Mentoring program for minority faculty at the University of Pennsylvania School of Medicine

Research indicates that having a faculty mentor and being part of an active network of peers are critical ingredients of successful academic medicine careers. Minority physicians, however, often do not have mentors, and the p roblem is greatest for minority groups underrepresented in medicine. The Un iversity of Pennsylvania School of Medicine in 1994-1996 undertook to learn the extent of mentoring programs in its departments and divisions and to c ompare the experiences of underrepresented-minority faculty and others. The results were used to establish a system for mentoring and networking suppo rt for minority faculty members. Examining the reports of division and department heads on their formal ment oring programs, it was clear that these leaders considered mentor essential for career development, but many reported having no systematic plan for me ntors for junior faculty. In looking at the reported experiences of minorit y and non-minority assistant professors (matched for promotion track, depar tment, appointment date, and, where possible, gender), it was found that ap proximately half of either group did not have mentors. As a result of this information, the school established a faculty developme nt program to meet the faculty members' demonstrated needs: annual career d evelopment meetings with new minority faculty; assistance in identifying an d assigning mentors; assistance in developing research skills; and monitori ng of the retention of minority faculty. As experience with the program pro duces additional insights into the needs of minority faculty-and particular ly of junior faculty-the program will he adjusted and expanded to meet thes e identified needs.