Evaluation of a Formal Pediatric Faculty Mentorship Program.

INTRODUCTION

The purpose of this article is to describe how a formal mentoring program in pediatrics can prepare new physicians and scientists for their roles and conflicting responsibilities within a community-based medical school. While research supports the impact of faculty mentoring, quality partnerships are reportedly low in academic medicine and can negatively affect junior faculty who are preparing for certifying examinations, orienting to a new role and balancing career and personal life.

METHODS

Data were collected from mentors and mentees in six rollouts (71 pairs) of a formal mentoring program in the Department of Pediatrics of the University of South Dakota Sanford School of Medicine/Sanford Children's Specialty Clinic in Sioux Falls, South Dakota. Specifically, focus groups, surveys and objective data (promotion, retention and board pass rates) were used for formative and summative evaluation and reported in this article.

RESULTS

The results indicated high program satisfaction including 97 percent of participants would recommend the program to other faculty. Reported benefits included career development, retention, promotion and academic productivity. Challenges identified were lack of time, promotion criteria ambiguity and poor mentee initiative.

CONCLUSIONS

Although the sample sizes were small for pre-post comparisons, the results provided a longitudinal evaluation and program best practices. Overall, a structured mentoring program was of value to faculty and resulted in partnerships that likely would not occur otherwise. The findings suggest that programs should assist junior faculty with onboarding and enculturation, career goals and focus, time management, work-life balance and promotion clarification and preparation.