Does Mentoring Matter: Results from a Survey of Faculty Mentees at a Large Health Sciences University

Published in Medical Education Online, the authors of the following study aimed to determine the characteristics associated with having a mentor, the association of mentoring with self-efficacy, and the content of mentor–mentee interactions at the University of California, San Francisco (UCSF). The authors surveyed all prospective junior faculty mentees at UCSF. Mentees completed a web-based, 38-item survey including an assessment of self-efficacy and a needs assessment. More than half of respondents reported having a mentor. There were no differences in having a mentor based on gender or ethnicity (p≥0.05). Clinician educator faculty with more teaching and patient care responsibilities were statistically significantly less likely to have a mentor compared with faculty in research intensive series (p<0.001). Having a mentor was associated with greater satisfaction with time allocation at work and with higher academic self-efficacy scores.

Individual Strategies, Learning Environment, Organizational Strategies

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