ArticleBMC medical education2024
Building stronger foundations: exploring a collaborative faculty mentoring workshop for in-depth growth.
Article in BMC medical education, 2024. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Cited by 3 papers.
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Who cites it
3 citing papers in PubMed.
- Strength, Weakness, Opportunities, and Challenges: SWOC Analysis of Faculty Mentorship Program at a Private Medical College.Journal of advances in medical education & professionalism · 2026Article
- Steps initiated for sustainability of faculty mentorship program at Aga Khan University Medical College: A mixed method study.Pakistan journal of medical sciences · 2025Article
- Enhancing Clinical Medical Education Through Hand Gesture Analogy Teaching: A Narrative Review.Cureus · 2024Review
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Authors and funding
6 authors.
Funding
No grant is acknowledged in the PubMed record.
Abstract
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.
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