Checklist for the Development of Faculty Mentorship Programs
Checklist for the Development of Faculty Mentorship Programs
Following a conference call to plan a strategy for addressing the charges, 2-person teams of task force members conducted independent literature reviews within and outside of the pharmacy literature using PubMed and ERIC databases to research the following: (1) definition and areas of mentorship, (2) formal vs informal mentorship, (3) internal vs external mentors and multiple mentors, (4) resources needed for mentoring programs, (5) stages of mentoring, (6) criteria for assessment of mentoring programs, and (7) best practices in existence of mentoring programs. Keywords used for the searches included: academic mentoring, mentoring mentorship, mentoring program, formal mentorship outcomes, efficacy, evaluation, assessment, tool, scale, measure, success, resource, and best practices.
Each task force team then wrote a narrative on their assigned area. The narratives were subsequently reviewed by the entire task force for content, readability, and redundancy. A summary of the narrative in each reviewed category is presented, followed by a recommendation.
Based on their findings from the comprehensive literature review, the task force developed a checklist that outlined the 5 steps for developing a mentorship program in the order in which they typically are considered, ie, intent, structure, process, resources, assessment and evaluation ( Appendix 1 ). The 5 steps should not be considered in isolation but rather all 5 are interrelated and should inform the design of the program. To help users remember these 5 steps, the authors used the first letter of each step to form the acronym PAIRS, ie, Process, Assessment and evaluation, Intent, Resources, Structure.
Literature Review
Following a conference call to plan a strategy for addressing the charges, 2-person teams of task force members conducted independent literature reviews within and outside of the pharmacy literature using PubMed and ERIC databases to research the following: (1) definition and areas of mentorship, (2) formal vs informal mentorship, (3) internal vs external mentors and multiple mentors, (4) resources needed for mentoring programs, (5) stages of mentoring, (6) criteria for assessment of mentoring programs, and (7) best practices in existence of mentoring programs. Keywords used for the searches included: academic mentoring, mentoring mentorship, mentoring program, formal mentorship outcomes, efficacy, evaluation, assessment, tool, scale, measure, success, resource, and best practices.
Each task force team then wrote a narrative on their assigned area. The narratives were subsequently reviewed by the entire task force for content, readability, and redundancy. A summary of the narrative in each reviewed category is presented, followed by a recommendation.
Based on their findings from the comprehensive literature review, the task force developed a checklist that outlined the 5 steps for developing a mentorship program in the order in which they typically are considered, ie, intent, structure, process, resources, assessment and evaluation ( Appendix 1 ). The 5 steps should not be considered in isolation but rather all 5 are interrelated and should inform the design of the program. To help users remember these 5 steps, the authors used the first letter of each step to form the acronym PAIRS, ie, Process, Assessment and evaluation, Intent, Resources, Structure.
Source...