Teaching Mentorship


Mentor, Dr. Aubrey Knight – “I can say that the mentorship program served to remind me
of the challenges of being a young faculty member. As I had
conversations with
my mentee, I was forced to think back to the career-shaping decisions I
made over the years. I recalled my rationale for some of those decisions
and was personally re-energized for the work ahead. I also was
able to recall times that I missed opportunities and was
hopefully able to suggest ways that I might have
responded differently.  It has definitely
been a growth experience for me
I hope my mentee has benefited as much as I have.”

Mentee, Dr.Chidinma Osineme – “I agree it has been rewarding working with Dr. Knight. I wish
I had more time with him but in the midst of our busy schedules
it was
difficult keeping track of future meetings. His guidance
has certainty
assisted me in planning for growth opportunities
within medical education and leadership roles.
I appreciate the “growth” homework
and his perspective on his journey
through medical education.”

The Mentoring subcommittee works to facilitate and enhance the development of mentorship relationships within the Academy.  We see mentorship dyads as dynamic, reciprocal relationships between an advanced career incumbent (mentor) and a mentee aimed at promoting advancement of the teaching careers of both.

If you are interested in becoming a teaching mentor or mentee, please use one of the forms below to share a little about your mentorship needs and/or areas of teaching expertise.

Teaching Mentorship Form: Mentor

Teaching Mentorship Form: Mentee


  • Mentorship is a relationship in which a more experienced or more knowledgeable person helps to guide a less experienced or less knowledgeable person. The mentor may be older or younger than the person being mentored, but she or he must have a certain area of expertise. It is a learning and development partnership between someone with vast experience and someone who wants to learn. Mentorship experience and relationship structure affect the “amount of psychosocial support, career guidance, role modeling, and communication that occurs in the mentoring relationships in which the protégés and mentors engaged.” – Wikipedia


  • Lead to changes in mentees professional development as a teacher and support and enhance them in their teacher role
  • Create an environment conducive to fostering the mentorship relationship and meeting goals

Mentoring goals should be SMART:

  • Specific – be clear about what is required
  • Measurable – identify how you will determine whether the goal has been achieved
  • Achievable – your goal should be challenging, but achievable.
  • Realistic – what is the desired outcome
  • Timely (or time-bound) – when will you complete this goal by

Click below for helpful mentorship articles:
Mentoring for Clinician Educators
Tips for Good Mentoring
Mentee Misteps
Twelve Tips for Developing Effective Mentor