Abstract
IntroductionMentoring in emergency medicine (EM) has not been well studied despite a larger body of literature that has described the value of mentoring in academic medicine on career satisfaction and scholarly output. Over half of all EM faculty nationally are of junior faculty ranks. The aim of this study was to identify the frequency and types of mentoring in EM, how types of mentoring in EM differ by gender, and how mentoring correlates with workplace satisfaction for EM faculty.MethodsUsing descriptive statistics and chi-squared analysis, we analyzed data from a cohort of medical schools participating in the Association of American Medical Colleges StandPoint Faculty Engagement Survey.ResultsA total of 514 EM faculty from 26 medical schools replied to the survey. Nearly 80% of EM faculty reported receiving some sort of mentoring; 43.4% reported receiving formal mentoring; 35.4% reported receiving only informal mentoring; and 21.2% received no mentoring at all. Women EM faculty received formal mentoring at lower rates than men (36.2% vs 47.5%) even though they were more likely to report that formal mentoring is important to them. Workplace satisfaction was highest for faculty receiving formal mentoring; informally or formally mentored faculty reported higher workplace satisfaction than faculty who are not mentored at all. Unmentored faculty are less likely to stay at their medical school than those formally mentored (69.8 % vs 80.4%).ConclusionInstitutions and department chairs should focus on mentoring EM faculty, particularly women, to increase engagement and reduce attrition.
Highlights
Mentoring in emergency medicine (EM) has not been well studied despite a larger body of literature that has described the value of mentoring in academic medicine on career satisfaction and scholarly output
Women EM faculty received formal mentoring at lower rates than men (36.2% vs 47.5%) even though they were more likely to report that formal mentoring is important to them
Institutions and department chairs should focus on mentoring EM faculty, women, to increase engagement and reduce attrition. [West J Emerg Med. 2021;22(3)653–659.]
Summary
Mentoring in emergency medicine (EM) has not been well studied despite a larger body of literature that has described the value of mentoring in academic medicine on career satisfaction and scholarly output. A large body of literature on the importance of mentorship in academic medicine[1] has demonstrated positive effects on general career satisfaction,[1,2,3,4,5,6] retention,[1,2,3,5,6] and scholarly output.[1,2,4,7,8] Participant (mentee and mentor) satisfaction is the most commonly measured outcome, . Prior work by us has shown that compared to other clinical specialties, EM faculty are more likely to be younger and of junior academic ranks, and half of EM faculty have been in their current position five years or less.[9] There is a much smaller body of literature focused on mentorship in EM10,11 with few meaningful outcome measures reported.
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