Mentorship

About: Mentorship is a research topic. Over the lifetime, 5599 publications have been published within this topic receiving 70192 citations. The topic is also known as: mentoring.

Mentoring in academic medicine: a systematic review.

Abstract: ContextMentoring, as a partnership in personal and professional growth and development, is central to academic medicine, but it is challenged by increased clinical, administrative, research, and other educational demands on medical faculty. Therefore, evidence for the value of mentoring needs to be evaluated.ObjectiveTo systematically review the evidence about the prevalence of mentorship and its relationship to career development.Data SourcesMEDLINE, Current Contents, Cochrane Database of Systematic Reviews, Database of Abstracts of Reviews of Effects, Cochrane Central Register of Controlled Trials, PsycINFO, and Scopus databases from the earliest available date to May 2006.Study Selection and Data ExtractionWe identified all studies evaluating the effect of mentoring on career choices and academic advancement among medical students and physicians. Minimum inclusion criteria were a description of the study population and availability of extractable data. No restrictions were placed on study methods or language.Data SynthesisThe literature search identified 3640 citations. Review of abstracts led to retrieval of 142 full-text articles for assessment; 42 articles describing 39 studies were selected for review. Of these, 34 (87%) were cross-sectional self-report surveys with small sample size and response rates ranging from 5% to 99%. One case-control study nested in a survey used a comparison group that had not received mentoring, and 1 cohort study had a small sample size and a large loss to follow-up. Less than 50% of medical students and in some fields less than 20% of faculty members had a mentor. Women perceived that they had more difficulty finding mentors than their colleagues who are men. Mentorship was reported to have an important influence on personal development, career guidance, career choice, and research productivity, including publication and grant success.ConclusionsMentoring is perceived as an important part of academic medicine, but the evidence to support this perception is not strong. Practical recommendations on mentoring in medicine that are evidence-based will require studies using more rigorous methods, addressing contextual issues, and using cross-disciplinary approaches.

What Are the Effects of Induction and Mentoring on Beginning Teacher Turnover

Abstract: In recent years there has been an increase in the number of programs offering support, guidance, and orientation for beginning teachers during the transition into their first teaching job. This study examines whether such programs—collectively known as induction—have a positive effect on the retention of beginning teachers. The data used in the analysis are from the nationally representative 1999–2000 Schools and Staffing Survey. The results indicate that beginning teachers who were provided with mentors from the same subject field and who participated in collective induction activities, such as planning and collaboration with other teachers, were less likely to move to other schools and less likely to leave the teaching occupation after their first year of teaching.

Formal and informal mentorships: a comparison on mentoring functions and contrast with nonmentored counterparts

Abstract: Research on mentorships has suffered from fragmentation of key issues; specifically, type of mentoring relationship, functions served by the mentor, and outcomes of the mentoring relationship. A field study was conducted comparing 212 proteges who were involved in informally developed mentorships, 53 proteges involved in formal mentor-ship programs, and 284 individuals who did not have mentors. Individuals in informal and formal mentorships were compared along two mentoring dimensions: psychosocial and career-related functions. All groups were compared on three outcome measures: organizational socialization, job satisfaction, and salary. Results indicated proteges in informal mentorships reported more career-related support from their mentors and higher salaries than proteges in formal mentorships. For all outcome variables, proteges in informal mentorships also reported more favorable outcomes than nonmentored individuals. However, outcomes from proteges in formal mentorships were generally not significant from the other two groups. Implications for mentorship practices and research are discussed.

Mentorship and career mobility: An empirical investigation

Abstract: The literature on mentorship is briefly reviewed, revealing that many studies have documented the functions that mentors provide to proteges, including vocational and psychosocial support. This study investigates the link between these functions and the career mobility outcomes of proteges. Results from a random sample of 244 manufacturing managers supports previous research on the dimensions of mentoring. Further, vocational (coaching) and psycho-social (social support) were found to be related to managers' salary level and promotions. Implications of these results for future studies of mentoring are discussed.

Diversified Mentoring Relationships in Organizations: A Power Perspective

Abstract: A power perspective is used to examine the linkage between diversity and mentorship in work organizations. Sociological perspectives on power and minority group relations are used to develop and operationalize the construct of diversified mentoring relationships in organizations. The article examines behavioral and perceptual processes underlying diversified mentoring relationships and explores the relationship between diversified mentoring relationships and other work relationships. The consequences associated with diversified and homogeneous relationships are examined using a dyadic approach. The article closes by offering research propositions and discussing several implications.