Faculty Development: How Do We Encourage Faculty to Become Better Teachers and Mentors?
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EDUCATION (G BADALATO, SECTION EDITOR)
Faculty Development: How Do We Encourage Faculty to Become Better Teachers and Mentors? Alana M. Murphy 1 & Patrick J. Shenot 1 & Costas D. Lallas 1
# Springer Science+Business Media, LLC, part of Springer Nature 2020
Abstract Purpose of Review A healthy mentor relationship is a mutually beneficial experience and a necessary part of the natural progression of a career in academic medicine. We sought to explore the advantages of and challenges to becoming a mentor in current academic urology. Recent Findings Mentorship can promote self-confidence in the ability to choose a career, drive academic productivity, and even inspire a career in academic medicine. It is necessary to help promote advancement in diverse socioeconomic groups within medical trainees. Strong mentors can serve as role models to the next generation of doctors. However, the ability to be an effective mentor is being challenged in today’s world of academic medicine. Summary By staying current with the issues surrounding mentorship, an individual can be fulfilled and successful in training and guiding doctors into the new era of medicine. Keywords Mentor . Mentorship . Career counseling . Academic medicine . Diversity
Introduction Mentorship spans all levels of urology training and is a critical skillset to develop among urology faculty. As defined by Healy and Welchert three decades ago, mentorship is “a dynamic, reciprocal relationship in a work environment between an advanced career incumbent (mentor) and a beginner (protégé), aimed at promoting the development of both” [1•]. This definition remains relevant for current trainees and mentors in urology. In contrast to a role model, a person looked to by others as an example to emulate, a mentor: mentee relationship is interactive and seeks to provide mutual benefit. To be a mentor is an active pursuit, not passive. Mentorship relationships are certainly not unique to urology, but our field is uniquely poised to capitalize on the relatively small size of our specialty and close access to each trainee in our residency programs. This article is part of the Topical Collection on Education * Costas D. Lallas [email protected] 1
Department of Urology, Sidney Kimmel Medical College of Thomas Jefferson University, 1025 Walnut Street, suite 1100, Philadelphia, PA 19107, USA
The implementation of a formal mentorship program for residents is especially important as our specialty seeks to attract highly qualified medical students in the face of increasing burnout in urology over the past decade [2]. A recent national multispecialty survey of residents revealed that urology was among the specialties with the highest burnout rate (63.8%) and 15.5% of urology trainees reported that they regretted their specialty choice [3••]. As part of a multi-modal approach to maintain our position as a competitive specialty and address burnout among urologists, emphasis should be placed on the development, implementation, and on-going support of formal mentorship programs.
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