探讨某医学院导师类型和指导行为与学术医学教师满意度和生产力的关系。

Relating mentor type and mentoring behaviors to academic medicine faculty satisfaction and productivity at one medical school.

机构信息

Dr. Shollen is assistant professor of leadership, Department of Leadership and American Studies, Christopher Newport University, Newport News, Virginia. Dr. Bland was assistant dean for faculty development, professor of family medicine and community health, and director, Family Medicine Clinical Research Fellowship, University of Minnesota, Minneapolis, Minnesota. Dr. Center is director, Office of Research Consultation and Services, College of Education and Human Development, University of Minnesota, Minneapolis, Minnesota. Ms. Finstad is coordinator, Department of Family Medicine and Community Health, University of Minnesota, Minneapolis, Minnesota. Dr. Taylor is vice dean for academic affairs, Columbia University College of Physicians and Surgeons, and John Lindenbaum Professor of Medicine, NewYork-Presbyterian Hospital, New York, New York.

出版信息

Acad Med. 2014 Sep;89(9):1267-75. doi: 10.1097/ACM.0000000000000381.

DOI:10.1097/ACM.0000000000000381

PMID:24979280

Abstract

PURPOSE

To examine relationships among having formal and informal mentors, mentoring behaviors, and satisfaction and productivity for academic medicine faculty.

METHOD

In 2005, the authors surveyed full-time faculty at the University of Minnesota Medical School to assess their perceptions of variables associated with job satisfaction and productivity. This analysis focused on perceptions of mentoring as related to satisfaction with current position and productivity (articles published in peer-reviewed journals [article production] and role as a primary investigator [PI] or a co-PI on a grant/contract).

RESULTS

Of 615 faculty, 354 (58%) responded. Satisfied faculty were not necessarily productive, and vice versa. Outcomes differed somewhat for mentor types: Informal mentoring was more important for satisfaction, and formal mentoring was more important for productivity. Regardless of mentor type, the 14 mentoring behaviors examined related more to satisfaction than productivity. Only one behavior-serves as a role model-was significantly, positively related to article production. Although participants reported that formal and informal mentors performed the same mentoring behaviors, mentees were more satisfied or productive when some behaviors were performed by formal mentors.

CONCLUSIONS

The results emphasize the importance of having both formal and informal mentors who perform mentoring behaviors associated with satisfaction and productivity. The results provide a preliminary indication that mentor types and specific mentoring behaviors may have different effects on satisfaction and productivity. Despite the differences found for some behaviors, it seems that it is more essential that mentoring behaviors be performed by any mentor than by a specific type of mentor.

摘要

目的

探讨正式和非正式导师、导师行为与学术医学教师的满意度和生产力之间的关系。

方法

2005 年，作者调查了明尼苏达大学医学院的全职教师，以评估他们对与工作满意度和生产力相关的变量的看法。本分析重点关注与当前职位满意度和生产力（在同行评审期刊上发表的文章[文章产量]和作为主要研究员[PI]或在资助/合同上的共同 PI 的角色）相关的指导感知。

结果

在 615 名教师中，有 354 名（58%）做出了回应。满意的教师不一定有生产力，反之亦然。导师类型的结果略有不同：非正式指导对满意度更为重要，而正式指导对生产力更为重要。无论导师类型如何，所检查的 14 种指导行为与满意度的关系比对生产力的关系更为密切。只有一种行为——作为榜样——与文章产量呈显著正相关。尽管参与者报告说正式和非正式导师都执行了相同的导师行为，但当某些行为由正式导师执行时，导师与学生的关系更为满意或更有成效。