Leadership
- Steinert, Y., Naismith, L., & Mann, K. (2012). Faculty Development Initiatives designed to promote leadership in medical education. A Beme systematic review: Beme Guide no. 19. Medical Teacher, 34(6), 483–503. https://doi.org/10.3109/0142159x.2012.680 The objective of this review is to synthesize the existing evidence that addresses the following question: ‘What are the effects of faculty development interventions designed to improve leadership abilities on the knowledge, attitudes, and skills of faculty members in medicine and on the institutions in which they work?’
Faculty Development
- O’Sullivan PS, Steinert Y, Irby DM. A faculty development workshop to support educator identity formation. Medical Teacher. 2021;43(8):916-917. We created a 1–3 h stand-alone workshop, with three sections, focused specifically on identity formation for faculty members as educators.
- Steinert Y. Faculty development: On becoming a medical educator. Medical Teacher. 2012;34(1):74-76. There is remarkably little in the medical literature on how medical educators perceive their own development. Although some of these findings may be context-specific, these interviews highlight the value of soliciting colleagues’ perceptions of their evolution as medical educators.
Mentoring
Mentoring in Health Professions Education by
This IAMSE Manual, Mentoring Across the Continuum, is a product of its co-editors' and authors' lifetime work in mentoring faculty and studying the impact of this mentoring. The book defines the field of academic medicine as highly dependent on finding and relating to mentors at virtually every stage of a doctor's career. It describes and analyzes successful mentor/mentee relationships, examining the authors' personal experiences, as well as a data-driven approach, to explore the many different roles and perspectives on mentoring relationships and ultimately the mentoring culture. The editors look at the data with respect to the success of different strategies in mentoring, as well as different structures of diverse mentoring programs. As well, proven ways to deliver these programs successfully for all professionals who lead mentoring programs or are active participants as mentees. There is a special emphasis on the mentoring of medical educators. However, the themes explored in this book are generalizable beyond the medical educator to include diverse academic roles across the continuum. In particular, enumerating the many specific roles of a mentor beyond just the traditional concepts adds breadth and depth to understanding what can be gained from mentor-mentee relationships. This Manual is a valuable resource for clinicians, educators, and trainees in addition to anyone involved in medical education and progressing through the stages of practicing, teaching, and learning in medicine. This Manual represents a meaningful addition to the literature on this most important professional subject.
Call Number: Available OnlineISBN: 9783030869342Publication Date: 2022-01-12
Faculty Mentoring by
Faculty mentoring programs greatly benefit the institutions that have instituted them, and are effective in attracting and retaining good faculty. Prospective faculty members commonly ask about mentoring at on-campus interviews, and indicate that it is a consideration when choosing a position. Mentoring programs also increase the retention rate of junior faculty, greatly reducing recruitment costs, and particularly help integrate women, minority and international faculty members into the institution, while providing all new hires with an orientation to the culture, mission and identity of the college or university. The book provides step-by-step guidelines for setting up, planning, and facilitating mentoring programs for new faculty members, whether one-on-one, or using a successful group model developed and refined over twenty-five years by the authors. While it offers detailed guidance on instituting such programs at the departmental level, it also makes the case for establishing school or institutional level programs, and delineates the considerable benefits and economies of scale these can achieve. The authors provide guidance for mentors and mentees on developing group mentoring and individual mentor / protégé relationships - the corresponding chapters being available online for separate purchase; as well as detailed outlines and advice to department chairs, administrators and facilitators on how to establish and conduct institution-wide group mentoring programs, and apply or modify the material to meet their specific needs. For training and faculty development purposes, we also offer two chapters as individual e-booklets. Each respectively provides a succinct summary of the roles and expectations of the roles of Mentor and Mentee. Faculty Mentoring / Mentor Guide Faculty Mentoring / Mentee Guide The booklets are affordably priced, and intended for individual purchase by mentors and mentees, and are only available through our Web site.
Call Number: Available OnlineISBN: 1620361736Publication Date: 2015-08-13
- Bland, C. J. (2009). Faculty success through mentoring a guide for mentors, mentees, and leaders. Rowman & Littlefield Publishers.This book is available in print from Rush Rhees Library at the University of Rochester River Campus Libraries.
- Disch, J. (2018) ‘Rethinking mentoring’, Critical Care Medicine, 46(3), pp. 437–441. doi:10.1097/ccm.0000000000002914. This article provides a current overview of the concept of mentoring, its benefits, and its challenges, as well as offering some different ways of thinking about who can be a mentor and what constitutes mentoring.
- Geraci, S.A. and Thigpen, S.C. (2017) ‘A review of mentoring in academic medicine’, The American Journal of the Medical Sciences, 353(2), pp. 151–157. doi:10.1016/j.amjms.2016.12.002. Absence of a standardized definition of mentorship has allowed widespread application of the term to other forms of protégé support. Published evidence suggests some characteristic attitudes and personal qualities, knowledge, skills and behaviors are common among successful mentors. Identification and validation of better efficacy metrics, and use of these to design new programs to train effective mentors, are needed.
- Kram, K.E. (1983) ‘Phases of the mentor relationship’, Academy of Management Journal, 26(4), pp. 608–625. doi:10.5465/255910.The mentor relationship can significantly enhance development in early adulthood and also in the midcareer stage of the more experienced individual. A conceptual model derived from an intensive biographical interview study of 18 relationships in one corporate setting is presented to highlight the successive phases of this developmental relationship.