How Mentor Identity Evolves: Findings From a 10-Year Follow-up Study of a National Professional Development Program

Academic Medicine : Journal of the Association of American Medical Colleges
Dorene F BalmerMaryellen E Gusic

Abstract

Despite academic medicine's endorsement of professional development and mentoring, little is known about what junior faculty learn about mentoring in implicit curricula of professional development programs, and how their mentor identity evolves in this context. The authors explored what faculty-participants in the Educational Scholars Program implicitly learned about mentoring and how the implicit curriculum affected mentor identity transformation. Semistructured interviews with 19 of 36 former faculty-participants were conducted in 2016. Consistent with constructivist grounded theory, data collection and analysis overlapped. The authors created initial codes informed by Ibarra's model for identity transformation, iteratively revised codes based on incoming data patterns, and created visual representations of relationships amongst codes to gain a holistic, shared understanding of the data. In the implicit curriculum, faculty-participants learned the importance of having multiple mentors, the value of peer mentors, and the incremental process of becoming a mentor. The authors used Ibarra's model to understand how the implicit curriculum worked to transform mentor identity: Faculty-participants reported observing mentors, experim...Continue Reading

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Citations

Jan 24, 2020·Academic Medicine : Journal of the Association of American Medical Colleges·Lianne M LoosveldErik W Driessen
Feb 23, 2020·Academic Medicine : Journal of the Association of American Medical Colleges·Joanne GoldmanBrian Wong
May 31, 2021·Academic Pediatrics·Latha ChandranTeri Lee Turner
Apr 6, 2020·Academic Radiology·Tara M CatanzanoMark E Mullins

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