Palepu A, Friedman R H, Barnett R C, Carr P L, Ash A S, Szalacha L, Moskowitz M A
Department of Medicine, Boston Medical Center, Boston University School of Medicine, MA 02118, USA.
Acad Med. 1998 Mar;73(3):318-23. doi: 10.1097/00001888-199803000-00021.
To determine (1) the prevalence of mentoring relationships for U.S. medical school junior faculty; (2) the quality of these mentoring relationships; (3) any variation by gender or race; and (4) the relationship between mentoring and junior faculty members' perceptions of institutional professional support; research-, teaching-, and clinical-skills development; allocation of time to professional activities; and career satisfaction.
In 1995 a 177-item survey was mailed to 3,013 full-time faculty at 24 randomly selected U.S. medical schools stratified on an area of medical specialization, graduation cohort, and gender. Mentoring was defined as "dynamic reciprocal relationship between an advanced career incumbent (the mentor) and a junior faculty member (the protégé) aimed at fostering the development of the junior person/protégé." Because mentoring is most crucial for junior faculty, the study focused on mentoring relationships within the previous three years ("recent mentoring") for faculty who were not full professors. Chisquare tests, analysis of variance, and principal-components analysis were used to analyze the data.
In all, 1,808 (60%) of the 3,013 faculty surveyed, of whom 72% were junior faculty, returned completed questionaires. Fifty-four percent of the junior faculty had had a recent mentoring relationship. There was no significant difference between the men and the women faculty or between majority and minority faculty in the prevalence and quality of the mentoring relationships. The faculty with mentors rated their research preparation and research skills higher than did the faculty without mentors. Most of the women faculty (80%) and the minority faculty (86%) who had had mentors reported that it was not important to have a mentor of the same gender or minority group.
Mentoring relationships are prevalent in academic medicine and should be promoted to support the career growth of junior faculty.
确定（1）美国医学院初级教员指导关系的普遍程度；（2）这些指导关系的质量；（3）性别或种族方面的任何差异；以及（4）指导与初级教员对机构专业支持的认知、研究技能、教学技能和临床技能发展、分配给专业活动的时间以及职业满意度之间的关系。
1995年，一份包含177个项目的调查问卷被邮寄给24所随机选取的美国医学院的3013名全职教员，这些教员在医学专业领域、毕业队列和性别方面进行了分层。指导被定义为“一位资深在职人员（指导者）与一位初级教员（被指导者）之间旨在促进初级人员/被指导者发展的动态互惠关系”。由于指导对初级教员最为关键，该研究聚焦于非正教授教员在过去三年中的指导关系（“近期指导”）。使用卡方检验、方差分析和主成分分析来分析数据。
在3013名接受调查的教员中，共有1808人（60%）回复了完整问卷，其中72%为初级教员。54%的初级教员有近期指导关系。在指导关系的普遍程度和质量方面，男性教员与女性教员之间以及多数群体教员与少数群体教员之间没有显著差异。有指导者的教员对其研究准备和研究技能的评价高于没有指导者的教员。大多数有指导者的女性教员（80%）和少数群体教员（86%）报告称，有同性别或同少数群体的指导者并不重要。
指导关系在学术医学中普遍存在，应予以推广以支持初级教员的职业发展。
