The role of mentoring on research productivity among occupational therapy faculty.

Abstract

This study surveyed junior and senior occupational therapy faculty in order to further understand the role that mentoring plays in research productivity. Junior faculty with and without mentors were compared in terms of their overall research productivity, and the senior faculty who served as mentors were compared with senior faculty who were not mentors. The role of institutional support factors on research productivity was also examined. The results of this survey suggest that mentoring plays an important role in increasing research productivity in junior faculty in the field of occupational therapy. Also, senior faculty mentors perceived their mentoring experience to enhance their research productivity. A general profile of an occupational therapy mentor and mentee has emerged from the results. Analyses showed a low to moderate positive correlation between faculty research productivity and a number of institutional support factors. Availability of intramural funds, release time, chair and dean support for research, grant writing seminars, and availability of statistical and computing help correlated with research productivity. The authors recommend the need for mentoring in occupational therapy academia. New faculty should have a mentor or mentors to help them succeed in research, teaching and service goals. Developing short-term and long-term goals with the mentor and periodic evaluation of goals will help new faculty to keep pace with the demands and requirements of their academic positions.