Faculty Role Research Articles

Policy rhetoric, realities, and burdens: Using critical policy analysis to center at-promise student success in the McNair program

Educational policies designed to benefit students from first-generation, low-income, and racially minoritized backgrounds do not always consider the realities these students experience during college. Instead, students participating in compensatory education programs can endure further marginalization. Using critical policy analysis’ core tenets as guiding principles to frame our study and guide our analysis, we conducted a three-phase qualitative analytic study. We examined interviews with students and McNair program policy documents to interrogate policymakers’ hidden assumptions and the (de)centering of minoritized student perspectives in the McNair program policy. Students in the program discussed varied and conflicting definitions of success, such as learning they did not want to attend graduate school—a primary goal and measure of success for the federal government. They also highlighted advisors as a source of support. By centering the experiences of students, our findings highlight this critical gap and draw attention to the administrative burdens placed on at-promise students, emphasize the need for holistic socio-emotional support in federal policy, and underscore the powerful role of supportive faculty and staff.

Unequal Spaces: An In-depth Analysis of Caste Discrimination in Indian Universities

Caste discrimination in higher education in India remains a deeply entrenched and pervasive issue, presenting formidable barriers to the goal of achieving equal access and opportunity for all. The article explores the various dimensions of caste discrimination in education, including the denial of equal educational opportunities, the perpetuation of humiliation, and the resultant psychological trauma experienced by victims. Additionally, it examines the role of faculties and the increasing trend in the suicide of students, especially Dalit students. Based upon the qualitative data collected from Dalit scholars, the study describes the everyday struggle of Dalit students who experience stereotypes, subtle discrimination and prejudice on campus due to their caste identity. It discusses how this discrimination not only hampers individual growth and potential but also contributes to the perpetuation of social inequalities and reinforces stigma, resulting in the social exclusion of Dalit students in higher education.

Preparing PhD Students for Tenure-Track Faculty Positions.

With an increasing number of nursing faculty approaching retirement, it is critical to prepare PhD students to take on tenure-track faculty roles. There are a multitude of competing time demands for nursing faculty, and one way that PhD students can prepare for faculty roles is leading team-based science with their peers during their predoctoral program. To describe the process of PhD students leading an independent research project, in addition to their dissertation work, which aimed to incorporate the tripartite mission- scholarship, teaching, and service. This paper outlines the components of the PhD-student-led project, as well as provides recommendations for leadership and schools of nursing as well as sponsors interested in funding this type of work. Students were able to conduct independent research using diverse research approaches, practice mentoring skills, and provide service and helpful information about the nursing workforce to their academic clinical partner. A key component of this relationship building was incorporating a clinical fellowship during the PhD program for students that directly aided the transition from BSN to PhD programs. PhD students learned valuable lessons about time management and collaborating in a team setting with peers. We recommend school of nursing seek funding opportunities for PhD students to conduct independent team science, encourage academic partnerships with affiliated medical centers and public health settings, and facilitate peer mentorship across cohorts.

Building Trust, Fostering Agency, Sharing Power: Interracial Feminist Co-Mentoring as a Strategy for Dismantling White Supremacy in Higher Education

Despite institutional claims to value increased racial diversity in higher education, Black women in faculty roles perpetually navigate oppressive cultures across all institutional types. The ability to build and foster mutually beneficial interracial mentoring relationships is vitally important to move beyond performative diversity and build truly inclusive organizations. In this project, we sought to interrogate our own interracial feminist co-mentoring relationship to identify guiding principles for others engaged in these types of relationships. As a Black woman and a white 1 1 In opposition to APA guidelines, we do not capitalize white as a racial category or identity. We do capitalize Black, as a form of “rejecting the standard grammatical norm as a means to acknowledge and reject the grammatical representation of power capitalization brings to the term ‘white’” (Huber, 2010, p. 93). woman, we employed duoethnography to analyze the realities of our interracial mentoring relationship and to develop a conceptual framework of interracial feminist co-mentoring. This study emphasized the transformative opportunities that can occur through experiences of social exchange and reciprocity within interracial feminist co-mentoring relationships. We argue for critical evaluation of existing mentorship models to include (a) a recognition of the historical and contemporary factors that inhibit Black women’s ability to build and foster relationships with white women and (b) explicit ways white women can foster trust within interracial co-mentorships that facilitate true agency and shared power. Through this intentional exploration of our relationship, we make space for true divestment in internalized white supremacy for both Black and white women and movement toward dismantling white supremacy culture in mentoring relationships throughout higher education.

Future expectations for faculty roles at Yarmouk University in light of AI-based learning

This study aimed to examine future expectations for faculty roles at Yarmouk University in the context of artificial intelligence (AI)-based learning. Using a descriptive approach, the researchers employed a questionnaire as the primary tool, with a sample of 140 faculty members from the College of Education. Results indicated that the first category, related to teaching methods, received a weighted average of 4.55, indicating strong agreement. Similarly, the second category of communication scored a weighted average of 4.57, which also reflects strong agreement. The third category, focusing on technical performance, achieved a weighted average of 4.59, showing strong agreement, while the fourth category, addressing educational activities, received a weighted average of 4.58, indicating strong agreement. Overall, the combined categories had an average weighted score of 4.58, suggesting strong agreement on the roles of faculty members at Yarmouk University within an AI-based learning environment. Additionally, significant differences emerged among respondents based on gender, college affiliation, and years of experience; however, no significant differences were found based on academic rank.

The Personal Faculty Mentor (PFM) Role: Advanced Support for Individualized Student Care

Background - Given the complexity of student responsibilities and backgrounds, the need for additional support during graduate education is evident for overall success. An innovative role that addresses these complexities and mitigates issues facing today’s nursing student was developed. Purpose - The Personal Faculty Mentor (PFM) role was developed to provide one, specific point of contact in an effort to support students throughout their MSN journey by completing new student orientation, individualized student outreach, frequent personal communication, and development of success plans. The PFM role also supports the faculty or instructor role by providing additional support and outreach with student concerns (low participation or scores). The overall purpose of the PFM is to improve student outcomes including pass rates, persistence rates, and satisfaction. Methods - Within the University’s Master of Science in Nursing Accelerated Track (MSN AT) Advanced Generalist and Clinical Nurse Leader (CNL), the PFM role was implemented to support student success. The MSN AT has flexible due dates for assignments which lends for more intensive student support. Results – Since the PFM role has been in place since program inception (July 2019), persistence and program completion are on average 12% higher, as high as 29%, with those students who actively participate with their PFM. Through survey, students report high satisfaction with the PFM role and attribute part of their success to this supportive role. Each session, students who actively participate with their PFM have better persistence than those who do not. Limitations – While the anecdotal feedback and positive outcomes are noteworthy, this strategy did not involve an empirical research investigation. As a result, a causative relationship may not be concrete. There is clearly an improvement in the retention and persistence of students who engage regularly with the PFM; however, there are additional variables that may be impacting the outcomes that would be helpful to identify. Conclusions / Implications for Practice - Student support promotes success. The role of the PFM provides individualized, student-centered support. Students who participate and interact with their PFM are more likely to be successful in the MSN AT.

"Ardor and diligence": Quantifying the faculty effort needed in emergency medicine graduate medical education.

Regulatory requirements around protected faculty effort to support graduate medical education (GME) programs have changed. The amount of labor required to run a GME program is unknown. We sought to describe the work performed by program leadership and core faculty in emergency medicine (EM). We performed a prospective survey study of core faculty in EM. Participants completed a demographic questionnaire followed by quarterly time surveys, covering activities in eight domains: evaluation, teaching and education, scholarly activity, service, interview/recruitment, clinical supervision, student responsibilities, and wellness and administration. We collected data from April 2022 to March 2023. We calculated descriptive statistics and used analyses of variance (ANOVA) to assess differences by faculty role and quarter. A total of 596 physicians completed the demographic questionnaire and 347 (58.2%) completed at least one quarterly time survey including 142 (41%) females, 48 (14%) program directors (PDs), 84 (24%) assistant/associate program directors (APDs), and 215 (62%) general core faculty (GCF). The mean number of hours per week spent on nonclinical education work was 60 h for PDs, 47 h for APDs, and 44 h for GCF. ANOVA found significant differences in mean hours per week and faculty role in domains of evaluation (p < 0.001), service (p = 0.007), and interview/recruitment (p < 0.001). We detected differences in mean hours per week and quarter in domains of evaluation (p < 0.001), teaching and education (p < 0.001), interview and recruitment (p < 0.001), and clinical supervision (p < 0.001). Running a residency program requires many hours of faculty work, which can vary based on faculty role and time of year. These results can inform decisions regarding faculty support.

Advances in Psychiatry Training and Faculty Development in India.

This review examines the historical developments, current state of training, existing challenges, and opportunities for undergraduate, postgraduate, and super specialty psychiatry education in India. For this narrative review, we examined information from the published literature, along with key documents from the Indian Psychiatric Society, the National Medical Commission, and other relevant sources. In India, psychiatry training has seen significant advancements since independence, particularly in the past decade, driven by the recommendations of the Indian Psychiatric Society and the introduction of competency-based medical education by the National Medical Commission. This transformation has redefined undergraduate and postgraduate training across all medical disciplines, including psychiatry. The shift has moved away from traditional, time-bound frameworks toward a focus on acquiring specific competencies essential for effective clinical practice. This approach ensures that trainees gain theoretical knowledge and develop practical skills and professional attitudes crucial for patient care. However, a major challenge highlighted in this review is the transition of senior residents to faculty roles without adequate training in teaching, research, academia, and leadership. Despite this, they are expected to excel in these areas upon assuming faculty positions. To address this gap, we emphasize the urgent need for a comprehensive faculty development program for early career faculty. Our proposed initiative aims to bridge these gaps and support the development of future leaders and educators in psychiatry. The recommendations outlined in this review seek to create a robust educational environment that will cultivate the next generation of psychiatrists in India.

Innovative Nursing Faculty Education for Novice Educators.

The nursing faculty shortage in the United States affects enrollment of qualified nursing applicants. The gap may be filled by contracting with clinical nursing experts who often lack the content knowledge as academic nurse educators. Such content includes management of the classroom, evaluation, and legal issues. This article describes a course to provide new faculty with essential information for classroom teaching. Nursing faculty were recruited from multiple education programs and enrolled in one of three sections of a course for new educators. Learners completed activities related to curriculum, evaluation, and academic roles. Focus group evaluations were conducted. Themes emerged related to classroom teaching, learning experiences, improved understanding of nursing education, and knowledge for the scope of nursing faculty responsibilities. Each course provided experience in nursing education pedagogy and practice. Learners developed a wider array of teaching expertise and awareness of the faculty role in the classroom. [J Nurs Educ. 2024;63(X):XXX-XXX.].

The Influence of Policy Investment on the Sustainable Development of Universities in Underdeveloped Regions: An Empirical Analysis of China’s Higher Education Landscape

The regional disparity in higher education development is critical for the sustainable advancement of the national education system. To address this issue, the Chinese government has implemented targeted support policies for higher education in underdeveloped regions, with the “Ministry-Province Co-construction Policy” serving as a notable example. This study investigates the impact of such policies on the development of universities in China’s underdeveloped central and western regions. First, the study analyzes policy documents to identify six primary policy pathways through high-frequency word extraction, social semantic analysis, and path integration. These policy pathways are quantified using representative indicators, which constitute the independent variables of the study. Second, by employing the framework of modern university functions, the study develops a sustainable development indicator system for higher education institutions. The performance scores for the sustainable development of 14 universities, derived using the entropy method, serve as the dependent variables. The study subsequently measures the effects of individual and combined policy pathways through two equations. The results indicate that some pathways are more effective than others. While all combined policy pathways yield positive effects, an excessive number of combinations can lead to diminishing returns. Finally, the study elucidates the measurement results, emphasizing that effective pathways highlight the essential roles of faculty, research, and teaching. Conversely, less effective pathways stem from inadequate inputs or slow responses. Although combined policy pathways generally exert positive impacts, an overabundance of combinations can dilute these benefits. The study suggests that administrative support for higher education in underdeveloped regions is advantageous. It underscores the necessity of distinguishing between more and less effective input methods, concentrating on resource allocation, and ensuring universities’ autonomy in utilizing support resources to achieve sustainable development in higher education within these regions.

Generative AI: hopes, controversies and the future of faculty roles in education

Purpose Generative artificial intelligence (GAI) has seen exponential growth in recent years due to its capability to generate original content through natural language processing and comprehensive language models. This paper aims to investigate the transformative impact of GAI on higher education, focusing on the evolving roles of faculty in the classroom. Design/methodology/approach Using a phenomenological perspective and a process approach, the study involved 25 semi-structured interviews with academicians in higher education. Findings The findings reveal that GAI currently creates biased and commercially driven learning environments, challenging traditional pedagogical models. Despite its potential for enhancing education, the autonomous nature of GAI often prioritizes commercial interests over pedagogical goals. Research limitations/implications The study is limited to faculty perspectives, suggesting future research should include student viewpoints and diverse educational contexts. Practical implications The study highlights the need for higher education institutions to develop comprehensive policies, provide training for faculty and students and design new courses that leverage GAI for personalized learning experiences and enhanced faculty research. Originality/value This paper contributes to the emerging literature on GAI’s impact on education, highlighting its dual nature as both a transformative tool and a potential threat to traditional educational roles and outcomes.

In Commemoration of Dr. Farrokh Modabber: An Iranian Pioneer of Cellular Immunology, and Leishmaniases Vaccine Research in Iran and the World.

Born in 1940 in Rasht, Iran, Dr. Farrokh Modabber earned his B.A. in Bacteriology and Ph.D. in Microbiology from University of California, Los Angeles (UCLA). He joined the Harvard Medical School as a fellow before transitioning to a faculty role at Harvard School of Public Health (HSPH) and played a pivotal role in advancing Cellular Immunology. In the early 1970s, he returned to Iran as an Associate Professor at Pahlavi University in Shiraz. Subsequently, he rejoined HSPH before embarking on a tenure at Tehran University. As the head of the Pathobiology Department at Tehran University School of Public Health, he initiated the Tehran/Harvard joint M.Sc. program in Immunology, which played a crucial role in shaping the careers of numerous Iranian immunologists over the following decades. Dr. Modabber went on to hold esteemed positions such as Director General of the Pasteur Institute of Iran, visiting immunology lecturer at various universities, Coordinator of Research Capability Strengthening of WHO's Special Program for Research and Training in Tropical Diseases (TDR), Director of the Infectious Disease Research Institute (IDRI), and Senior Advisor of Drugs for Neglected Diseases initiative (DNDi), to name a few. This article highlights Dr. Modabber's impactful career, focusing on his efforts to combat global leishmaniasis.

Evidence-Based Medicine Culture, Curriculum, and Program Outcomes: A CERA Study.

Limited faculty development is a barrier to advancing evidence-based medicine (EBM) education. This study sought to describe program director perception of EBM culture in family medicine residency training and to assess the association among structured faculty roles, EBM curricula, and specific resident outcomes including publications in EBM. Members of the Society of Teachers of Family Medicine EBM collaborative drafted survey questions based on a literature review. The questions were electronically distributed in May 2023 to all US family medicine residency program directors who had not previously opted out by the Council of Academic Family Medicine Educational Research Alliance within its study of family medicine program directors. We analyzed results using descriptive and comparative statistics. The overall response rate was 44.7% (309/691). We found that 260/281 (92%) of program directors reported an EBM curriculum of some kind, and 253/281 (90%) of program directors agreed/strongly agreed that EBM was accepted by residents. Of the respondents, 72/281 (25.6%) reported that no specific faculty member was responsible for their EBM curriculum. Most program directors reported that less than 50% of residents will leave their programs with the ability to detect an error in original research (23.8%; 67/281), detect an important omission in an UpToDate article (16%; 45/281), or author a narrative review for American Family Physician (10%; 28/281). Program directors reported strong acceptance of EBM among residents and a high prevalence of a formal curriculum. However, many lacked a specific faculty lead, and few reported that residents had strong EBM skills. This study identified gaps in residency training to support future EBM-skilled family physicians as well as concerns about pathways for the development of future EBM faculty.

Nurse faculty shortage problem and a grant solution to the problem

Introduction: The projected growth of the nurse workforce will drive the need for more nurse faculty in the U.S., with an estimated needed increase of 24% (16,000 new faculty) to meet workforce demands between 2016 and 2026. However, nursing schools have struggled to keep pace with growing enrollment demands and faculty retirements.Methods: To meet the needs of the nursing workforce and to address the nursing shortage by educating qualified faculty, the University of Cincinnati College of Nursing (UC CON) has applied for and received funding through the federal government’s Health Resources &amp; Services Administration (HRSA) Nurse Faculty Loan Program (NFLP) grant.Results: Since 2012, the UC CON has utilized the NFLP to provide nearly $4.4 million in loans to students. The UC CON has supported 115 individual graduate-level nursing students with NFLP funds. As of 6/07/24, 73 UC CON degrees have been awarded. Several prior recipients are working as nurse faculty, some at rural and community colleges where the nurse faculty shortage is most acute. Some of the students who received NFLP funds and graduated are working in medically underserved and/or rural areas across the U.S.Conclusions: A new grant submission was funded in June 2024 to fund more doctoral students and Master of Science in Nursing Education Students. The UC CON provides additional components (e.g., nurse educator development, professional development, and job search support) to strengthen recipients’ preparation and marketability for nurse faculty roles in all regions, including rural and underserved areas.

Will they always be living the Sisyphus punishment? The triple whammy for racialized women: a qualitative investigation of primary care researchers in Canada

Existing literature overlooks the role of gender and race on research productivity, particularly in the context of primary care research. This study examines how gender and race influence the research productivity of primary care researchers in Canada, addressing a gap in existing literature. Qualitative, descriptive methods were used, involving 60-min interviews with 23 Canadian primary care researchers. 13 participants were female (57%) and 10 participants (43%) were male. Fourteen participants were White (non-racialized; 61%), 8 were racialized (35%) and 1 did not comment on race (4%). Reflexive thematic analysis captured participant perceptions of factors influencing research productivity, including individual, professional, institutional, and systemic aspects. Systemic bias and institutional culture, including racism, sexism, and unconscious biases against racialized women, emerge as key barriers to research productivity. The parenting life stage further compounds these biases. Barriers include lack of representation in faculty roles, toxic work environments, research productivity metrics, and exclusion by colleagues. Participants indicated that institutional reforms and systemic interventions are needed to foster a diverse, equitable, and inclusive environment. Strategies include recruiting equity-focused leaders, increasing representation of racialized female faculty, diversity training, mentorship programs, providing meaningful support, flexible work arrangements, and protected research time. Sponsors can offer more targeted grants for female and racialized researchers. Adjusting metrics for gender, race, parenthood, and collaborative metrics is proposed to enhance diversity and inclusion among researchers. This study underscores the importance of addressing systemic bias at institutional and systemic levels to create a fair and supportive environment for primary care researchers. A multitude of strategies are needed including increasing representation of racialized female faculty, creating supportive and psychologically safe work environments, and public reporting of data on faculty composition for accreditation and funding decisions. Together, these strategies can alleviate the triple whammy and free these researchers from the Sisyphus Punishment - the absurdity of being asked to climb a hill while pushing a boulder with no hope of reaching the top. College of Family Physicians of Canada.

Leaders' Perspectives on Approaches and Challenges in Enacting Faculty Vitality in the Contemporary Landscape of Academic Medicine: A Deductive Thematic Analysis.

Continual changes in organizational structures within medical schools have contributed to the expanded scope and the centralization of faculty affairs offices, which support faculty administration and supportive functions. Using qualitative interviews, we investigated the perspectives of academic medicine faculty affairs leaders regarding their offices' priorities in sustaining faculty vitality in the face of current and anticipated challenges. A semi-structured interview protocol based on the researchers' practical knowledge, informed by the study's research inquiries, and pertinent academic literature guided the interviews. Deductive thematic analysis approach was used to identify the patterns and themes across the interviews. Our analysis revealed a central theme: the pivotal nature of the leader's role in strengthening faculty identity. Additionally, three sub-themes emerged concerning the leader's role in nurturing faculty well-being within today's academic medicine context: redefining faculty role, acknowledging and appreciating faculty contributions, and maintaining faculty engagement through a whole-person approach. Faculty affairs leaders describe widening roles with an emerging focus on a whole-person approach valuing the diverse contributions of faculty across the academic mission, supporting professional development, reflecting the individual motivations of faculty, and championing institutional processes that holistically evaluate and recognize faculty contributions.

Leveraging Hobbies for Positive Student Outcomes: The Role of Higher Education Faculty and Staff

Leveraging Hobbies for Positive Student Outcomes: The Role of Higher Education Faculty and Staff

Do Student Perceptions of Teaching Vary by Faculty Rank?

In this study we measured the degree to which undergraduate students are aware of differences in tenure-track and adjunct faculty roles and responsibilities, and tested if student perceptions of teaching effectiveness vary based on faculty position type. We randomly assigned undergraduate students (N = 214) to read an instructor profile identifying the teacher as either a tenure-track faculty or adjunct instructor. Students then watched an online video lecture and rated the instructor’s teaching effectiveness, perceived effort, and their own likelihood to take the instructor’s class. We used analyses of variance and found that students rated the instructor the same in both conditions regardless of perceived position, but students were able to distinguish differences in faculty rank roles and responsibilities, suggesting students have a basic understanding of the roles and responsibilities of tenure-track and adjunct instructors.

Reimagining Faculty Development: A 5-Year Journey of Outcomes and Lessons Learned of a Physician Assistant Faculty Fellowship

Introduction Faculty sufficiency remains one of the major bottlenecks in health workforce development. There is a need for effective models for practicing clinicians to successfully transition to academic teaching roles. This article describes outcomes and lessons learned at the 5-year mark for a statewide faculty development workforce initiative for the physician assistant (PA) profession at the PA Leadership and Learning Academy (PALLA) in Maryland. Methods The PALLA PA faculty fellowship is a state-funded workforce initiative that consists of a 10-month training program that includes synchronous workshops, asynchronous learning modules, experiential teaching opportunities, and completion of an individual project in the realm of scholarship/service under longitudinal mentorship. Programmatic outcomes were longitudinally tracked using the Kirkpatrick model of training evaluation to evaluate the faculty training program at 4 levels of criteria: reaction (level 1), learning (level 2), behavior (level 3), and results (level 4). Key performance indicators for the fellowship include the ability for fellow graduates to provide educational support to Maryland PA programs, engage in, and promote scholarship in the PA profession and build an academic portfolio. Results To date, 4 cohorts of PAs (23 individuals) have completed the fellowship. Learner reaction (level 1) evaluated through surveys, and interviews reveal a positive fellowship experience, with fellows noting benefits of the longitudinal nature of the experience and individualized mentorship and fellows self-report high level of achievement of fellowship learning goals (level 2). Local and national PA review of fellow curricular and scholarly products has been positive (level 3). After graduation, 9 fellows are engaged in faculty roles, providing academic support to local PA programs; 11 fellows have had scholarly products accepted; all fellow graduates have generated an academic portfolio; and 2 fellows have provided new service to PA organizations (level 4). Discussion Four years of fellowship data demonstrate positive impact across Kirkpatrick 4 levels of training evaluation. Nearly, all participants have new contributions in teaching, scholarship, or service roles because of the fellowship. Key lessons learned were the benefits of the longitudinal nature of the experience for scaffolding of learning and ongoing, individualized mentorship.

Building stronger foundations: exploring a collaborative faculty mentoring workshop for in-depth growth

BackgroundMentorship training programs demand a paradigm shift from theory-driven to hands-on practical approach with prioritization of preparation of mentors and mentees for their roles through self-awareness and targeted professional development planning. There is a lack of evidence generated from the health professions education institutions of global south regarding effectiveness of workshops in fostering mentorship culture.MethodsThis mixed method study with convergent parallel design was conducted through a collaborative mentoring workshop; “Faculty Mentoring-Building stronger by digging deeper” by Aga khan University Medical College, Karachi and University of Lahore, Punjab, Pakistan. Objective of the research was to emphasize the importance of faculty mentoring program, roles and responsibilities of mentors and mentees and perception of the participants regarding the associated role of institutions. It aimed to educate faculty members to develop personal development plans for becoming effective mentors and mentees. The demographic data was collected before the workshop, during the workshop data was collected from SWOT analysis, followed by goal settings and the action plans made by participants at the end. Post workshop online feedback was acquired by a questionnaire to comprehend participants’ educational attainment. Association between quantitative findings was done through ANOVA, while the qualitative data was subjected to thematic analysis.ResultsTotal of 37 faculty members participated in the hands-on workshop. All faculty equally perceived the workshop as satisfactory and reported that hands-on practice led to positive experience of setting clear goals and action plans in developing oneself both as mentor and mentee. Themes identified were; Faculty Mentorship Program, Personal development Plan of Mentors and Mentees and Building Positive Mentor-Mentee Relationships. Voluntary structured program, choice of more than one faculty mentor and portfolio development based on personal SWOT was recommended by participants for the success of formal mentoring programs.ConclusionMedical Faculty of Pakistani Universities at all career levels is interested in development of formal mentoring programs in their universities. Formal training for the same is also recommended by the participants. Institutions should cultivate a culture of mentorship that supports the professional growth and success of academics for cultivating the minds that are in turn shaping our future generations.