Lewellen-Williams Charlotte, Johnson Virginia A, Deloney Linda A, Thomas Billy R, Goyol Apollos, Henry-Tillman Ronda
Center for Diversity Affairs, UAMS College of Medicine, Little Rock, AR 72205, USA.
Acad Med. 2006 Mar;81(3):275-9. doi: 10.1097/00001888-200603000-00020.
Mentoring, long recognized as a catalyst for successful careers, is particularly important to the career development of underrepresented minority (URM) faculty. In academic medicine, mentor-protégé relationships are seriously threatened by increased clinical, research, and administrative demands and an emphasis on scholarship over citizenship. New mentoring models are needed, and they should be adaptable to a medical school's unique structure and mission. The Peer-Onsite-Distance (POD) model, developed in 2002 by the authors and introduced at the College of Medicine at the University of Arkansas for Medical Sciences, is a targeted, multilevel mentoring prototype that is built on a solid research foundation and tailored to the unique needs of URM medical school faculty. The mentee's individual needs for guidance related to career goals, resources, and the content and interaction skills that are known to be critical to successful academic careers are targeted for development. The multilevel approach provides a unique network of peer and faculty mentors who provide site-specific career guidance. Also in the network are leaders in their fields who can provide access to accurate information, cautions, predictions, and announcements of future resources or potential restrictions in academic medicine. Mentor commitments are clearly defined and time contributions are maximized. The POD model aims to promote retention and advance the careers of URM faculty by wrapping them in a protective cushion of interpersonal and intrapersonal support. The flexibility of the design allows for adaptation to any institution's unique structure and mission.
长期以来，指导一直被视为成功职业生涯的催化剂，对代表性不足的少数族裔（URM）教师的职业发展尤为重要。在学术医学领域，导师与学员的关系受到临床、研究和行政需求增加以及对学术成就而非公民责任的强调的严重威胁。需要新的指导模式，而且这些模式应能适应医学院独特的结构和使命。作者于2002年开发并在阿肯色大学医学科学学院医学院引入的同伴现场远程（POD）模式，是一种有针对性的多层次指导原型，它建立在坚实的研究基础之上，并针对URM医学院教师的独特需求进行了量身定制。该模式旨在满足学员在职业目标、资源以及对成功学术生涯至关重要的内容和互动技能等方面的个人指导需求。多层次方法提供了一个由同伴和教师导师组成的独特网络，他们提供针对具体地点的职业指导。该网络中还有各自领域的领导者，他们能够提供准确信息、警示、预测以及有关学术医学未来资源或潜在限制的公告。导师的职责有明确界定，时间贡献也得到了最大化利用。POD模式旨在通过为人际和个人内部支持提供一个保护缓冲来促进URM教师的留任并推动其职业发展。该设计的灵活性使其能够适应任何机构独特的结构和使命。
