A Faculty Development Model that Promotes Success of Early Career Faculty in Academic Medicine

Giselle Sandi, Susan Chubinskaya

Research output: Contribution to journalArticlepeer-review

Abstract

Introduction:Medical school offices of faculty development aim to facilitate the academic growth of junior faculty by fostering independent research, enhancing teaching skills, and bolstering career opportunities. The Rush Research Mentoring Program aims to achieve this goal at Rush University medical center by offering a broad resource armamentarium and creating an environment that fosters productive relationships between mentees and mentors. This article describes the program's structure, evaluation, outcomes, and the university vision for its future.Methods:The program's contributions to the overall success of the University were measured by scholarly productivity, intramural and extramural funding, junior faculty retention, and mentee satisfaction with the program from its inception in 2006 until 2018.Results:Over 12 years, mentees have collectively received 639 grants. Of the 130 mentees who have completed the 5-year program and transitioned to program alumni, 65% have been retained as faculty members, with 40% receiving promotions to associate professor and 5% to full professor. Mentees report frequent use of the available resources and high satisfaction with the program.Discussion:We anticipate that structured mentoring programs with institutionally supported professional development activities and strategic mentor-mentee partnerships can be successfully adopted at similar academic medical centers.

Original languageEnglish (US)
Pages (from-to)69-72
Number of pages4
JournalJournal of Continuing Education in the Health Professions
Volume40
Issue number1
DOIs
StatePublished - Dec 1 2020
Externally publishedYes

Keywords

  • faculty mentoring
  • mentor-mentee partnerships
  • mentoring
  • mentoring resources
  • structured mentoring program

ASJC Scopus subject areas

  • Education

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