title: Mentorship perceptions and experiences among academic family medicine faculty: Findings from a quantitative, comprehensive work-life and leadership survey.
abstract: OBJECTIVE
  To collect information about the types, frequency, importance, and quality of mentorship received among academic family medicine faculty, and to identify variables associated with receiving high-quality mentorship.
  
  
  METHODS
  Web-based survey of all faculty members of an academic department of family medicine.
  
  
  METHODS
  The Department of Family and Community Medicine of the University of Toronto in Ontario.
  
  
  METHODS
  All 1029 faculty members were invited to complete the survey.
  
  
  METHODS
  Receiving mentorship rated as very good or excellent in 1 or more of 6 content areas relevant to respondents' professional lives, and information about demographic and practice characteristics, faculty ratings of their local departments and main practice settings, teaching activities, professional development, leadership, job satisfaction, and health. Bivariate and multivariate analyses identified variables associated with receiving high-quality mentorship.
  
  
  RESULTS
  The response rate was 66.8%. Almost all (95.0%) respondents had received mentorship in several areas, with informal mentorship being the most prevalent mode. Approximately 60% of respondents rated at least 1 area of mentoring as very good or excellent. Multivariate logistic regression identified 5 factors associated with an increased likelihood of rating mentorship quality as very good or excellent: positive perceptions of their local department (odds ratio [OR] = 4.02, 95% CI 2.47 to 6.54, P < .001); positive ratings of practice infrastructure (OR = 1.86, 95% CI 1.23 to 2.80, P = .003); increased frequency of receiving mentorship (OR = 2.78, 95% CI 1.59 to 4.89, P < .001); fewer years in practice (OR = 1.93, 95% CI 1.19 to 3.12, P = .007); and practising in a family practice teaching unit (OR = 1.51, 95% CI 1.01 to 2.27, P = .040).
  
  
  CONCLUSIONS
  With increasing emphasis on distributed education and community-based teachers, family medicine faculties will need to develop strategies to support effective mentorship across a range of settings and career stages.
authors.affiliation: Associate Professor and Director of Professional Development in the Department of Family and Community Medicine (DFCM) at the University of Toronto in Ontario. barbara.stubbs@uhn.ca.
authors.forename: Barbara
authors.initials: B
authors.lastname: Stubbs
authors.affiliation: Associate Professor and Associate Director of the Research Program in the DFCM at the University of Toronto.
authors.forename: Paul
authors.initials: P
authors.lastname: Krueger
authors.affiliation: Professor and Interim Chair in the DFCM at the University of Toronto and a community-based teacher affiliated with North York General Hospital in Toronto.
authors.forename: David
authors.initials: D
authors.lastname: White
authors.affiliation: Biostatistician in the DFCM at the University of Toronto.
authors.forename: Christopher
authors.initials: C
authors.lastname: Meaney
authors.affiliation: Associate Professor in the DFCM at the University of Toronto and a clinician-scientist affiliated with the Toronto Western Hospital.
authors.forename: Jeffrey
authors.initials: J
authors.lastname: Kwong
authors.affiliation: Assistant Professor and Professional Development Education Scholarship Coordinator in the DFCM at the University of Toronto.
authors.forename: Viola
authors.initials: V
authors.lastname: Antao
mesh_terms: D000046:Academic Medical Centers; D000328:Adult; D005180:Faculty, Medical / Q000193:education*; D005194:Family Practice / Q000193:education*; D005260:Female; D006801:Humans; D007588:Job Satisfaction; D007857:Leadership; D016015:Logistic Models; D008297:Male; D008611:Mentors; D008875:Middle Aged; D015999:Multivariate Analysis; D009864:Ontario; D010465:Perception; D011795:Surveys and Questionnaires; D014495:Universities