Introduction: Mentoring is described in the literature as an essential component to career success, productivity, and satisfaction, yet many departments and institutions struggle to provide this transformative mentoring. Our Department of Emergency Medicine (EM) faced this very challenge. The results of a faculty needs assessment identified the “lack of mentorship” as one of the major barriers to both starting and finishing scholarly projects. These results highlighted the need for a more structured approach to faculty mentoring, however no standard existed within our department. Therefore, our department’s Faculty Development Committee took on the challenge of creating opportunities for all faculty members to gain mentorship training and access. Methods: This resource provides a strategy and materials for hosting a faculty mentoring workshop. The goals of the workshop are to introduce faculty to mentor-mentee concepts, provide a framework for building specific mentoring skills, and instill an enthusiasm for a collective mentoring community within your department. The skill building sessions include the topics of “Characteristics of Effective Mentors,” “Maintaining the Mentoring Relationship,” and “Generational Issues and Mentoring,” to name a few. Additional tools include a mentoring self-assessment form and a workshop evaluation. Qualitative evaluation of the program is provided via postworkshop surveys of each session and the workshop overall. Results: A total of 44 faculty and fellows attended the workshop and 29 (66%) completed the postworkshop evaluation survey, not including the faculty facilitators. The survey utilized a 5-point Likert Scale. Respondents agreed that all sessions were informative (average Likert scores ranged from 4.66 to 4.9), accomplished the stated objectives (4.76), were appropriate for EM faculty needs (4.66), including future junior faculty (4.69), provided information useful for academic development (4.62), and increased interest in mentoring (4.55). Discussion: Possible revisions or adaptations of the workshop could be considered. The building block sessions could be adapted to include mentoring topics more relevant to the career paths of the faculty participants in teaching, research, or service. In addition, experienced facilitators can adapt the discussion of a particular session to the experience and skills of the participants. Finally, the workshop could be adapted for an audience of faculty, residents, fellows, or graduate students from other departments and institutions.
- Appreciate the process of reflection via a self-assessment to identify potential areas for further professional development. (Attitude)
- Identify the characteristics that great mentors possess. (Knowledge)
- Discuss successful strategies and pitfalls in initiating and maintaining mentoring relationships. (Knowledge & Skills)
- Identify the differing generational views between Baby Boomers, Generation X, and Generation Y (Millennials) toward life and career. Discuss the challenges and strategies for educating and mentoring Generation Y. (Attitude, knowledge, skills)
- Define the roles and responsibilities of the mentor and medical student mentee, understand how to facilitate goal setting, and identify resources helpful for both the mentor and medical student mentee. (Knowledge & Skills)
- Identify basic concepts that lead to successful research career mentoring. (Knowledge)
- Define qualities of good feedback with a mentor-mentee relationship, utilize an interactive planned approach to feedback, and practice self-reflection of your performance as a mentor or mentee. (Knowledge & Skill)
- Create a diagrammatic model of his/her unique mentoring networks. (Skill)
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