교수들에게 공식적 멘토링이 중요한가? - 임상교수대상 설문 - (Med Educ, 2016)

교수들에게 공식적 멘토링이 중요한가? - 임상교수대상 설문 - (Med Educ, 2016)

Does formal mentoring for faculty members matter? A survey of clinical faculty members

Elza Mylona,1 Linda Brubaker,2 Valerie N Williams,3 Karen D Novielli,4 Jeffrey M Lyness,5 Susan M Pollart,6

Valerie Dandar7 & Sarah A Bunton7

INTRODUCTION

멘토링은 전통적으로 '근무환경에서 멘토(advanced career incumbent)와 멘티(beginner)사이에서 둘 모두의 커리어 개발을 위한 역동적인, 상호적reciprocal 관계'로 정의되어 왔다. 성공적인 멘토링은 진로 선택, 진로 개발, 발전advancement과 직무만족 등과 관련되어 있다. academic medicine에서 멘토링은 교수의 personal and professional development는 물론 성공을 촉진하는데 중요한 것으로 인식되고 있다. 더 나아가서 연구결과에 따르면 공식적인 멘토링 프로그램은 멘티 뿐 아니라 멘토에게도 도움이 된다.

Mentoring has traditionally been defined as ‘a dynamic, reciprocal relationship in a work environ- ment between an advanced career incumbent (men- tor) and a beginner (mentee) aimed at promoting the career development of both’.1 Successful men- toring may be associated with career choice, devel- opment, advancement and job satisfaction.1–7 In academic medicine, in particular, mentoring is per- ceived as important for facilitating the personal and professional development and success of faculty members.8–10 Further, research suggests that for- malised mentoring programmes not only benefit mentees, but also the mentors and the organisations in which mentoring occurs.11,12

다양한 보건의료세팅에서 멘토링 프로그램 개발에 대한 관심은 지난 20년간 뚜렷하게 증가해왔으며, 그 관점scope와 구조도 다양해졌다. 멘토링을 받은 교수들의 성과로는...

Certainly interest in developing mentoring pro- grammes in various health professional settings has grown over the last two decades, with considerable range in their scope and structure.2,14,15 Outcomes include that mentored faculty members frequently...

• hold or assume leadership positions within the organisation,8
• have an enhanced sense of organisa- tional ‘fit’ and empowerment,4,5,9,16
• demonstrate greater productivity4 and self-efficacy,5
• have higher retention rates6,7,17–19 and
• experience improved job satisfaction.20

 

그러나 일부 연구자들은 멘토링의 가치를 지지할 대규모 근거가 강력하지 못하다고 지적하며, 이것이 각 기관이 공식적 멘토링 프로그램에 투자할 의지를 약화시킨다고 지적했다.

Some research, however, suggests that large-scale evidence to support the value of mentor- ing is not strong,4 which may negatively impact the resources institutions are willing to invest in formal mentoring programmes.

설문결과를 보면 61%가 멘토링이 중요하다고 믿었음에도 26%의 교수만이 공식적인 멘토가 있다고 대답했다. 

surveys have suggested that only 26% of fac- ulty members report having had a formal mentor in their own institution, even though 61% believed it to be important.22

비록 교수들에 대한 멘토링의 전 세계 의과대학에서 중요한 이슈이지만, 대부분의 연구는 미국과 캐나다 의과대학에서 진행되었다. 지난 수 년간 미국과 캐나다에서 멘토링에 관한 연구가 많이 있었는데 이는 북미 대학의학에서 accepted development tool이 되었기 때문이다. 명확한 예외도 존재하긴 하다.

Although mentoring of faculty members is an important issue in medical schools across the world, much of the extant literature reflects studies con- ducted with faculty members from USA and Cana- dian medical schools. Articles on mentoring of faculty members have appeared in the USA and Canadian literature for many years, as mentoring has become an accepted development tool in North American academic medicine. Obviously exceptions exist, including, for example, mentoring pro- grammes such as those described by Connor et al. in England during the late 1990’s.23

 

연구 가설.

We hypothesised that academic faculty members in clinical departments who are currently in mentoring relationships experience enhanced employee engagement and satisfaction with their department and medical school as a place to work.

 

'engagement'를 다음과 같이 정의

We define engagement as grounded in ‘the interplay between an employee’s cognitive commit- ment, emotional attachment, and the resulting behavioral outcomes’, such as institutional retention and increased effort.23

방법

METHOD

Twenty-six medical schools accredited by the Liaison Committee on Medical Education (the accrediting body for medical schools, leading to the MD degree in the USA and Canada) agreed to participate in the 2011–2014 administrations of the Faculty For- ward Engagement Survey.

The survey was first developed and tested in 2008 and fully administered within 23 medical schools in 2009.

 

설문개발

The development of the survey items was informed by:

• 문헌 고찰 literature reviews;
• 전문가 피드백 expert feedback from individuals involved in survey design, statistics, economics and psychology, and medical faculty members; and
• 포커스그룹 focus groups with faculty members.

In the survey, mentoring relationships were assessed by an item about whether one had a formal agreement with a colleague to provide ongoing career guidance and advice (a yes or no question). The importance of mentoring was assessed by respondents’ level of agreement with the statement ‘Having a formal mentor at my insti- tution is important to me’ (five-point Likert-type item from ‘strongly disagree’ to ‘strongly agree’).

결과

RESULTS

멘토링 현황과 인지된 중요도

Presence and Perceived Importance of Mentoring

약 1/3정도가 공식적 관계로 멘토링을 하고 있다. 남성보다 여성이, 시니어보다 주니어가, 소수인종이 더 많이 하고 있었다.

We first established a baseline understanding of the presence and perceived importance of mentoring and found that approximately one-third of the clini- cal faculty respondents (30%; n = 3529/11 953) reported being mentored in a formal relationship. Significantly higher proportions of female than male faculty members (34.6% versus 28.3%; p =<0.001), junior than senior faculty members (42.6% versus19.8%, p =<0.001) and ethnic minority than ethnic majority faculty members (35.9% versus 30.2%, p =<0.001) reported being in a mentoring relationship.

4%정도의 임상교수들은 자신이 하는지 안하는지 몰라서 배제됨

Approximately 4% of clinical faculty members (n = 483) reported not knowing whether they had a formal mentoring rela- tionship and they were excluded from further analy- ses.

멘토링을 받는다고 응답한 교수 중 86%가 그들에게 멘토링이 중요하고, 받고있는 멘토링에 만족한다고 응답하였다. 공식적 멘토가 없는 교수들 중 약 절반은 멘토를 갖는게 중요하다고 했다.

Most faculty members (86%; n = 3027) who reported receiving mentoring also viewed the men- toring relationship as important to them and were satisfied with the mentoring they were receiving (77%; n = 2722/3475). Nearly half (51%; n = 4010/ 7878) of faculty members without formal mentors still noted the importance of having one.

 

 

 

멘토링과 Workplace Engagement

Mentoring and Workplace Engagement

We did find that the hypothesis was accurate: fac- ulty members with mentors responded significantly more favourably to questions related to workplace engagement, (Table 2).

Table 2 Comparison of survey respondents by mentoring status, Faculty Forward Engagement Surveys, 2011–2014

• Opportunities for growth and development 
• Collegiality and collaboration 
• Overall satisfaction 
• Role clarity 
• Criteria for promotion

 

 

Table 3 Comparison of mentoring status across academic rank, Faculty Forward Engagement Surveys, 2011–14 

 

 

 

과별 멘토링 참여

Mentoring Participation by Department

 

 

고찰

DISCUSSION

현재 멘토링 관계에 있는 임상 교수들이 employee engagement, 과/기관에 대한 만족도가 높음을 확인하였다. 특히, 공식적 멘토링 관계의 이점을 보여주었다. 연구 결과는 교수의 순위faculty ranks에 따라서 높은 만족도, 기관의 미션에 대한 명확성, 미션과 일상활동의 합치성에 대한 명확한 패턴이 있음을 보여준다.

We confirmed our hypothesis that academic clinical faculty members currently in formal mentor- ing relationships experience enhanced employee engagement and satisfaction with their department and institution. Specifically, the findings highlight the benefits of formal mentoring relationships for clinical faculty members, such as greater satisfaction with one’s department and institution. The results also demonstrate a clear pattern of higher perceived satisfaction, greater clarity regarding the institu- tional mission, and perceived alignment of mission and day-to-day activities, across faculty ranks.

이 다기관 연구는 social theories of organisational support와 일관된다. 만약 피고용인employee가 자신의 조직이 자신에 대해서 헌신committed한다고 느낀다면, 조직의 목표에 더 기여하고자 느낄 것이며, 더 조직에 남고자 할 것이다. Academic medical center은 그 책무성과 재정적 안정성을 이루기 위해 'retention'이 중요하다. 비록 주니어 교수를 멘토링해줄 적절한 시니어 교수를 충분한 수로 확보하는 것이 어렵긴 하나, 시니어 교수들에게 주니어 교수를 멘토해줄 기회를 주고자 하는 노력은 양쪽 모두의 직무만족에 도움이 된다.

The results of this multi-institutional study are con- sistent with social theories of organisational support: that if employees perceive that the organisation is committed to them, they will feel more compelled to contribute to organisational goals and to remain with the organisation.26 Retention is important for an academic medical centre to meet its responsibili- ties and maintain financial stability.5 Although securing a sufficient number of available and appropriate senior faculty staff to mentor all junior and mid-career faculty members is challenging,3 efforts to afford senior faculty members opportuni- ties to mentor junior colleagues may improve over- all job satisfaction for both parties.

전문과목별로 살펴보았을 때 패턴은 없었다. 대신 멘토링의 중요도에 대한 인식이나 얼마나 많은 교수가 멘토링을 받고 있는지에 대해서는 차이가 컸다.

No patterns emerged from our analyses based on department. Rather, there is a great range in per- ceptions of the importance of mentoring and how many faculty members have a formal mentor by department.

멘토링은 복잡하고 맥락-의존적인 개념이며, 멘토링 이란 것을 묘사하는데 다양한 용어들이 명확한 구분 없이 사용되어왔다. 이번 설문에서는 멘토링을 정의함에 있어서 멘토링의 핵심 요소를 포함하고자 했으나 비공식적이고 개인적인 상호관계는 포함하지 못하였다.

First, mentoring is a complex and context- dependent concept, and different terms have been used to describe it without much clear demarca- tion among them.27,28 The survey’s definition of mentoring as a ‘formal agreement with a colleague to provide ongoing career guidance and advice’ acknowledges core elements of mentoring, but might not account for the impact of more infor- mal, personal interactions between faculty mem- bers.

이 연구는 미국 의과대학에 초점을 두고 있다. 미국 외 의과대학에서 연구가 필요하다.

Fourth, this study focuses only on faculty members in USA medical schools. Based on the precedent set by other studies on mentoring, we feel that the results are generalisable to all medical faculty members, but future research based in non-USA medical schools must be undertaken to be sure and to understand the differences that may emerge.

 

 

4 Sambunjak D, Straus SE, Marusic A. A systematic review of qualitative research on the meaning and characteristics of mentoring in academic medicine. J Gen Intern Med 2006;25:72–8.

8 Pololi L, Knight S. Mentoring faculty in academic medicine: a new paradigm? J Gen Intern Med 2005;20:866–70. 

9 Pololi LH, Knight SM, Dennis K, Frankel RM. Helping medical school faculty realize their dreams: an innovative, collaborative mentoring program. Acad Med 2002;77:377–84. 

10 Berk RA, Berg J, Mortimer R, Watson-Moss B, Yeo TP. Measuring the effectiveness of faculty mentoring relationships. Acad Med 2005;80:66–71.

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Med Educ. 2016 Jun;50(6):670-81. doi: 10.1111/medu.12972.

Does formal mentoring for faculty members matter? A survey of clinical faculty members.

Mylona E1, Brubaker L2, Williams VN3, Novielli KD4, Lyness JM5, Pollart SM6, Dandar V7, Bunton SA7.

Author information

• 1Eastern Virginia Medical School, Norfolk, VA, USA.
• 2Loyola University Chicago Stritch School of Medicine, Maywood, IL, USA.
• 3University of Oklahoma Health Sciences Center, Oklahoma City, OK, USA.
• 4Sidney Kimmel Medical College, Thomas Jefferson University, Philadelphia, PA, USA.
• 5University of Rochester Medical Center, Rochester, NY, USA.
• 6University of Virginia Health Systems, Charlottesville, VA, USA.
• 7Association of American Medical Colleges, Washington, DC, USA.

Abstract

BACKGROUND:

Mentoring relationships, for all medical school faculty members, are an important component of lifelong development and education, yet an understanding of mentoring among medical school clinical faculty members is incomplete. This study examined associations between formal mentoring relationships and aspects of faculty members' engagement and satisfaction. It then explored the variability of these associations across subgroups of clinical faculty members to understand the status of mentoring and outcomes of mentoring relationships. The authors hypothesised that academic clinical faculty members currently in formal mentoringrelationships experience enhanced employee engagement and satisfaction with their department and institution.

METHODS:

Medical school faculty members at 26 self-selected USA institutions participated in the 2011-2014 Faculty Forward Engagement Survey. Responses from clinical faculty members were analysed for relationships between mentoring status and perceptions of engagement by faculty members.

RESULTS:

Of the 11 953 clinical faculty respondents, almost one-third reported having a formal mentoring relationship (30%; 3529). Most mentored faculty indicated the relationship was important (86%; n = 3027), and over three-fourths were satisfied with theirmentoring experience (77%; n = 2722). Mentored faculty members across ranks reported significantly higher levels of satisfaction and more positive perceptions of their roles in the organisation. Faculty members who were not receiving mentoring reported significantly less satisfaction with their workplace environment and lower overall satisfaction.

CONCLUSIONS:

Mentored clinical faculty members have significantly greater satisfaction with their department and institution. This multi-institutional study provides evidence that fostering mentoring opportunities may facilitate faculty members' satisfaction and engagement, which, in turn, may help medical schools retain high-quality faculty staff committed to the multidimensional academic mission.

© 2016 John Wiley & Sons Ltd.

PMID:

 

27170085

 

DOI:

 

10.1111/medu.12972

[PubMed - in process]