Teaching Certificate Program Participants’ Perceptions of Mentor-Mentee Relationships
American Journal of Pharmacy Education
Objective. To assess teaching certificate program (TCP) participants’ perceptions of mentor-mentee relationships.
Methods. A 15-item survey instrument was administered to all 2014-2015 participants of the Indiana Pharmacy Teaching Certificate (IPTeC) program.
Results. One hundred percent of IPTeC program participants (83/83) responded to the survey. The majority of participants indicated that having a professional mentor was either very important (52%) or important (47%) to their professional development and preferred to choose their own professional mentor (53%). Mentor characteristics rated as highly important by mentees included having similar clinical practice interests (82%), having similar research interests (66%), and being available to meet face-to-face (90%). Age, race, and gender of the mentor were not rated by mentees as important.
Conclusion. Teaching certificate program participants place high importance on having a professional mentor. Mentorship of pharmacists completing TCPs should be a priority for current pharmacy faculty members so adequate guidance is available to future pharmacy educators.
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Sheehan, Amy Heck; Gonzalvo, Jasmine D.; Ramsey, Darin; and Sprunger, Tracey, "Teaching Certificate Program Participants’ Perceptions of Mentor-Mentee Relationships" (2016). Scholarship and Professional Work – COPHS. 239.