Esplen Mary Jane, Vigod Simone N, Darani Shaheen A, Ho Certina, Kozloff Nicole, Szatmari Peter, Lanctôt Krista, Silver Ivan, Lin Elizabeth, Soklaridis Sophie, Teshima John, Wong Jiahui, Fiksenbaum Lisa, Kwong Danica
University of Toronto, Toronto, Ontario, Canada.
Women's College Hospital, Toronto, Ontario, Canada.
Acad Psychiatry. 2025 Jun;49(3):231-242. doi: 10.1007/s40596-024-02100-8. Epub 2025 Jan 13.
Mentorship supports faculty to succeed in their careers with confidence, resilience, and satisfaction. To address inequities evident with an informal approach, a formal mentorship program was designed and implemented.
The Quality Implementation Framework (QIF) was applied. Engagement with key stakeholders and users was emphasized. The goals of the program are to address inequities and create greater satisfaction with academic careers among diverse faculty working in various roles/sites. A central component is a primary 1:1 mentor/mentee model, supported with an online matching tool. 1:1 mentorship is augmented with several group mentorships, to support specific academic roles (e.g., clinician scientists; clinician teachers) or social identity. Mentorship training workshops and resources support mentors/mentees; topics include best practices, DEI, and mentorship and mentorship tools. Descriptive statistics (means, SDs, percentages) summarized findings on mentees/mentors at enrollment.
Sixty-six mentors registered. Recently hired faculty (n = 136) were invited to participate, resulting in 105 mentees (77%). There is a significant improvement in mentor perception of the department's culture of mentorship (t(198) = 4.188, p < 0.001). Key mentee goals were to gain career guidance and support, information on academic promotion, skills in professional relationships, and networking. Identified challenges among mentors/mentees include having differing goals, time commitment, and managing difficult conversations. Mentorship groups were well-received with high satisfaction.
Uptake and participation is encouraging. QIF will help identify contextual factors related to uptake and use of the program and additional implementation strategies needed. The project will contribute to literature on implementation and sustainability of mentorship programs.
导师指导有助于教员自信、坚韧且满意地在职业生涯中取得成功。为解决非正式方式中明显存在的不平等问题，设计并实施了一项正式的导师指导计划。
应用了质量实施框架（QIF）。强调与关键利益相关者和用户的参与。该计划的目标是解决不平等问题，并使在不同岗位/地点工作的多元化教员对学术职业更满意。一个核心组成部分是主要的一对一导师/学员模式，并辅以在线匹配工具。一对一指导通过几个小组指导得到加强，以支持特定的学术角色（如临床科学家；临床教师）或社会身份。导师培训研讨会和资源为导师/学员提供支持；主题包括最佳实践、多元化、公平与包容（DEI）以及指导和指导工具。描述性统计（均值、标准差、百分比）总结了学员/导师入学时的调查结果。
66名导师注册。邀请了新聘用的教员（n = 136）参加，有105名学员参与（77%）。导师对部门指导文化的认知有显著改善（t(198) = 4.188，p < 0.001）。学员的主要目标是获得职业指导和支持、学术晋升信息、职业关系技能以及建立人际关系网。导师/学员确定的挑战包括目标不同、时间投入以及处理困难对话。指导小组很受欢迎，满意度很高。
参与度令人鼓舞。QIF将有助于确定与该计划的采用和使用相关的背景因素以及所需的其他实施策略。该项目将为导师指导计划的实施和可持续性方面的文献做出贡献。
