Helping medical school faculty realize their dreams: An innovative, collaborative mentoring program
Helping medical school faculty realize their dreams: An innovative, collaborative mentoring program
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DOI：
10.1097/00001888-200205000-00005
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发表时间：
2002-05-01
影响因子：
7.4
通讯作者：
Frankel, RM
中科院分区：
文献类型：
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作者：
Pololi, LH;Knight, SM;Frankel, RM
希望在学术医学领域取得成功的初级教师面临许多挑战。为了促进教师的职业发展，作者在他们的医学院实施和评估了一个创新的合作，或同行小组，指导计划。基于罗杰斯和成人学习原则，该计划纳入了职业发展关键领域的技能发展，以价值观为基础的职业规划方法，以及学术写作指导。迄今为止，这个80小时的项目已在两个学年（1999 - 2001年）内举办了两次，共有18名教职员工（50%为女性）。评估采用定量与定性相结合的方法，课程出勤率为89%。所有参与者都完成了一份书面的学术发展计划，他们认为这是一项有价值的练习。他们还平均完成一至三份供出版的手稿。评估数据强调了支持性学习环境的重要性，以及参与者选择参加该计划的原因。对于大多数参与者来说，关键的有意义的成果是：（1）确定他们的核心价值观;（2）基于这些核心价值观的短期和长期职业规划的结构化流程;（3）发展密切的协作关系;（4）发展性别和权力问题、谈判和冲突管理、学术写作和口头陈述等领域的技能，以及（5）与参与者决定留在学术医学相关的满意度提高。参与者发展了一种个人转变和赋权的意识。作者得出结论，协作指导提供了一种新的教师发展方法，以一种令人满意和具有成本效益的方式解决了传统方法的局限性。
junior faculty wishing to achieve successful careers in academic medicine face many challenges. To facilitate faculty in their career development, the authors implemented and evaluated an innovative collaborative, or peer-group, mentoring program at their medical school. Based on Rogerian and adult learning principles, the program incorporated development of skills in key areas for career development, a structured values-based approach to career planning, and instruction in scholarly writing. The 80-hour program has so far been conducted twice over two academic years (1999-2001) with 18 faculty (50% women). Quantitative and qualitative methods were used in the evaluation.Program attendance was 89%. All participants completed a written academic development plan, an exercise they rated as valuable. They also completed an average of one to three manuscripts for publication. Evaluation data highlighted the critical nature of a supportive learning environment and the reasons participants chose to attend the program consistently. Key meaningful outcomes for most participants were: (1) identification of their core values; (2) a structured process of short, and long-term career planning based on these core values; (3) the development of close, collaborative relationships; (4) development of skills in such areas as gender and power issues, negotiation and conflict management, scholarly writing, and oral presentation, and (5) improved satisfaction linked to participants' decisions to remain in academic medicine. Participants developed a sense of personal transformation and empowerment.The authors conclude that collaborative mentoring offers a new approach to faculty development that addresses limitations of traditional approaches in a satisfying and cost-effective way.