Abstract
b p e o t Medicine and science have become increasingly complex, involving individual pursuits, collaborative efforts, and institutional and national objectives, all in the context of a dynamic society and government. To that end, mentorship requires even more attention for trainees, new faculty members, and even established faculty members in an academic medical setting. In fact, Feldman et al1 recently observed that having a mentor was associated with greater satisfaction with time allocation at work and with higher academic self-efficacy compared with those without a mentor. This commentary covers definitions of mentorship in academic medicine, identifies the constituencies, clarifies the specific issues between mentor and mentee, underscores milestones and targets, proposes how to measure outcomes, and suggests approaches to mentorship that might be applicable nationally. The importance of mentorship in community practice is highly relevant and will be covered in a future article in this section.
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