Welch Julie, Sawtelle Stacy, Cheng David, Perkins Tony, Ownbey Misha, MacNeill Emily, Hockberger Robert, Rusyniak Daniel
Department of Emergency Medicine, Indiana University School of Medicine, Indianapolis, IN.
Department of Emergency Medicine, UCSF Fresno Medical Education Program, San Francisco, CA.
Acad Emerg Med. 2017 Mar;24(3):362-370. doi: 10.1111/acem.13136.
Mentoring is considered a fundamental component of career success and satisfaction in academic medicine. However, there is no national standard for faculty mentoring in academic emergency medicine (EM) and a paucity of literature on the subject.
The objective was to conduct a descriptive study of faculty mentoring programs and practices in academic departments of EM.
An electronic survey instrument was sent to 135 department chairs of EM in the United States. The survey queried faculty demographics, mentoring practices, structure, training, expectations, and outcome measures. Chi-square and Wilcoxon rank-sum tests were used to compare metrics of mentoring effectiveness (i.e., number of publications and National Institutes of Health [NIH] funding) across mentoring variables of interest.
Thirty-nine of 135 departments completed the survey, with a heterogeneous mix of faculty classifications. While only 43.6% of departments had formal mentoring programs, many augmented faculty mentoring with project or skills-based mentoring (66.7%), peer mentoring (53.8%), and mentoring committees (18%). Although the majority of departments expected faculty to participate in mentoring relationships, only half offered some form of mentoring training. The mean number of faculty publications per department per year was 52.8, and 11 departments fell within the top 35 NIH-funded EM departments. There was an association between higher levels of perceived mentoring success and both higher NIH funding (p = 0.022) and higher departmental publications rates (p = 0.022). In addition, higher NIH funding was associated with mentoring relationships that were assigned (80%), self-identified (20%), or mixed (22%; p = 0.026).
Our findings help to characterize the variability of faculty mentoring in EM, identify opportunities for improvement, and underscore the need to learn from other successful mentoring programs. This study can serve as a basis to share mentoring practices and stimulate conversation around strategies to improve faculty mentoring in EM.
指导被认为是学术医学领域职业成功与满意度的一个基本要素。然而，学术急诊医学（EM）中教员指导尚无国家标准，且关于该主题的文献匮乏。
对EM学术部门的教员指导项目与实践进行描述性研究。
向美国135位EM系主任发送了电子调查问卷。该调查询问了教员的人口统计学信息、指导实践、结构、培训、期望及结果指标。使用卡方检验和威尔科克森秩和检验来比较感兴趣的指导变量间指导效果的指标（即出版物数量和美国国立卫生研究院[NIH]资助情况）。
135个部门中有39个完成了调查，教员分类情况各异。虽然只有43.6%的部门有正式的指导项目，但许多部门通过基于项目或技能的指导（66.7%）、同伴指导（53.8%）和指导委员会（18%）来加强教员指导。尽管大多数部门期望教员参与指导关系，但只有一半的部门提供某种形式的指导培训。每个部门每年教员发表的论文平均数量为52.8篇，有11个部门位列NIH资助排名前35的EM部门。较高的指导成功率与较高的NIH资助（p = 0.022）及较高的部门论文发表率（p = 0.022）之间存在关联。此外，较高的NIH资助与指定的（80%）、自我认定的（20%）或混合的（22%；p = 0.026）指导关系相关。
我们的研究结果有助于描述EM中教员指导的变异性，确定改进机会，并强调借鉴其他成功指导项目的必要性。本研究可作为分享指导实践及激发围绕改善EM教员指导策略的讨论的基础。
