Blanco Maria A, Qualters Donna M
Office of Educational Affairs, Tufts University School of Medicine, Boston, MA, USA.
Public Health and Community Medicine, Tufts University School of Medicine, Boston, MA, USA.
Med Teach. 2020 Jul;42(7):799-805. doi: 10.1080/0142159X.2020.1736535. Epub 2020 Mar 11.
In an ever-changing academic environment, the traditional model of one senior mentor is no longer sufficient to provide faculty with the interdisciplinary perspective needed for success. We adapted, implemented and examined an interschool/interprofessional Mutual Mentoring Program. Participants were expected to expand their mentoring networks, formulate career goals and achievement plans, and, achieve concrete career goal(s). Participants were offered a 1-year mentoring network grant. To examine short-term outcomes, we collected participants' lists of contacts and accomplished goals, and asked for immediate feedback on the program. To examine intermediate outcomes, we conducted 30-min interviews with participants after 1 year of participation. We used quantitative and qualitative approaches to analyze the data from four program cohorts. Thirty-seven faculty participated throughout the four academic years. Participants reported 260 contacts made, and achieved goals related to academic products and outcomes. Eleven participants were interviewed and highlighted professional achievements, the power of the established networks, gained career resources, and the accomplishment of significant personal changes. This approach provides the type of multiple mentoring support that is necessary for today's academic climate for faculty to obtain their career goals, to demonstrate the institutional commitment to faculty success and to provide avenues for interdisciplinary connections.
在不断变化的学术环境中，传统的由一位资深导师指导的模式已不足以向教员提供取得成功所需的跨学科视角。我们调整、实施并考察了一项校际/跨专业相互指导计划。参与者有望拓展其指导网络，制定职业目标和成就计划，并实现具体的职业目标。为参与者提供了为期一年的指导网络资助。为考察短期成果，我们收集了参与者的联系人名单和已达成的目标，并征求他们对该计划的即时反馈。为考察中期成果，在参与者参与一年后，我们对他们进行了30分钟的访谈。我们采用定量和定性方法分析来自四个计划群组的数据。在四个学年中共有37名教员参与。参与者报告说建立了260个联系，并实现了与学术成果和产出相关的目标。对11名参与者进行了访谈，他们强调了职业成就、已建立网络的影响力、获得的职业资源以及实现的重大个人转变。这种方法提供了当今学术环境中教员实现职业目标所需的多种指导支持类型，展示了机构对教员成功的承诺，并为跨学科联系提供了途径。
