Effective faculty preceptoring and mentoring during reorganization of an academic medical center.
The experience and lessons learned in the design, implementation and initial evaluation of a demonstration faculty-to-faculty mentoring program, during a time of major institutional reorganization, are described. The question addressed was: Can a voluntary mentoring program be established with minimal resources and be effective in the context of major organizational change? Key design elements included two-tiered programs (one year preceptoring and multi-year mentoring), voluntary participation, and selection of senior faculty members by the junior faculty members. A total of 20% of junior faculty and 30% of senior faculty participated. Faculty indicated the program was worth the time invested, had a positive impact on their professional life and increased productivity. There was high satisfaction with the mentoring relationship, especially the psychosocial mentoring functions, and a trend toward increased retention of minority faculty. Within two years, the program was institutionalized into the Office for Faculty Affairs, and faculty approved a mentoring policy. It is concluded that voluntary mentoring programs can have a positive impact on junior and senior faculty satisfaction, reinvigorate the collegial culture, and improve productivity and retention even during a time of reorganization and minimal resources.
Benson
Carole A
CA
MCP Hahnemann University, Philadelphia, PA, USA.
Morahan
Page S
PS
Sachdeva
Ajit K
AK
Richman
Rosalyn C
RC
D000046:Academic Medical Centers / Q000458:organization & administration*; D000328:Adult; D001291:Attitude of Health Personnel; D005180:Faculty, Medical / Q000592:standards*; D006754:Hospital Restructuring; D006801:Humans; D008611:Mentors; D009936:Organizational Innovation; D010414:Pennsylvania; D011231:Preceptorship; D016730:Program Development; D015397:Program Evaluation; D013192:Staff Development