Jackevicius Cynthia A, Le Jennifer, Nazer Lama, Hess Karl, Wang Jeffrey, Law Anandi V
Western University of Health Sciences, Pomona, California ; VA Greater Los Angeles Healthcare System, Los Angeles, California ; Institute for Clinical Evaluative Sciences, University Health Network, University of Toronto, Toronto, Canada.
Western University of Health Sciences, Pomona, California ; University of California - San Diego, La Jolla, California ; Long Beach Memorial Medical Center, Long Beach, California ; Miller Children's Hospital, Long Beach, California.
Am J Pharm Educ. 2014 Jun 17;78(5):100. doi: 10.5688/ajpe785100.
To describe the development, implementation, and evaluation of a formal mentorship program at a college of pharmacy.
After extensive review of the mentorship literature within the health sciences, a formal mentorship program was developed between 2006 and 2008 to support and facilitate faculty development. The voluntary program was implemented after mentors received training, and mentors and protégés were matched and received an orientation. Evaluation consisted of conducting annual surveys and focus groups with mentors and protégés.
Fifty-one mentor-protégé pairs were formed from 2009 to 2012. A large majority of the mentors (82.8%-96.9%) were satisfied with the mentorship program and its procedures. The majority of the protégés (≥70%) were satisfied with the mentorship program, mentor-protégé relationship, and program logistics. Both mentors and protégés reported that the protégés most needed guidance on time management, prioritization, and work-life balance. While there were no significant improvements in the proteges' number of grant submissions, retention rates, or success in promotion/tenure, the total number of peer-reviewed publications by junior faculty members was significantly higher after program implementation (mean of 7 per year vs 21 per year, p=0.03) in the college's pharmacy practice and administration department.
A formal mentorship program was successful as measured by self-reported assessments of mentors and protégés.
描述一所药学院正式导师计划的制定、实施和评估情况。
在对健康科学领域的导师制文献进行广泛综述后，于2006年至2008年制定了一项正式的导师计划，以支持和促进教师发展。该自愿计划在导师接受培训后实施，导师和学员进行配对并接受入职培训。评估包括每年对导师和学员进行调查以及开展焦点小组讨论。
2009年至2012年共形成了51对导师-学员组合。绝大多数导师（82.8%-96.9%）对导师计划及其流程感到满意。大多数学员（≥70%）对导师计划、导师-学员关系和计划后勤工作感到满意。导师和学员均表示，学员最需要在时间管理、优先级设定和工作与生活平衡方面得到指导。虽然学员的资助申请数量、留任率或晋升/获得终身教职的成功率没有显著提高，但在该学院的药学实践与管理部门，初级教员经过同行评审的出版物总数在计划实施后显著增加（从每年平均2篇增至每年平均7篇，p=0.03）。
根据导师和学员的自我报告评估，一项正式的导师计划是成功的。
