Mentoring has been shown to:

  • Promote career development and satisfaction
  • Improve success of women and underrepresented minorities in academic health careers
  • Enhance faculty productivity (mentoring is linked to funding and publications)
  • Increase interest in academic careers
  • Predict promotion in academia
  • Improve self efficacy in teaching, research and professional development
  • Increase the time that clinician educators spend in scholarly activities
  • Lead to less work-family conflict



Mentoring ideas – parameters & good practices

  • create a “climate of mentoring” that recognizes other department/program members as resources, as well as folks around the university
  • determine if the mentor for teaching and the mentor for research is the same person or not
  • establish specific goals and limits for both mentor and mentee
  • maintain a consistent method
  • pro-active awareness of assessment and mentoring distinctions
  • establish an annual calendar for contact
  • if classroom visits, determine if mentee selects or mentor, or some combination of the two
  • act as a proactive listener
  • include self-assessment
  • provide honest, constructive insight with empathy 
  • share vulnerabilities
  • promote risk-taking while recognizing consequences
  • mentees and mentors should meet with chairs once a year


Mentoring Resources