Mentorship for Mid-Career Decisions: Aspirations for Multi-disciplinary Programmatic Leadership Opportunities

  • Jordan M. Cloyd
  • Timothy M. PawlikEmail author
Part of the Success in Academic Surgery book series (SIAS)


Successful academic surgeons frequently credit the ability of a few experienced mentors to develop and accelerate their personal and professional growth. In previous chapters, we have seen the importance of mentorship in initiating and promoting the careers of aspiring academic surgeons. We have learned the importance of formal mentorship in the subspecialty selection, research productivity, grant awards, technical skill ascertainment, and career satisfaction of surgical trainees and early faculty. However, the mentorship needs of more senior academic surgeons are often overlooked. Indeed, a large qualitative study of two academic centers found that more senior and established faculty often felt neglected and reported the desire for equitable access to mentors (Straus et al., Acad Med J Assoc Am Med Coll 84:135–139, 2009). In addition, despite the fact that mid-career faculty have distinct circumstances and challenges that justify strong mentorship, dedicated research on mid-career mentorship remains scarce. In this chapter, we focus on mentorship of the mid-career academic surgeon and discuss opportunities for multidisciplinary programmatic development that can be fostered through effective mentorship.


Mentorship Mid-career Multidisciplinary Programmatic Leadership Opportunities 


  1. 1.
    Straus SE, Chatur F, Taylor M. Issues in the mentor-mentee relationship in academic medicine: a qualitative study. Acad Med J Assoc Am Med Coll. 2009;84:135–9.CrossRefGoogle Scholar
  2. 2.
    Schor NF, Guillet R, McAnarney ER. Anticipatory guidance as a principle of faculty development: managing transition and change. Acad Med J Assoc Am Med Coll. 2011;86:1235–40.CrossRefGoogle Scholar
  3. 3.
    Cho CS, Ramanan RA, Feldman MD. Defining the ideal qualities of mentorship: a qualitative analysis of the characteristics of outstanding mentors. Am J Med. 2011;124:453–8.CrossRefPubMedGoogle Scholar
  4. 4.
    Sambunjak D, Straus SE, Marusic AA. Systematic review of qualitative research on the meaning and characteristics of mentoring in academic medicine. J Gen Intern Med. 2010;25:72–8.CrossRefPubMedGoogle Scholar
  5. 5.
    You YN, Bednarski B. Developing a research skill set. Clin Colon Rectal Surg. 2014;27:48–54.CrossRefPubMedPubMedCentralGoogle Scholar
  6. 6.
    Chang JH, et al. The impact of a multidisciplinary breast cancer center on recommendations for patient management: the University of Pennsylvania experience. Cancer. 2001;91:1231–7.CrossRefPubMedGoogle Scholar
  7. 7.
    Pawlik TM, et al. Evaluating the impact of a single-day multidisciplinary clinic on the management of pancreatic cancer. Ann Surg Oncol. 2008;15:2081–8.CrossRefPubMedPubMedCentralGoogle Scholar
  8. 8.
    Sambunjak D, Straus SE, Marusić A. Mentoring in academic medicine: a systematic review. JAMA. 2006;296:1103–15.CrossRefPubMedGoogle Scholar
  9. 9.
    Girod SC, Fassiotto M, Menorca R, Etzkowitz H, Wren SM. Reasons for faculty departures from an academic medical center: a survey and comparison across faculty lines. BMC Med Educ. 2017;17:8.CrossRefPubMedPubMedCentralGoogle Scholar
  10. 10.
    Straus SE, Johnson MO, Marquez C, Feldman MD. Characteristics of successful and failed mentoring relationships: a qualitative study across two academic health centers. Acad Med J Assoc Am Med Coll. 2013;88:82–9.CrossRefGoogle Scholar

Copyright information

© Springer International Publishing AG, part of Springer Nature 2018

Authors and Affiliations

  1. 1.Department of Surgery, Oncology, Health Services Management and PolicyThe Ohio State University, Wexner Medical CenterColumbusUSA

Personalised recommendations