Support-challenge-vision: a model for faculty mentoring

Abstract

Mentoring is recommended for socializing new faculty into academic medicine. However, there is no literature identifying the key features of effective mentor-protege interactions in academic medicine. Seeking to validate a theoretically derived mentoring model of challenge, support and vision, this paper reports the results of a study that utilized both qualitative and quantitative methods to understand the interactive processes used by effective mentors for academic family physicians.