Title

Development and assessment of a nationwide, cross-discipline women faculty mentoring program

Authors

Lea S. Eiland, Auburn University
Kelly Shields, Ohio Northern UniversityFollow
Susan E. Smith, University of Georgia
Elizabeth W. Covington, Samford University
Akesha Edwards, University of Findlay
Shannon R.M. Kinney, Western New England University
Seena L. Haines, University of Mississippi Medical Center

Document Type

Article

Recommended Citation

Eiland LS, Shields KM, Smith SE, Covington EW, Edwards A, Kinney SRM, Haines SL. Development and assessment of a nationwide, cross-discipline women faculty mentoring program. Curr Pharm Teach Learn. 2021 Dec;13(12):1555-1563. doi: 10.1016/j.cptl.2021.09.031. Epub 2021 Sep 26. PMID: 34895663.

Abstract

Introduction

Professional health care associations present a unique opportunity for formal mentorship programs, with membership often spanning a variety of experiences, professional ranks, and institutions. However, scarce literature describes the role of professional associations in the development and assessment of mentoring programs. This paper describes development of the American Association of Colleges of Pharmacy Women Faculty Special Interest Group (SIG) mentoring program and characterizes the impact of the program.

Methods

The task force collaboratively developed the mission, vision, and structure of the mentoring program, posted the program description on the SIG's electronic forum, and called for mentors and mentees via an online survey asking for matching preferences. The task force reviewed responses and designated matches. Participants were emailed match information and a guidance document. The program was assessed at three, six, and 12 months via electronic survey.

Results

The program matched 43 mentors with 77 mentees, with each mentor assigned one to three mentees. At the three- and six-month assessments, 89% and 87% of respondents, respectively, indicated they had met with their mentor/mentee. At the 12-month assessment, 86% of mentor respondents and 80% of mentee respondents stated the mentoring program met their needs/expectations. Career goal development, work/life integration, and difficult work situations were the most frequently discussed topics. Most participants stated they would continue to serve as a mentor/mentee in a future cycle and recommend other faculty members participate.

Conclusions

Results from three-, six-, and 12-month assessments indicated a positive impact of developing a nationwide, organizational, cross-discipline mentoring program.

Publication Date

12-2021

DOI

https://doi.org/10.1016/j.cptl.2021.09.031