Reviewgreen2013

Mentoring Programs for Underrepresented Minority Faculty in Academic Medical Centers

Bettina M. Beech · Jorge Calles-Escandón · Kristen G. Hairston · Sarah E. Langdon · Brenda A. Latham-Sadler · Ronny A. Bell

330 citations0/0 files storedAcademic Medicine

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Mentoring and Academic Development Career Development and Diversity Diversity and Career in Medicine

Abstract

PURPOSE: Mentoring is critical for career advancement in academic medicine. However, underrepresented minority (URM) faculty often receive less mentoring than their nonminority peers. The authors conducted a comprehensive review of published mentoring programs designed for URM faculty to identify "promising practices." METHOD: Databases (PubMed, PsycINFO, ERIC, PsychLit, Google Scholar, Dissertations Abstracts International, CINHAL, Sociological Abstracts) were searched for articles describing URM faculty mentoring programs. The RE-AIM framework (Reach, Effectiveness, Adoption, Implementation, and Maintenance) formed the model for analyzing programs. RESULTS: The search identified 73 citations. Abstract reviews led to retrieval of 38 full-text articles for assessment; 18 articles describing 13 programs were selected for review. The reach of these programs ranged from 7 to 128 participants. Most evaluated programs on the basis of the number of grant applications and manuscripts produced or satisfaction with program content. Programs offered a variety of training experiences, and adoption was relatively high, with minor changes made for implementing the intended content. Barriers included time-restricted funding, inadequate evaluation due to few participants, significant time commitments required from mentors, and difficulty in addressing institutional challenges faced by URM faculty. Program sustainability was a concern because programs were supported through external funds, with minimal institutional support. CONCLUSIONS: Mentoring is an important part of academic medicine, particularly for URM faculty who often experience unique career challenges. Despite this need, relatively few publications exist to document mentoring programs for this population. Institutionally supported mentoring programs for URM faculty are needed, along with detailed plans for program sustainability.

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References

2006Mentoring in Academic Medicine 2011Race, Ethnicity, and NIH Research Awards 2008Faculty of color in academe: What 20 years of literature tells us.2003“Having the Right Chemistry”2004Measuring the Effectiveness of Faculty Mentoring Relationships 1998Junior faculty membersʼ mentoring relationships and their professional development in U.S. medical schools 2011Commentary: Diversity 3.0: A Necessary Systems Upgrade

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2019Mentorship of Women in Academic Medicine: a Systematic Review 2016Defining Attributes and Metrics of Effective Research Mentoring Relationships 2018Developing a Culture of Mentorship to Strengthen Academic Medical Centers 2017A new approach to mentoring for research careers: the National Research Mentoring Network 2022The Nature and Evolution of the Mentoring Relationship in Academic Health Centers 2019Mentorship of US Medical Students: a Systematic Review 2017Challenges in Recruiting, Retaining and Promoting Racially and Ethnically Diverse Faculty

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