Mentoring for Clinician–Educators
Open Access
- 1 December 2004
- journal article
- review article
- Published by Wiley in Academic Emergency Medicine
- Vol. 11 (12), 1346-1350
- https://doi.org/10.1197/j.aem.2004.07.009
Abstract
Mentorship has been shown to have a positive impact on academic faculty members in terms of career advancement. The guidance of a mentor has been shown to increase academic outcome measures such as peer-reviewed publications and grant support for junior academic faculty. In addition, career satisfaction of mentored faculty is greater than those with no mentorship. There is little research on the effects of mentorship on the careers of clinician-educators. This group has also been reported to have a lower scholarly productivity rate than the typical research-based faculty. This article addresses the current state of mentorship as it applies specifically to clinician-educators, offers advice on how a potential protégé might seek out a potential mentor, and finally, suggests a possible mentoring system for academic emergency physicians who are focusing on careers in medical education.Keywords
This publication has 19 references indexed in Scilit:
- The Virtual Advisor Program: Linking Students to Mentors via the World Wide WebAcademic Emergency Medicine, 2004
- The Virtual Advisor Program: Linking Students to Mentors via the World Wide WebAcademic Emergency Medicine, 2004
- Junior Facultyʼs Perspectives on MentoringAcademic Medicine, 2003
- “Having the Right Chemistry”Academic Medicine, 2003
- Helping Medical School Faculty Realize Their DreamsAcademic Medicine, 2002
- Academic careers in medical educationAcademic Medicine, 1999
- Mentor functions and outcomes: A comparison of men and women in formal and informal mentoring relationships.Journal of Applied Psychology, 1999
- Strategies for improving teaching practicesAcademic Medicine, 1998
- Mentoring Relations: A Definition to Advance Research and PracticeEducational Researcher, 1990
- Characteristics of the successful researcher and implications for faculty developmentAcademic Medicine, 1986