the development of a peer or collegiate relationship sustained by friendship long after the mentoring process has been completed [17].…”

“…The development of mentoring relations is dependent upon the mentoring approach adopted [14][15][16][17]20,21,32,40]. Informal and formal Informal mentoring revolves around the idea of apprenticeship in medicine [16,40].…”

“…Informal and formal Informal mentoring revolves around the idea of apprenticeship in medicine [16,40]. Rarely supported by an organization and formal assessments of mentees; informal mentoring is often seen as an ad hoc arrangement between mentors and mentees that is usually menteeinitiated and built upon shared interests and personal ties [16].…”

“…This introduces a personal element to the mentoring relationship which evolves with growing trust and mutual respect in a mentoring environment that inspires open and frank exchange of ideas and discussions on confidential and personal matters [16,40]. The presence of these personal ties, personal investment into the mentoring relationship and motivation to sustain it forms the foundation of a dynamic mentoring relationship that responds to changing conditions and demands throughout the mentoring process [20,21,32].…”