Faculty Mentoring Program Introduction

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The concept and term “mentoring” first appears in Greek mythology. Throughout history, and in many diverse fields, there have been many famous mentee-mentor pairings. In the medical school/academic health sciences center setting, the model of mentee-mentor pairings is based on a more senior and experienced faculty mentor providing critical advice and encouragement to guide a junior faculty mentee.

The overall goal of the program is to first develop healthy, successful individuals, guiding them on career paths which follow their personal goals, help meet their department’s mission and utilize their strongest assets.  The goal of the Mentoring Initiative Phase I is to develop and implement a faculty mentoring program aimed at the needs of junior faculty members. 

Faculty Mentoring Program Mission Statement

The University of Kansas School of Medicine (KU SoM) Mentoring Program is dedicated to enhance, support and grow the academic environment in order to create a medical center where everyone wants to come to learn, to teach, to conduct research and to receive his or her health care by strengthening the members of the faculty through the leadership of strong mentoring program which focuses on three critical skills:

1. Managing a productive academic career in medicine:
1. In support of your own academic career needs and desires, while
2. In support of the institutions missions and goals.
2. Understanding the formal (and informal/implicit) values, rules and operating procedures in academic medicine.
1. Understanding criteria for advancement in your track, and
2. Understanding how the merit and promotion system works
3. Developing and sustaining a network of professional colleagues.
1. Know where to go for advice, help and training.

Background

Traditionally the enticement of a career in academic medicine was related to the promise of opportunities for scholarship, teaching and the establishment of ‘‘best practices’’ as well as the rewards associated with clinical medicine. Today, junior faculty wishing to succeed in academic medicine face daunting challenges in this era of cost containment in health care delivery. Faculty members express less enthusiasm for careers in academic medicine1 even though medical schools and teaching hospitals continue to be solely responsible for training compassionate and competent physicians. In these challenging times, it is critical to provide support and guidance for faculty to facilitate career development and foster the retention of excellent physician-teachers and physician-investigators. One potentially effective means of addressing the needs of junior faculty in academic medicine is a collaborative mentoring program.

In surveys of faculty members in academic health sciences centers, 98% of participants identified lack of mentoring as an important factor hindering career progress in academic medicine. Of those participants, 42% identified it as first and 56% identified it as second most important. Finding a suitable mentor requires effort and persistence. Having a mentor is critical to achieving a successful career in academic medicine. Mentees need to be diligent in seeking out these relationships, and institutions need to encourage and value the work of mentors. Participants without formalized mentoring relationships look to peers and colleagues for assistance in navigating the academic system.2

Faculty Mentoring Strategy

Mentoring is often divided into 2 categories: career (one-on-one) and research (team).3-6 It is important to distinguish between the 2 mentoring styles because they differ in (1) goals, (2) skills, and (3) the fundamental relationships between mentor and mentee. The intent of the KU SoM Mentoring Program is to support both categories based upon the faculty membership in each department.

For example, departments with 65% junior faculty, 10% mid-range faculty and 6% senior faculty would not have enough senior faculty members to immediately establish a one-on-one program.  Some department goals may involve more research or outcomes structures and will work better utilizing the team concept.

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10.15.2011