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Mentoring for Academic Development

Mentoring for academic development encompasses the intentional establishment of a dynamic and reciprocal relationship between advanced career and beginning/junior academic emergency medicine physicians. This relationship is both developmentally (personal and professional) and contextually (career and academic culture) relevant and is focused on promoting the career development of both the mentor and the mentee.

Mentor/Mentee in Academic Emergency Medicine

Mentee in Academic Emergency Medicine

A mentee is most commonly a beginning/junior faculty member that actively pursues a mentor-relationship in order to gain insights, guidance, and instruction for personal, professional, and academic career development and advancement.

Characteristics of Successful Mentees

  • Personal attributes:
    • Understanding/compassionate
    • enthusiastic
    • nonjudgmental
    • patient
    • honest
    • responsive
    • trustworthy
    • reliable
    • excels at active listening
    • open to feedback
    • self-appraising
  • Behaviors toward mentors:
    • Takes responsibility for "driving the relationship"
    • respects meeting times
    • comes prepared
    • pro-active in identifying and presenting problems
    • respectful of mentors' time and other commitments

(Straus & Sackett, 2013)

Mentor in Academic Emergency Medicine

A mentor intentionally takes interest in the personal and academic development of a beginning/junior colleague and is active in providing guidance, instruction, feedback, and support. Mentors may play several roles while in this capacity including that of advisor, supporter, teacher, guide, sponsor, and role model. A core element in a successful mentor-mentee relationship begins with bidirectional authentic commitment.

Characteristics of Successful Mentors

  • Personal attributes:
    • Altruistic/generous
    • enthusiastic
    • understanding/compassionate
    • nonjudgmental
    • patient
    • honest
    • responsive
    • trustworthy
    • reliable
    • excels at active listening
    • motivating
    • self-appraising
  • Behaviors toward mentees:
    • accessible
    • works hard to develop an important relationship with the mentee
    • consistently offers help in the mentee's best interests
    • identifies the mentee's potential strengths
    • assists mentees in defining and reaching their goals
    • holds a high standard for the mentee's achievements
    • compatible with mentee's practice style
    • vision, and personality
  • Professional stature:
    • Already successful and well respected in their field
    • well-connected to sources of additional help.

(Straus & Sackett, 2013)

"Effective mentoring relationship needs mutual commitment but is primarily a mentee-driven process."

Program Structure

The goal of our program is to allow structured mentorship that fosters equitable career development, growth and satisfaction for our faculty. To this end, it is helpful to periodically review the structure of our current program as well as additional resources that you might find useful.

Mentorship Structure

Primary mentors: Primary mentors serve as the main source for information on the departmental promotion process, institutional knowledge, advising on individual career development plan as well as advocating and enhancing networking opportunities and recognition for the mentee. The primary mentors are often EM faculty and the Section Chief.

Frequency of meetings: The meetings should be initiated by the mentee, as the mentorship process is primarily driven by the mentee and requires regular check-ins and accountability. In DEM, the minimum requirement for the Section Chiefs to meet as follows with their mentees:
  • Instructor – 2 times per year
  • Assistant Professor – 2 times per year
  • Associate Professor – 1 times per year
  • Professor – As needed
Additional mentor resources: Most (70%) of our faculty supported having additional mentors within the department without diffusion of responsibility from Chiefs. You may use these resources for content expertise, additional advice or simply a sounding board to help you create a narrative. Secondary mentors: Faculty may seek an additional mentor from the pool of Associate Professors and Professors within the department (or outside) to meet the specific needs not met by their primary mentor.

  • Access to Vice Chairs: As discussed at the retreat, Vice Chairs and Chair are readily available for additional guidance regarding promotion process and career development and faculty can set up time with them regularly for advice.
  • Mentorship facilitator: In addition to the DEM leadership, I am available as an additional resource to help faculty navigate the resources in our department. I will have open office hours Wednesday afternoons. You can set up time by emailing have open office hours Wednesday afternoons. You can set up time by emailing
  • Accountability: Meetings with mentors should be documented (see below) and tracked for the benefit of both mentor and mentee. If faculty have trouble accessing their mentor or have conflicts, they should reach out to Vice Chairs or Dr. Safdar to discuss.

Mentorship Platform and Documents

  • Teams Platform: This platform was created to address the issues raised at the faculty and Chief's retreat. Both mentors and mentees can use it to upload and review promotion or project-related documents together. The communication and feedback is private, archived and can be used to track progress.
To login:
  1. Access the Emergency Medicine Mentoring Portal through Microsoft Teams
  2. Log in with your Yale email and password
  3. A list of teams that you are included in will be listed
For additional details, refer to the portal guide under resources. For any technical issues, please reach out to and he will walk you through the process.
  • Mentorship form: This is a 5-question form used by the mentors for discussions around career development, mentorship and promotion - all necessary components of a structured mentorship meetings. Mentees are encouraged to to drive this process and use the forms for self-accountability and to develop a specific career development plan. We also encourage you to review the past forms each year to track your goals and promotion process. Please note that the Teams platform will replace the earlier Qualtrics based form. Secondary mentors may use the same form. The Chair will track mentorship activities and will take into consideration as citizenship role for assessment of incentives.
  • Career Development form: Sample career development forms are available under mentorship resources. these forms are meant to guide discussions with your mentor. You can use the goals to create a mentorship circle in conjunction with mentor. Ideally this is kept as a living document that is updated every year.
  • Promotion metrics and timeline: 98%of our faculty voiced need for clarity in the metrics for promotion (particularly for non-research tracks). The University has issued new guidelines and metrics for promotion in each track (available under resources). The appointment and promotion process starts with the faculty member.

Augmentation of Academic Skills

Faculty development series: Based on faculty survey, we have identified several topics aimed to help our faculty build skills for success in academic medicine. These sessions will be brief, semi-structured, to help faculty identify local resources and provide a forum to share experiences.

Faculty development seminars will cover topics of:
  1. Academic development devoted to promotion and advancement
  2. Education series devoted to teaching and learner skills
  3. Research in Progress meetings devoted to research skills
More details on topics and dates in the Faculty Development Tab.