Introduction: The development of junior faculty drives the success of an academic institutional department through furthering individual career success. Mentorship is central in this early development and results in improved job satisfaction as well as job retention in academic medicine. A recent survey of junior faculty revealed that less than 50% felt adequately mentored. Additionally, faculty on the clinician-educator track were less likely to have a mentor than colleagues on the physician-scientist track. Since 2000, numerous publications have documented faculty development programs, many of which place mentorship in a central role. Faculty development programs have focused on delivering the knowledge, skills, and attitudes required for success, including professional development and scholarship. Methods: This guide provides an overview of the design and implementation process of the Vanderbilt Department of Pediatrics Hazinski Society for Faculty Development, as well as a reference for the specific curricula used in the program. We describe the steps of design, recruitment of both junior faculty participants and senior faculty facilitators, and the process of obtaining support from both departmental and division-specific leadership. A description is provided for the flow of a typical session, as well as access to all curricular documents used within the program. This guide should serve as a ready reference for users planning to implement a similar program at their own institutions. Results: Participants in the program reported a significant change in knowledge, skills, and attitudes in the areas of professional development and scholarship. These advances were associated with a reported increase in the skill/ability to create career goals as well as to align current activities with desired goals. Discussion: The program described here was created in a grassroots design through a needs assessment via small groups of junior faculty, as well as junior faculty playing a central role in the programmatic development through the organizing committee. Hence, the curriculum design (as well as the peer network established through the small groups) has led to significant changes.
- Adapt a career development program for junior faculty, utilizing a model of small-group peer mentorship facilitated by a senior faculty member that addresses the needs of the individual institution.
- Obtain support from the departmental leadership for program implementation and senior faculty recruitment as facilitators of the small-group sessions.
- Implement the junior faculty development program within an academic medical center, with success measured by faculty program evaluations and junior faculty retention within the program.
- Offer a curriculum with supporting documents tailored with topics essential to junior faculty career development for use within their institution.
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