Morzinski J A, Diehr S, Bower D J, Simpson D E
Department of Family and Community Medicine, Medical College of Wisconsin, Milwaukee, USA.
Fam Med. 1996 Jun;28(6):434-8.
Professional academic skills (PAS) encompass the values, collegial relations, and career management skills essential for faculty success. Mentoring has been proposed as a way for junior faculty to acquire these skills. In this paper, we present a summary of literature on formal mentoring and report an evaluation of a formal mentoring program (FMP) on the PAS development of junior family medicine faculty.
A descriptive, cross-sectional study was used to examine FMP impact on two groups of junior faculty with 18 months (n = 8) and 6 months (n = 10) of program exposure. We developed a Likert-type questionnaire to assess PAS development and used semistructured interviews to identify unintended outcomes of program participation. A qualitative, template analysis helped surface themes from the descriptive data.
The FMP had an overall positive impact on junior faculty PAS development, with greatest improvements in their understanding of academic values. Proteges with longer program experience had greater gains. Unintended benefits included improved preparation to mentor others and increased perceptions of a supportive academic environment.
Formal mentoring programs can improve the PAS of junior faculty and positively impact an organizational culture that supports faculty development.
专业学术技能（PAS）涵盖了对教师取得成功至关重要的价值观、同事关系和职业管理技能。指导被认为是初级教师获得这些技能的一种方式。在本文中，我们总结了关于正式指导的文献，并报告了一项针对初级家庭医学教师专业学术技能发展的正式指导计划（FMP）的评估。
采用描述性横断面研究，考察正式指导计划对两组分别参与该计划18个月（n = 8）和6个月（n = 10）的初级教师的影响。我们编制了一份李克特式问卷来评估专业学术技能的发展，并使用半结构化访谈来确定参与该计划的意外结果。定性的模板分析有助于从描述性数据中提炼出主题。
正式指导计划对初级教师的专业学术技能发展产生了总体积极影响，其中对学术价值观的理解提升最为显著。参与计划时间较长的学员收获更大。意外收获包括更好地为指导他人做准备以及增强了对支持性学术环境的感知。
正式指导计划可以提高初级教师的专业学术技能，并对支持教师发展的组织文化产生积极影响。
