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Mentoring faculty in academic medicine

A new paradigm?

Journal of General Internal Medicine volume 20, pages 866–870 (2005)Cite this article

Abstract

In this paper, we discuss an alternative structure and a broader vision for mentoring of medical faculty. While there is recognition of the need for mentoring for professional advancement in academic medicine, there is a dearth of research on the process and outcomes of mentoring medical faculty. Supported by the literature and our experience with both formal dyadic and group peer mentoring programs as part of our federally funded National Center of Leadership in Academic Medicine, we assert that a group peer, collaborative mentoring model founded on principles of adult education is one that is likely to be an effective and predictably reliable form of mentoring for both women and men in academic medicine.

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Author information

Affiliations

  1. Department of Health Education and Promotion, College of Health and Human Performance, East Carolina University, Greenville, NC, USA

    Sharon Knight PhD, RN

  2. Women’s Studies Research Center, Brandeis University, Epstein Building, Mail Stop 079, 515 South Street, 02454-9110, Waltham, MA

    Linda Pololi MBBS

Authors
  1. Linda Pololi MBBS
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  2. Sharon Knight PhD, RN
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Correspondence to Linda Pololi MBBS.

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The authors have no conflicts of interest to report.

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Pololi, L., Knight, S. Mentoring faculty in academic medicine. J GEN INTERN MED 20, 866–870 (2005). https://doi.org/10.1111/j.1525-1497.2005.05007.x

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  • DOI: https://doi.org/10.1111/j.1525-1497.2005.05007.x

Key Words

  • mentoring
  • faculty
  • academic medicine
  • collaborative peer group mentoring