Table 2.

Summary of articles included in review of mentorship for research-focused junior faculty

Article	Study goal/objective	Study population	Study setting	Strategy/intervention/approach deployed
Career trajectory
Blood et al. [2]	Examine the role of academic rank, research focus, parenting and part-time work on mentoring importance, needs, and gaps	1,179 women faculty	Harvard Medical School and Harvard School of Dental Medicine	Experience with mentoring and mentoring needs (i.e., developing and achieving career goals, clinical skills, research skills, writing and publishing articles, obtaining grant funding, etc.)
Boutjdir et al. [22]	Assess the 12-year outcomes of the National Heart, Lung and Blood Institute (NHLBI) Programs to Increase-Diversity-Among-Individuals-Engaged in Health-Related Research (PRIDE) focused on cardiovascular disease (CVD)	136 under-represented in medicine (URM) and/or individuals with disabilities who are junior faculty from 93 US institutions during 2006–2018	Two academic institutions [State University of New York Downstate-Medical-Center at Brooklyn (SUNY-Downstate) and Washington University School of Medicine (WUSM)]	Longitudinal cohort conducted over two consecutive summers and the intervening academic year. Included a mid-year meeting, and a workshop at NIH. Program focused on (1) didactic CVD courses; (2) mentoring, career development, academic-promotion, networking; and (3) grant proposal development, review, and funding strategies
Bredella et al. [23]	Implement and assess the impact of a mentoring program for early career faculty in an academic radiology department	126 clinical faculty	Academic radiology department at Massachusetts General Hospital and Harvard Medical School	Paired mentoring with a senior radiologist outside of the division, structured one-on-one mentoring, a mentoring network, and peer mentoring
Efstahiou et al. [24]	Assess the short and long-term impact of a formal mentoring program on junior faculty satisfaction and productivity	15 mentees and 23 controls	Departments of Radiation Oncology and Anesthesia, Critical Care, and Pain Management	Mentor pairs, three formal training sessions, informal meetings, formalized action plans
Hackworth et al. [25]	Examine the association between mentoring and academic productivity for junior faculty members in a pediatric academic health center	319 Instructors and Assistant Professors for calendar year 2017	Cincinnati Children’s Hospital Medical Center	Assignment of a primary mentor and a Career Development Committee (CDC)
Prendergast et al. [26]	Evaluate an enhanced peer mentoring program	22 faculty (4 senior peer advisors and 18 junior faculty)	Academic emergency medicine hospital in Chicago, IL	Facilitated peer group-mentoring platform designed to address self-efficacy, relatedness/inclusion, engagement, and institutional commitment to junior faculty. Senior peer advisors advised groups of 4–5 junior faculty formed around primary area of academic focus (education, research, clinical). Groups created action plans at first meeting and met quarterly. Mentees also gave innovations in scholarship presentations for faculty external to mentoring program.
Career satisfaction
Chen et al. [27]	Develop, implement, and evaluate a multi-faceted pediatric mentoring program to promote retention and satisfaction	8 mentor–mentee dyads	Department of Pediatrics at Stanford University School of Medicine	Multi-component intervention that included (1) individualized mentor-mentee meetings outside the academic division, (2) quarterly didactic workshops on career-related topics, (3) peer mentoring group meetings, and (4) individualized assistance with grant writing and review
Nagarur et al. [28]	Evaluate structured mentorship program for junior hospitalists	16 mentees wit >0.5 FTE and 3 years or less hospitalist experience	Hospital Medicine Unit of Massachusetts General Hospital	Three training sessions over 9 months for mentors and mentees on maximizing mentorship success. Mentee–mentor pairs expected to meet minimum of two times and developing action plans with individualized goals
Travis et al. [29]	Investigate influence of mentoring on career satisfaction in gastroenterology and if it differed by gender	Faculty responding to online survey	Survey conducted by American College of Gastroenterology for all physician members	Factors associated with effective mentoring included frequent meetings, career mentoring, and mentors at rank of professor
Varkey et al. [30]	Evaluate a facilitated peer mentoring program	19 women faculty with rank of Instructor or Assistant Professor and 4 women faculty facilitators with rank of Associate Professor or Professor	Department of Medicine at Mayo Clinic in Rochester, Minnesota	Facilitated peer mentoring groups matched based on research and clinical interests, with orientation session followed by group meetings at least monthly focused on manuscript development over 12 months
Walensky et al. [31]	Assess mentorship experiences among faculty of large academic department of medicine	553 faculty responded to online survey	Faculty members in Massachusetts General Hospital Department of Medicine	Assessed having a mentor, role of mentor, and mentorship quality
Quality of life
Blood et al. [2]	Examine the role of academic rank, research focus, parenting and part-time work on mentoring importance, needs, and gaps	1,179 women faculty	Harvard Medical School and Harvard School of Dental Medicine	Experience with mentoring and mentoring needs (i.e., developing and achieving career goals, clinical skills, research skills, writing and publishing articles, obtaining grant funding, etc.)
Academic productivity (publications and grants)
Boutjdir et al. [22]	Assess the 12-year outcomes of the National Heart, Lung and Blood Institute (NHLBI) Programs to Increase-Diversity-Among-Individuals-Engaged in Health-Related Research (PRIDE) focused on cardiovascular disease (CVD)	136 under-represented in medicine (URM) and/or individuals with disabilities who are junior faculty from 93 US institutions during 2006–2018	Two academic institutions (State University of New York Downstate-Medical-Center at Brooklyn (SUNY-Downstate) and Washington University School of Medicine (WUSM)	Longitudinal cohort conducted over two consecutive summers and the intervening academic year. Included a mid-year meeting, and a workshop at NIH. Program focused on (1) didactic CVD courses; (2) mentoring, career development, academic promotion, networking; and (3) grant proposal development, review, and funding strategies
Bredella et al. [23]	Implement and assess the impact of a mentoring program for early career faculty in an academic radiology department	126 clinical faculty	Academic radiology department at Massachusetts General Hospital and Harvard Medical School	Paired mentoring with a senior radiologist outside of the division, structured one-on-one mentoring, a mentoring network, and peer mentoring
Brown et al. [32]	Increase and promote diversity among researchers and participants in HIV-related scholarship via the Mid-Atlantic Center for AIDS Research Consortium (MACC) Scholars Program	4 URM scholars	Johns Hopkins University, George Washington University, and the University of Pennsylvania	Each junior investigator was paired with a senior mentor and awarded a grant to develop a pilot study on an HIV-related topic (prevention, treatment, or care)
Brownson et al. [33]	Promote intervention strategies and application of dissemination and implementation science tools in the Mentored Training for Dissemination and Implementation Research in Cancer (MT-DIRC) Program	55 fellows	Washington University	2-year training institute comprised of (1) two annual summer institutes and conferences that incorporated didactic group and individual instruction, (2) individualized mentoring, and (3) pilot funding
Burns et al. [34]	Understand the effect of an intense mentoring program on junior investigators’ preparation for patient-oriented clinical research careers	140 early career physician-scientists from the first 7 years (2003–2010) of the Clinical Research Training Institute (CRTI)	Multiple institutions throughout the USA and Canada	Yearlong educational and mentoring experience including (1) weeklong workshop for direct interaction between faculty mentors and trainees for at least 13 h each day, (2) didactic component on conducting patient-oriented clinical research projects and processes (acquiring funding, addressing regulatory issues and ethical outcomes), and (3) life-work balance
Chou et al. [35]	Assess the impact of the Oklahoma IDeA Network of Biomedical Research Excellence (OK-INBRE) research support and mentoring program	63 new and early-stage investigators throughout OK in the OK-INBRE Research Project Investigator (RPI) Award Program	Research Intensive Institutions in Oklahoma (University of OK Health Sciences Center, University of OK, OK State University, OK Medical Research Foundation)	Formalized mentoring and grant funding ($100,000 direct costs per year) and application peer review by a panel of senior investigators funded by the NIH and/or serving on NIH review panels
Daley et al. [36]	Create a cohort of investigators engaged in health disparities research, scholarship, and practice and increase funding in health disparities research	19 Underrepresented minority (URM) junior faculty members at the assistant professor level	San Diego Center of Excellence in Partnership for Community Outreach, Research on Disparities in Health and Training (EXPORT Center)	Focus of program in two initiatives: (1) support of URM junior faculty career development and (2) funding for pilot research grants in health disparities
Efstahiou et al. [24]	Assess the short and long-term impact of a formal mentoring program on junior faculty satisfaction and productivity	15 mentees and 23 controls	Departments of Radiation Oncology and Anesthesia, Critical Care, and Pain Management	Mentor pairs, three formal training sessions, informal meetings, formalized action plans
Freel et al. [37]	Promote grant success for junior biomedical faculty	145 Pathway to Independence Program (PtIP) investigators and 138 K Club investigators	Duke University School of Medicine	Senior faculty mentors and professional grant writing staff provided (1) 20 hours of curriculum via lectures and hands-on workshops, (2) career development counseling, (3) peer groups, and (4) an internal study section
Hackworth et al. [25]	Examine the association between mentoring and academic productivity for junior faculty members in a pediatric academic health center	319 Instructors and Assistant Professors for calendar year 2017	Cincinnati Children’s Hospital Medical Center	Assignment of a primary mentor and a Career Development Committee (CDC) designed to define and achieve career objectives, align person career goals with institutional goals, and foster a culture of mentoring through mentorship seminars, mentor training, and support of multiple modalities.
Landsberger et al. [38]	Encourage academic productivity in clinical-track faculty	32 Assistant Professors without protected time for research	Department of Psychiatry, Indiana University	Facilitated peer-mentoring group, met weekly, fusing peer-mentoring with traditional junior-senior dyadic mentoring through regular meetings
Mayer et al. [39]	Evaluate long term impact among peer group members	33 women faculty at Instructor or Assistant Professor rank	Mayo Clinic in Arizona and Mayo Clinic in Florida	Facilitated peer mentoring: a senior faculty and 3–5 junior faculty met twice each month for 1 year to discuss mutually agreed upon topics
Mumma et al. [40]	Examine association between departmental and institutional resources and career development awards	103 responses from vice chairs for research and research directors	Academic emergency departments in USA	Departmental research funding, department resources, and institutional resources – included research funds, secretarial support, research coordinator support, protected time, office space, grant development support
Prendergast et al. [26]	Evaluate an enhanced peer mentoring program	22 faculty (4 senior peer advisors and 18 junior faculty)	Academic emergency medicine hospital in Chicago, IL	Facilitated peer group-mentoring platform designed to address self-efficacy, relatedness/inclusion, engagement, and institutional commitment to junior faculty. Senior peer advisors advised groups of 4–5 junior faculty formed around primary area of academic focus (education, research, clinical). Groups created action plans at first meeting and met quarterly. Mentees also gave innovations in scholarship presentations for faculty external to mentoring program.
Rice et al. [41]	Report initial results of NHLBI programs to increase diversity - Summer Institute Programs to Increase Diversity (SIPID) and Programs to Increase Diversity among Individuals Engaged in Health-related Research (PRIDE)	52 SIPID participants across 3 cohorts and 152 PRIDE participants across 3 cohorts (204 total)	Participants in SIPID and PRIDE	Programs provide mentoring, didactic, and hands-on experiences to enhance research skills for junior-level faculty underrepresented in the biomedical and behavioral sciences
Shollen et al. [42]	Understand behaviors associated with formal and informal mentoring and relationship to satisfaction and productivity	354 faculty respondents to online survey	Full-time, paid medical school faculty at the University of Minnesota	Formal mentors having been assigned to faculty and informal mentors since the time of training and currently
Spence et al. [43]	Evaluate outcomes of centralized, cost-sharing design of Independent Investigator Incubator (I3) program	26 diverse junior faculty pursuing research careers in first 3 years of career or in transition from career development award to independent research	Indiana University School of Medicine and CTSI	I3 Mentoring Program included one-on-one mentorship from senior faculty compensated for mentorship time, feedback from committee, mentoring resources, career development workshops, professional grant writer and biostatistical support
Viets et al. [44]	Evaluate a culturally centered mentorship model designed for ethnic minority faculty	9 mentees (all URM, 6 women) from various disciplines and 3 senior faculty (1 URM, 2 women)	University of New Mexico School of Medicine’s Institute for Public Health	Biweekly meetings for 3 years to provide technical support and skill development as well as psychosocial support; systematic learning opportunities including seminars; funds to support travel and pilot projects
Voytko et al. [45]	Assess the value of a mentoring program specifically for women junior faculty	83 unique mentees and 61 unique mentors	Women Junior Faculty Mentoring Program at Wake Forest School of Medicine	One-on-one mentor–mentee pairs based on desired mentoring topics with additional resources to enhance and support mentoring relationship
Waitzkin et al. [46]	Investigate outcomes of mentorship program to train minority junior faculty	29 mentees in first 2 cohorts, 13 new trainees in second cohort	University of New Mexico investigators focused on mental health services research	Minority Research Infrastructure Support Program provides individualized and group learning for junior minority faculty through weekly meetings with experienced faculty members; 5-day institute that occurs annually and training institutes; one-on-one meetings between mentors and mentees matched by a committee; mentee support group conference calls
Welch et al. [47]	Conduct a descriptive study of faculty mentoring programs and practices in academic departments of emergency medicine	39 of 135 Department Chairs	Departments of Emergency Medicine in US	Formal mentoring programs, skill-based mentoring, peer mentoring, and mentoring committees. Mentor–mentee pairing primarily based on research interest, career niche or skill assessment, with less consideration on gender or diversity.

Note: Based on Medline search of PubMed database conducted on August 3, 2022.