A facilitated peer mentoring program for junior faculty to promote professional development and peer networking.
A facilitated peer mentoring program for junior faculty to promote professional development and peer networking.
复制标题
DOI：
10.1097/acm.0000000000000705
复制
发表时间：
2015-06
期刊：
影响因子：
--
通讯作者：
Cooper WO
中科院分区：
文献类型：
--
作者：
Fleming GM;Simmons JH;Xu M;Gesell SB;Brown RF;Cutrer WB;Gigante J;Cooper WO
探讨在一群初出茅庐的初级教员中，教师发展计划的设计、实施和效果。感兴趣的初级教员被分成由资深教员领导的跨学科小组。这些小组每月会面1.5个小时，审查2011至2013年的单元课程。使用两个时间点(2011年9月和2013年5月)的调查和临时项目评估，作者收集了参与者的人口统计数据、教师之间的相互联系以及专业发展和学术领域的自我报告知识、技能和态度(KSA)，包括制定职业目标和使活动与这些目标保持一致的能力。共有104名初级教职员工参加了该项目。他们在职业发展(P=.013，P=.001)和奖学金(P=.038，P=.015)领域中表现出自我报告的KSA的变化，写出职业目标的能力(P<；.001)，使活动与这些目标一致(P<；.001)的能力，以及追求与这些目标相关的活动的数量和时间(P=.022)。这些变化在女性教职员工中更为显著，不受学术级别或自上次培训以来的时间的影响。在研究期间，教职员工之间的相互联系增加了--网络中节点的数量和节点之间的联系增加了。这一促进初级教员的同伴指导计划在改善KSA方面是有效的，这是促进早期职业发展和同伴网络所必需的，特别是对女性来说。
To explore the design, implementation, and efficacy of a faculty development program in a cohort of early-career junior faculty. Interested junior faculty members were divided into interdisciplinary small groups led by senior faculty facilitators. The groups met monthly for 1.5 hours to review a modular curriculum from 2011 to 2013. Using a survey at two time points (September 2011 and May 2013) and an interim program evaluation, the authors collected data on participants’ demographics, faculty interconnectedness, and self-reported knowledge, skills, and attitudes (KSA) in the domains of professional development and scholarship, including the ability to write career goals and align activities with those goals. A total of 104 junior faculty participated in the program. They demonstrated changes in self-reported KSA in the domains of professional development (P = .013, P = .001) and scholarship (P = .038, P = .015) with an increase in ability to write career goals (P < .001), align activities with those goals (P < .001), and in the number of and amount of time spent pursuing activities related to those goals (P = .022). These changes were more significant among female faculty and were not affected by academic rank or time since last training. Interconnectedness among faculty increased during the period of study--the number of nodes and ties between nodes within the network increased. This facilitated peer mentoring program for junior faculty was effective in improving the KSA necessary to promote early career advancement and peer networking, especially for women.