Junior Faculty Development Program Using Facilitated Peer Mentoring
William B. CutrerRebekah F. BrownGeoffrey M. FlemingJill H. SimmonsScott C. BorinsteinWilliam O. CooperJoseph Gigante
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OPEN ACCESSSeptember 26, 2014Junior Faculty Development Program Using Facilitated Peer Mentoring William Cutrer, MD, MEd, Rebekah Brown, Geoffrey Fleming, Jill Simmons, Scott Borinstein, William Cooper, Joseph Gigante William Cutrer, MD, MEd Vanderbilt University School of Medicine Google Scholar More articles by this author , Rebekah Brown Vanderbilt University School of Medicine Google Scholar More articles by this author , Geoffrey Fleming Vanderbilt University School of Medicine Google Scholar More articles by this author , Jill Simmons Vanderbilt University School of Medicine Google Scholar More articles by this author , Scott Borinstein Vanderbilt University School of Medicine Google Scholar More articles by this author , William Cooper Vanderbilt University School of Medicine Google Scholar More articles by this author , Joseph Gigante Vanderbilt University School of Medicine Google Scholar More articles by this author https://doi.org/10.15766/mep_2374-8265.9905 SectionsAbout ToolsDownload Citations ShareFacebookTwitterEmail Abstract Introduction: The development of junior faculty drives the success of an academic institutional department through furthering individual career success. Mentorship is central in this early development and results in improved job satisfaction as well as job retention in academic medicine. A recent survey of junior faculty revealed that less than 50% felt adequately mentored. Additionally, faculty on the clinician-educator track were less likely to have a mentor than colleagues on the physician-scientist track. Since 2000, numerous publications have documented faculty development programs, many of which place mentorship in a central role. Faculty development programs have focused on delivering the knowledge, skills, and attitudes required for success, including professional development and scholarship. Methods: This guide provides an overview of the design and implementation process of the Vanderbilt Department of Pediatrics Hazinski Society for Faculty Development, as well as a reference for the specific curricula used in the program. We describe the steps of design, recruitment of both junior faculty participants and senior faculty facilitators, and the process of obtaining support from both departmental and division-specific leadership. A description is provided for the flow of a typical session, as well as access to all curricular documents used within the program. This guide should serve as a ready reference for users planning to implement a similar program at their own institutions. Results: Participants in the program reported a significant change in knowledge, skills, and attitudes in the areas of professional development and scholarship. These advances were associated with a reported increase in the skill/ability to create career goals as well as to align current activities with desired goals. Discussion: The program described here was created in a grassroots design through a needs assessment via small groups of junior faculty, as well as junior faculty playing a central role in the programmatic development through the organizing committee. Hence, the curriculum design (as well as the peer network established through the small groups) has led to significant changes. Educational Objectives By the end of this session, learners will be able to: Adapt a career development program for junior faculty, utilizing a model of small-group peer mentorship facilitated by a senior faculty member that addresses the needs of the individual institution.Obtain support from the departmental leadership for program implementation and senior faculty recruitment as facilitators of the small-group sessions.Implement the junior faculty development program within an academic medical center, with success measured by faculty program evaluations and junior faculty retention within the program.Offer a curriculum with supporting documents tailored with topics essential to junior faculty career development for use within their institution. Sign up for the latest publications from MedEdPORTAL Add your email below FILES INCLUDEDReferencesRelatedDetails FILES INCLUDED Included in this publication: Instructor's Guide.docx Junior Faculty Development Program Model & Implementation Guide.docx Work-Life Balance Spreedsheet.xlsx Programmatic Presentation.pptx To view all publication components, extract (i.e., unzip) them from the downloaded .zip file. Download editor’s noteThis publication may contain technology or a display format that is no longer in use. CitationCutrer W, Brown R, Fleming G, Simmons J, Borinstein S, Cooper W, Gigante J. Junior Faculty Development Program Using Facilitated Peer Mentoring. MedEdPORTAL. 2014;10:9905. https://doi.org/10.15766/mep_2374-8265.9905 Copyright & Permissions© 2014 Cutrer et al. This is an open-access publication distributed under the terms of the Creative Commons Attribution-NonCommercial-Share Alike license.KeywordsMentorsFaculty DevelopmentCareer CounselingCareer DevelopmentMentoring Disclosures None to report. Funding/Support None to report. tabs.loadingKeywords:
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Scholars in some countries have recently begun to call for teacher evaluation to become a meaningful form of professional development with potential benefits for both teachers and schools. In the context of calls for professional development to enhance evaluation, this study was conducted in a school district whose evaluation process provided teachers with a choice of administrator or peer evaluators. As teachers are afforded a greater array of professional development alternatives as evaluation options, teachers' preferences need to be further investigated, and qualitative approaches could be helpful in this regard.
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Formal faculty mentorship programs are a practical and effective pathway to enable faculty success in teaching, scholarship, and service and to enhance faculty satisfaction. Although informal mentoring relationships benefit some faculty, formal faculty mentorship programs ensure equitable access to mentorship for female faculty and faculty from diverse, under-represented backgrounds. Formal faculty mentorship programs can utilize a variety of structures, each with their benefits and drawbacks. This article recommends a multimodal mentoring network model to harness the benefits of traditional dyadic mentoring, multiple-mentor mentorship, peer and near-peer mentorship, and topic- and affinity-based group mentorship and to confer the flexibility, adaptability, and support needed to best cater to the career and psychosocial needs of a diverse faculty. In addition to identifying a suitable program structure, creating a successful university-wide faculty mentorship program requires consultation with faculty of all levels, collaboration with multiple campus departments and stakeholders, and highly visible support from senior administrators. Successful implementation and maintenance of a multimodal university-wide faculty mentorship program also requires appropriate resources and incentives to build and sustain a culture of faculty participation. This article provides practical, evidence-based recommendations for the successful design and implementation of a multimodal university-wide faculty mentorship program.
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Abstract This paper describes a study on teacher educators' professional development in the context of national curriculum reform in China. It explains the background of the implementation of the new curriculum of basic education and its impacts on teacher education. Also, it reviews the professional standards of teacher educators in some developed countries, and develops an analytical framework of teacher educators' professional development. Based on the data collected from the faculty, administrators and pre‐service teachers of a national normal university in China, the paper illustrates the current curriculum of teacher education and highlights significant teacher educators' professional practices. After analyzing the major issues emerging from the investigation, the author suggests further research regarding the development of a sustainable curriculum of teacher education and steering standards for teacher educators' professional development. Acknowledgements I sincerely acknowledge the critical input and editing of Dr Dianne Stevens and the academic assistance from Dr Ruth‐Anne Fraser. I also thank sincerely Dr Tony Bates and other anonymous scholars for their insightful comments and advice, which have helped greatly to enhance the quality of this study. Notes 1. The names of institutes and persons are pseudonyms, to preserve confidentiality.
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The importance of supporting and promoting faculty scholarship in nursing is acknowledged, but the reality of scholarship for faculty engaged in clinical teaching can be challenging.The article describes the development and initial results of the scholarly practice program. Mentorship, time, and limited funding are essentials for the program.After submitting detailed proposals, 15 faculty were chosen to be project leaders in the first 2 years of the program, resulting in 15 presentations, three posters, 19 publications, and a webinar, to date. External continuing funding has been secured by three projects. Additional dissemination efforts are awaiting peer review.The program has successfully increased the level of scholarship among clinical teaching faculty and contributed to the faculty's professional satisfaction. Faculty have increased experience and ability to conduct clinical quality improvement. Experience supports targeted, substantial support for projects, rather than a general average faculty allocation strategy to promote scholarship. [J Nurs Educ. 2018;57(2):121-125.].
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IntroductionMentorship provides general career guidance in academic medicine. Sponsorship advocates for a sponsee by endorsing this person for a position or role. Sponsorship is less common and originates from the corporate world. The objective was to evaluate current mentorship and sponsorship practices in academic medicine in the German-speaking regions of Switzerland. The aim was to assess to which degree sponsorship is implemented in academic medicine in Switzerland.MethodsCross-sectional survey of current and alumni participants of career development programs at two Medical Faculties of Swiss universities. Both programs build on institutionalized mentoring. The anonymous electronic survey was based on a literature review with non-validated questions about mentorship and sponsorship.ResultsThe overall survey response rate was 37.6% (38/101). The majority of respondents was female (31/38; 81.6%) and between 30 and 40 years of age (22/38; 57.9%).Almost all participants had at least one mentor (37/38; 97.4%), and mentoring addressed all or most (21/38; 55.3%) of the relevant topics regarding academic career development. More than one third of the respondents (13/38; 34.2%) did not have a sponsor, 4/38 (10.5%) were unsure whether they had a sponsor, and 5/38 (13.2%) had not yet heard about sponsorship.DiscussionIn Switzerland, mentorship is well-established in academic medicine while awareness for the benefits of sponsorship needs to be fostered in order to further advance academic careers in medicine.ConclusionMentoring and sponsoring may be considered key instruments for empowerment of junior faculty/physician scientists to become leaders in the field of academic medicine.
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