Sood V, Wiggins W, Rodriguez A, Sigl D
Albuquerque Academy & University of New Mexico.
Chron Mentor Coach. 2022 Dec;6(Spec Iss 15):624-629.
Prior research shows that most Schools of Medicine faculty consider mentorship the most crucial factor in faculty development and retention. Many faculty are establishing developmental networks in lieu of hierarchical dyadic mentoring relationships. Clinicians are less likely than other newly hired faculty groups to seek mentorship despite having assigned mentors. The study's purpose was to determine the attitudes of newly hired faculty at the University of New Mexico School of Medicine (UNM SOM) regarding mentorship and developmental networks. Within their first year of hire, all newly hired faculty at UNM SOM are required to participate in a two-day orientation to the institution event called 'Quikstart.' During seven such events, new faculty [N=131] were surveyed anonymously on six single-response questions about their attitudes regarding mentorship and developmental networks, administered via online polls between September 2018 and July 2022. In this descriptive study, summary characteristics were analyzed. Newly hired faculty mentees reported that creating a developmental network was hampered by difficulties finding multiple mentors (55.3%), receiving conflicting advice from multiple mentors (22.4%), and gathering many mentors at the same location at the same time (11.8% ). Lack of clarity regarding faculty mentee needs (55.5%), mentors' unavailability (17.6%), and failure to find mentors (14.3%) were the most often mentioned difficulties during the initiation stage of mentorship (Hitchcock et al., 1995). Although the literature advocates moving from hierarchical dyadic mentoring relationships to developmental networks, this transition for Medicine faculty mentees will likely be hindered by a shortage of adequately trained mentors. Institutions need to identify and train mentors, incentivize and support mentorship, and encourage the creation and maintenance of self-selected development networks, possibly under the leadership of a transitional mentor.
先前的研究表明，大多数医学院的教员认为指导是教员发展和留任的最关键因素。许多教员正在建立发展网络，以取代层级式的二元指导关系。尽管有指定的导师，但临床医生比其他新聘教员群体寻求指导的可能性更小。该研究的目的是确定新墨西哥大学医学院（UNM SOM）新聘教员对指导和发展网络的态度。在入职的第一年内，UNM SOM的所有新聘教员都必须参加一个为期两天的机构迎新活动，名为“快速启动”。在七次这样的活动中，新教员 [N = 131] 就他们对指导和发展网络的态度，通过六个单项选择题进行了匿名调查，调查于2018年9月至2022年7月通过在线投票进行。在这项描述性研究中，对汇总特征进行了分析。新聘教员学员报告说，建立发展网络受到以下困难的阻碍：难以找到多个导师（55.3%）、从多个导师那里收到相互矛盾的建议（22.4%）以及在同一时间同一地点召集多个导师（11.8%）。在指导开始阶段，学员需求不明确（55.5%）、导师无法提供指导（17.6%）以及未能找到导师（14.3%）是最常被提及的困难（希区柯克等人，1995年）。尽管文献主张从层级式的二元指导关系转向发展网络，但医学教员学员的这种转变可能会因缺乏充分培训过的导师而受阻。各机构需要识别和培训导师，激励和支持指导工作，并鼓励创建和维护自我选择的发展网络，可能在过渡导师的领导下进行。
