Evaluation of Mentoring in an Australian Medical Faculty

Mentoring programs have been reported to improve cultural socialisation, emotional support and networking, as well as better performance at work (Lumpkin, 2011). This idea builds on social capital theory, which underpins the way social relationships influence access to social resources (Seibert et al., 2017). Mentoring programs have been reported to improve professional success of mentees (Vassallo et al., 2021), and to foster deep relationships with peers, promoting career development and vitality (Pololi & Evans, 2015). 
This study explores the experiences and attitudes towards mentoring in the Faculty of Medicine, Health and Human Sciences at Macquarie University, Australia through a survey and focus groups. Of the 1058 academic staff, professional staff, and graduate researchers that were surveyed, 289 (27%) responded, and a subsequent 28 (2.6%) participated in focus group interviews across all job categories. 
Respondents generally showed a positive attitude towards mentoring, however
more junior faculty, graduate researchers, and professional staff expressed far
less experience with mentoring than more senior academics. Gender disparity
was evident, where men held more senior academic positions, and respondents
came from a wide range of cultures. A clear need for training in mentoring practice was evident, as well as a need for guidance in career development. More
than half of respondents in each job category, except for professors (level E),
were interested in participating in a faculty mentoring program.
Overall, respondents provided a range of suggestions for the implementation of
a mentoring program, including scheduled workshops, matching suggestions,
and practical suggestions regarding delivery of the program. These are presented here in the context of previous initiatives that have been reported.