It is well recognized that academic faculty benefit from mentoring relationships in
order to achieve their professional goals, facilitate their scholarly productivity,
and make meaningful contributions to their colleagues, trainees, institutions, and
departments. Junior faculty are faced with many challenges in developing effective
mentoring relationships, including lack of available senior faculty members with proper
skill sets or interest in mentorship.
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References
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- Outcomes results from the evaluation of the APA/HRSA Faculty Scholars Program.Ambul Pediatr. 2004; 4: 103-112
- Leading virtual teams.Acad Manage Perspect. 2007; 21: 60-70
- Mentoring in academic medicine: a systematic review.JAMA. 2006; 296: 1103-1115
- Mentoring at the University of Pennsylvania: results of a faculty survey.J Gen Intern Med. 2007; 22: 210-214
- Strategies to design an effective mentoring program.J Pediatr. 2010; 156 (e1): 173-174
- Facilitated peer mentorship: a pilot program for academic advancement of female medical faculty.J Womens Health (Larchmt). 2008; 17: 1009-1015
- Toward measuring the domains of mentoring.Fam Med. 2008; 40: 259-263
- Functional mentoring: a practical approach with multilevel outcomes.J Contin Educ Health Prof. 2008; 28: 157-164
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© 2010 Academic Pediatric Association. Published by Elsevier Inc. All rights reserved.