Mentoring program for minority faculty at the University of Pennsylvania School of Medicine
Mentoring program for minority faculty at the University of Pennsylvania School of Medicine
复制标题
DOI：
10.1097/00001888-199904000-00029
复制
发表时间：
1999-04-01
影响因子：
7.4
通讯作者：
Jayadevappa, R
中科院分区：
文献类型：
--
作者：
Johnson, JC;Williams, B;Jayadevappa, R
研究表明，有一个教师导师和同行的积极网络的一部分是成功的学术医学事业的关键因素。然而，少数民族医生往往没有导师，而在医学界代表性不足的少数民族群体中，问题最大。1994-1996年，宾夕法尼亚大学医学院着手了解其各系和部门的指导方案的程度，并比较代表性不足的少数族裔教师和其他人的经验。研究结果被用来建立一个系统，为少数民族教师的指导和网络支持。检查报告的部门和部门负责人对他们的正式指导计划，很明显，这些领导人认为导师的职业发展必不可少的，但许多报告没有系统的计划导师初级教师。在研究少数民族和非少数民族助理教授的报告经历时，根据这一信息，学校制定了一个教师发展计划，以满足教师的需求：每年与新的少数民族教师举行职业发展会议;协助确定和指派导师;协助发展研究技能;监测少数族裔教师的留用情况。由于该计划的经验产生了对少数民族教师的需求，特别是初级教师的额外见解，该计划将进行调整和扩大，以满足这些确定的需求。
Research indicates that having a faculty mentor and being part of an active network of peers are critical ingredients of successful academic medicine careers. Minority physicians, however, often do not have mentors, and the problem is greatest for minority groups underrepresented in medicine. The University of Pennsylvania School of Medicine in 1994-1996 undertook to learn the extent of mentoring programs in its departments and divisions and to compare the experiences of underrepresented-minority faculty and others. The results were used to establish a system for mentoring and networking support for minority faculty members.Examining the reports of division and department heads on their formal mentoring programs, it was clear that these leaders considered mentor essential for career development, but many reported having no systematic plan for mentors for junior faculty. In looking at the reported experiences of minority and non-minority assistant professors (matched for promotion track, department, appointment date, and, where possible, gender), it was found that approximately half of either group did not have mentors.As a result of this information, the school established a faculty development program to meet the faculty members' demonstrated needs: annual career development meetings with new minority faculty; assistance in identifying and assigning mentors; assistance in developing research skills; and monitoring of the retention of minority faculty. As experience with the program produces additional insights into the needs of minority faculty-and particularly of junior faculty-the program will he adjusted and expanded to meet these identified needs.