Science, Art and Religion

Register      Login

VOLUME 1 , ISSUE 1 ( January-March, 2022 ) > List of Articles

Original Scientific Article

Tips for Faculty Development and Mentoring Success

Sanja Kupesic-Plavsic

Keywords : Faculty development, Faculty mentoring, Health sciences academic institutions, Leadership development, Writing skills

Citation Information : Kupesic-Plavsic S. Tips for Faculty Development and Mentoring Success. 2022; 1 (1):94-102.

DOI: 10.5005/jp-journals-11005-0018

License: CC BY-NC 4.0

Published Online: 06-05-2022

Copyright Statement:  Copyright © 2022; The Author(s).


Abstract

Health sciences centers rely on competent and engaged faculty members for their success, and therefore robust faculty development and mentoring programs are a must for every academic institution. Faculty development and mentoring program metrics should be closely linked with the program goals. The goals of institutional faculty development and mentoring programs are to increase faculty retention, improve job satisfaction, and facilitate promotion. This paper describes the essential components of an innovative concept of the comprehensive Faculty Development Program, consisting of the Institutional Faculty Development Program, Departmental Faculty Development Program, Personalized Faculty Development Program, Leadership Development Academy, Community Faculty, and Preceptors’ Development Program, Writing Interest Group, and an outcome-driven, promotion-oriented Institutional Faculty Mentoring Program at Texas Tech University Health Sciences Center El Paso. In the discussion section, we review and discuss the theoretical perspectives and principles of faculty development and mentoring in health sciences professions and provide some of the key references for those interested in learning more about these topics.


HTML PDF Share
  1. Alexander H, Lang J. The long-term retention and attrition of U.S. medical school faculty. AAMC Analysis in Brief 2008;8:1–2. DOI: 10.13140/RG.2.1.1090.3923
  2. Liu CQ, Morrison E. U.S. medical school full-time faculty attrition. AAMC Analysis in Brief 2014;14:1–2.
  3. Kupesic Plavsic S, Mulla ZD. The essentials of a faculty development program in the setting of a new medical school. J Investig Med 2020;68(5):952–955. DOI: 10.1136/jim-2020-001341
  4. Mulla ZD, Osland-Paton V, Rodriguez MA, et al. Novel coronavirus, novel faculty development programs: rapid transition to eLearning during the pandemic. J Perinat Med 2020;48(5):446–449. DOI: 10.1515/jpm-2020-0197
  5. Kranjcevic N, Rodriguez MA, Vazquez E, et al. Education, scholarship, academic, and public services during and after corona crisis. Donald School J Ultrasound Obstet Gynecol 2020;14(3):288–295. DOI: 10.5005/jp-journals-10009-1658
  6. Journal Investigative Medicine (JIM) Podcast: Faculty Development Roles during the COVID-19 Crisis; Guest: Dr. Sanja Kupesic; Host: Dr. Richard McCallum; 2020 https://soundcloud.com/bmjpodcasts/faculty-development-roles-during-the-covid-19-crisis?utm_source=feedburner&utm_medium=feed&utm_campaign=Feed%3A+bmjj%2Fpodcasts+%28Latest+talk+medicine+podcasts%29
  7. Garcia B, Hernandez GT, Shokar GS, et al. How to effectively mentor junior faculty? Donald School J Ultrasound Obstet Gynecol 2014;8(1):92–96. DOI: 10.5005/jp-journals-10009-1341
  8. Kupesic Plavsic S, Osland Paton V, Herber-Valdez C, et al. Impact of a faculty development course on promotion at a Health Sciences Center. Marshall J Med 2021;7(2): Article 10. Available at https://mds.marshall.edu/mjm/vol7/iss2/10/. DOI: 10.33470/2379-9536.1327
  9. McKimm J, Jolie C, Hatter M. Mentoring: Theory and Practice. Preparedness to Practice Project, Mentoring Scheme, 2007. http://www.faculty.londondeanery.ac.uk/e-learning/feedback/files/Mentoring_Theory_and_Practice.pdf; Accessed on November 8, 2021.
  10. Sambunjak D, Straus SE, Marusic A. Mentoring in academic medicine: a systematic review. JAMA 2006;296(9):1103–1115. DOI: 10.1001/jama.296.9.1103
  11. Ramani S, Gruppen L, Krajic Kachur E. Twelve tips for developing effective mentors. Med Teach 2006;28(5):404–408. DOI: 10.1080/01421590600825326
  12. Lee A, Dennis C, Campbell P. Nature's guide for mentors. Nature 2007;447(7146):791–797. DOI: 10.1038/447791a
  13. Zerzan JT, Hess R, Schur E, et al. Making the most of mentors: a guide for mentees. Acad Med 2009;84(1):140–144. DOI: 10.1097/ACM.0b013e3181906e8f
  14. Straus SE, Johnson MO, Marquez C, et al. Characteristics of successful and failed mentoring relationships: a qualitative study across two academic health centers. Acad Med 2013;88(1):82–89. DOI: 10.1097/ACM.0b013e31827647a0
  15. Lord JA, Mourtzanos E, McLaren K, et al. A peer mentoring group for junior clinician educators: four years’ experience. Acad Med 2012;87(3):378–383. DOI: 10.1097/ACM.0b013e3182441615
  16. DeCastro R Sambuco D, Ubel PA, Stewart A, et al. Mentor networks in academic medicine: moving beyond a dyadic conception of mentoring for junior faculty researchers. Acad Med 2013;88(4):488–496. DOI: 10.1097/ACM.0b013e318285d302
  17. Thorndyke LE, Gusic ME, Milner RJ. Functional mentoring: a practical approach with multilevel outcomes. J Contin Educ Health Prof 2008;28(3):157–164. DOI: 10.1002/chp.178
  18. Zeind CS, Zdanowicz M, MacDonald K, et al. Developing a sustainable faculty mentoring program. Am J Pharm Educ 2005;69(5): Article 100. DOI: 10.5688/aj6905100
  19. Handelsman, Jo, Christine Pfund, Sarah Lauffer, and Christine Pribbenow. Entering Mentoring: A Seminar to Train a New Generation of Scientists. Madison: University of Wisconsin Press, 2005.
  20. Bickel J, Rosenthal SL. Difficult issues in mentoring: recommendations on making the “undiscussable” discussable. Acad Med 2011;86(10):1229–1234. DOI: 10.1097/ACM.0b013e31822c0df7
  21. Berk RA, Berg J, Mortimer R, et al. Measuring the effectiveness of faculty mentoring relationships. Acad Med 2005;80(1): 66–71. DOI: 10.1097/00001888-200501000-00017
  22. Bickel J. The work that remains at the intersection of gender and career development. Arch Phys Med Rehabil 2007;88(5):683–686. DOI: 10.1016/j.apmr.2007.02.038
  23. Bickel J. When “You're not the boss of me”: Mentoring Across generational differences. In Mentoring: Program Development, Keel M. (ed), Nova Science Publishers Inc., 2009: 143–152.
  24. Kosoko-Lasaki O, Sonnino RE, Voytko ML. Mentoring for women and underrepresented minority faculty and students: experience at two institutions of higher education. J Nation Med Assoc 2006;98(9):1449–1459. PMID: 17019912. PMCID: PMC2569723.
  25. Beech BM, Calles-Escandon J, Hairston KG, et al. Mentoring programs for underrepresented minority faculty in academic medical centers: a systematic review of the literature. Acad Med 2013;88(4):541–549. DOI: 10.1097/ACM.0b013e31828589e3
  26. Thomas D. The truth about mentoring minorities: race matters. Harvard Bus Rev 2001;79(4):98-107, 168.
  27. Straus SE, Chatur F, Taylor M. Issues in the mentor–mentee relationship in academic medicine: a qualitative study. Acad Med 2009;84(1):135–139. DOI: 10.1097/ACM.0b013e31819301ab
  28. Fleming M, House S, Hanson VS, et al. The mentoring competency assessment: validation of a new instrument to evaluate skills of research mentors. Acad Med 2013 88(7):1002–1008. DOI: 10.1097/ACM.0b013e318295e298
  29. Mulla ZD, Rosales C, Vazquez E, et al. Promoting wellness and resiliency: faculty development professionals respond to a mass shooting (letter). South Med J 2020;113(10):498. DOI: 10.14423/SMJ.0000000000001151
  30. Kupesic Plavsic S, Vazquez E, Rodriguez M, et al. Measuring vitality in medical and nursing educators – June 25. Austin, Texas: Innovations in Health Science Education Annual Conference, 2019.
PDF Share
PDF Share

© Jaypee Brothers Medical Publishers (P) LTD.