In 1998, BUSM researchers published data showing that junior faculty with mentors express greater job satisfaction and rate their research skills higher than faculty without mentors. Two case studies that have included control groups dramatize the difference mentorship makes in improving faculty retention.

  1. In      one report of Obstetrics and Gynecology faculty members, 38% of junior      faculty without a mentor left their organizations during the survey period      while only 15% of those with mentors left.
  2. Similarly, new assistant professors participating in a mentoring program      at the University       of California, San      Diego School of Medicine were 67% more likely to remain at the university      by the end of their probationary period than peers who had opted not to      participate.

To promote mentoring in the Department of Medicine, the Faculty Development and Diversity Committee offers links to key resources.

Opportunities to find mentoring

Training Resources for Mentors

MedEdPORTAL: Optimizing the Practice of Mentoring: An Online Curriculum for the Professional Development of Research Mentors:  click here

To access a free course from the University of Minnesota, follow the registration link on the mentoring section of the University of Minnesota’s CTSI website:

  • Modules cover: mentoring models; mentor roles & responsibilities; structure & dynamics of the mentoring relationship; strategies for facilitating – & addressing challenges to – the mentoring process.
  • The course includes text, audio, mini-presentations, self-assessments, and other interactive activities.
  • The course takes ~90-120 minutes.



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