Bacsu Juanita-Dawne R, Rahemi Zahra, Petrovsky Darina, Sefcik Justine S, Kwan Ma Kris Pui, Baker Zachary G, Smith Matthew Lee
School of Nursing, Thompson Rivers University, Kamloops, BC, Canada.
School of Nursing, Clemson University, Greenville, SC, USA.
Can Geriatr J. 2024 Mar 1;27(1):80-84. doi: 10.5770/cgj.27.700. eCollection 2024 Mar.
Mentorship is critical to supporting professional development and growth of new and emerging faculty members. Working with the Gerontological Society of America (GSA), we created the Advancing Gerontology through Exceptional Scholarship (AGES) Initiative as a mentorship model to promote productivity and peer support for new and early career faculty members. In this commentary, we highlight the AGES Program as a prototype to facilitate peer support, collective learning, and co-authorship opportunities to advance new and early career faculty members, especially in the field of aging. Moreover, we identify four crucial strategies that cultivated and refined our AGES Program including: i) ensuring flexibility to address mentee needs; ii) establishing check-ins and accountability to enhance productivity; iii) fostering peer support and collective learning; and iv) delivering motivational and educational activities. Drawing on our experience with the AGES Program, this commentary provides recommendations to support other groups looking to develop high-quality mentorship programs to support new and early career faculty members in academia.
导师指导对于支持新入职和崭露头角的教员的职业发展与成长至关重要。我们与美国老年学学会（GSA）合作，创建了“通过卓越学术推进老年学”（AGES）倡议，作为一种导师指导模式，以促进新入职和处于职业生涯早期的教员的生产力提升和同伴支持。在这篇评论中，我们强调AGES项目是一个促进同伴支持、集体学习和共同署名机会的典范，以推动新入职和处于职业生涯早期的教员的发展，尤其是在老龄化领域。此外，我们确定了培育和完善我们的AGES项目的四个关键策略，包括：i）确保灵活性以满足学员需求；ii）建立定期检查和问责制以提高生产力；iii）促进同伴支持和集体学习；iv）开展激励性和教育性活动。借鉴我们在AGES项目中的经验，这篇评论提供了建议，以支持其他希望制定高质量导师指导项目来支持学术界新入职和处于职业生涯早期的教员的团体。
