Folz Heather N, Sprunger Tracy L, Sheehan Amy H, Aranda Josephine, Bozymski Kevin M, Ramsey Darin C, Gonzalvo Jasmine D
Notre Dame of Maryland University School of Pharmacy, 4701 North Charles Street, Baltimore, MD 21210, United States.
Butler University College of Pharmacy and Health Sciences, 4600 Sunset Avenue, Indianapolis, IN 46208, United States.
Curr Pharm Teach Learn. 2018 Apr;10(4):427-432. doi: 10.1016/j.cptl.2018.01.001. Epub 2018 Jan 12.
To evaluate participants' satisfaction with their teaching mentor relationship in a teaching and learning curriculum (TLC) and determine characteristics that are associated with high mentee satisfaction.
A 31-item survey instrument was administered to all 2015-2016 participants of the Teaching Certificate Program.
Seventy percent of program participants (n = 60/86) responded to the survey. Overall, 80% of program participants were satisfied or very satisfied with their mentor relationship. Characteristics associated with participants reporting that they were very satisfied with their teaching mentor relationship included mentor availability for face-to-face contact and affiliation with the same institution. Mentor actions associated with high mentee satisfaction included reviewing lecture slides, providing midpoint feedback, providing career advice, and attending mentee lectures.
Teaching certificate program participants perceive increased mentor accessibility and frequent interaction as key factors to a satisfying mentor-mentee relationship. Optimizing and standardizing mentorship programs are essential to the success of postgraduate teaching curriculums.
评估参与者对教学与学习课程（TLC）中其与教学导师关系的满意度，并确定与高学员满意度相关的特征。
对教学证书项目2015 - 2016年的所有参与者进行了一项包含31个条目的调查问卷。
该项目86名参与者中有70%（n = 60）回复了调查。总体而言，80%的项目参与者对其与导师的关系感到满意或非常满意。与报告对教学导师关系非常满意的参与者相关的特征包括导师可进行面对面接触以及与同一机构有隶属关系。与高学员满意度相关的导师行为包括审阅讲座幻灯片、提供中期反馈、提供职业建议以及参加学员的讲座。
教学证书项目参与者认为增加导师可及性和频繁互动是令人满意的师徒关系的关键因素。优化和规范导师项目对研究生教学课程的成功至关重要。
