Mentor Networks in Academic Medicine: Moving Beyond a Dyadic Conception of Mentoring for Junior Faculty Researchers
Mentor Networks in Academic Medicine: Moving Beyond a Dyadic Conception of Mentoring for Junior Faculty Researchers
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DOI：
10.1097/acm.0b013e318285d302
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发表时间：
2013-04-01
影响因子：
7.4
通讯作者：
Jagsi, Reshma
中科院分区：
文献类型：
--
作者：
DeCastro, Rochelle;Sambuco, Dana;Jagsi, Reshma
职业发展奖励计划通常要求正式建立指导关系。作者试图获得一个微妙的理解指导教师临床研究人员的角度来看，一个不同的国家样本的正式mentoringrelationships.MethodBetween 2010年2月和2011年8月，作者进行了半结构化的，深入的电话采访与100前收件人美国国立卫生研究院辅导的职业发展奖和28他们的导师。有目的的抽样确保了观点的多样性。多个分析师专题编码逐字记录使用定性数据analysis software.ResultsThree相关的主题出现：（1）众多的角色和行为与指导在学术医学，（2）不可能找到一个人谁可以满足不同的指导需求的另一个人，和（3）导师网络的重要性和组成。许多答复者表示需要培养一名以上的导师。几位与会者讨论了使用同侪导师的问题，列举了汇集资源和相互学习等好处。女性参与者普遍承认至少有一名女性导师的重要性。有些人认为，他们的导师组合需要发展，以保持effective.ConclusionsThose谁寻求促进教师的职业生涯在学术医学应该把重点放在发展辅导网络，而不是分层辅导二人组。每个教师的辅导团队或网络的成员应反映学生的个人需求和偏好，特别注意确保专业领域，学术等级和性别的多样性。
PurposeCareer development award programs often require formal establishment of mentoring relationships. The authors sought to gain a nuanced understanding of mentoring from the perspective of a diverse national sample of faculty clinician-researchers who were all members of formal mentoring relationships.MethodBetween February 2010 and August 2011, the authors conducted semistructured, in-depth telephone interviews with 100 former recipients of National Institutes of Health mentored career development awards and 28 of their mentors. Purposive sampling ensured a diverse range of viewpoints. Multiple analysts thematically coded verbatim transcripts using qualitative data analysis software.ResultsThree relevant themes emerged: (1) the numerous roles and behaviors associated with mentoring in academic medicine, (2) the improbability of finding a single person who can fulfill the diverse mentoring needs of another individual, and (3) the importance and composition of mentor networks. Many respondents described the need to cultivate more than one mentor. Several participants discussed the use of peer mentors, citing benefits such as pooled resources and mutual learning. Female participants generally acknowledged the importance of having at least one female mentor. Some observed that their portfolio of mentors needed to evolve to remain effective.ConclusionsThose who seek to promote the careers of faculty in academic medicine should focus on developing mentoring networks rather than on hierarchical mentoring dyads. The members of each faculty member's mentoring team or network should reflect the protege's individual needs and preferences, with special attention toward ensuring diversity in terms of area of expertise, academic rank, and gender.