Untapped Resources? Engaging Junior Faculty with Advanced Career Training in Near-Peer Mentoring to Build Professional Identity.

Abstract

Effective early mentoring is essential for propelling academic careers. There is a growing cohort of junior faculty with advanced skills in medical education and research; these individuals need both mentoring and the opportunity to take on mentorship roles. Generalists who pursue advanced training in medical education or clinical research often enter junior faculty positions alongside recent residency graduates, leaving their skillset untapped. Junior faculty with advanced training are challenged to establish their expertise and set themselves apart. By leveraging their unique skills as near-peer mentors, these individuals can build connections and reach career goals more cohesively and rapidly. In this perspective, we review the skills necessary for junior faculty with advanced career training to balance effectively the dual roles of mentee and near-peer mentor, as well as how departments can best support these unique new faculty members.