Mentoring perception and academic performance: an Academic Health Science Centre survey

Thanos Athanasiou; Vanash Patel; George Garas; Hutan Ashrafian; Kunal Shetty; Nick Sevdalis; Pietro Panzarasa; Ara Darzi; Sotirios Paroutis

doi:10.1136/postgradmedj-2015-133542

Mentoring perception and academic performance: an Academic Health Science Centre survey

Thanos Athanasiou, Vanash Patel, George Garas, Hutan Ashrafian, Kunal Shetty, Nick Sevdalis, Pietro Panzarasa, Ara Darzi, Sotirios Paroutis

Health Service & Population Research

Research output: Contribution to journal › Article › peer-review

8 Citations (Scopus)

Abstract

PURPOSE: To determine the association between professors' self-perception of mentoring skills and their academic performance.

DESIGN: Two hundred and fifteen professors from Imperial College London, the first Academic Health Science Centre (AHSC) in the UK, were surveyed. The instrument adopted was the Mentorship Skills Self-Assessment Survey. Statement scores were aggregated to provide a score for each shared core, mentor-specific and mentee-specific skill. Univariate and multivariate regression analyses were used to evaluate their relationship with quantitative measures of academic performance (publications, citations and h-index).

RESULTS: There were 104 professors that responded (response rate 48%). There were no statistically significant negative correlations between any mentoring statement and any performance measure. In contrast, several mentoring survey items were positively correlated with academic performance. The total survey score for frequency of application of mentoring skills had a statistically significant positive association with number of publications (B=0.012, SE=0.004, p=0.006), as did the frequency of acquiring mentors with number of citations (B=1.572, SE=0.702, p=0.030). Building trust and managing risks had a statistically significant positive association with h-index (B=0.941, SE=0.460, p=0.047 and B=0.613, SE=0.287, p=0.038, respectively).

CONCLUSIONS: This study supports the view that mentoring is associated with high academic performance. Importantly, it suggests that frequent use of mentoring skills and quality of mentoring have positive effects on academic performance. Formal mentoring programmes should be considered a fundamental part of all AHSCs' configuration.

Original language	English
Journal	Postgraduate Medical Journal
Early online date	18 Mar 2016
DOIs	https://doi.org/10.1136/postgradmedj-2015-133542
Publication status	E-pub ahead of print - 18 Mar 2016

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10.1136/postgradmedj-2015-133542

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@article{ba6be00151c7460cb760687286c789db,

title = "Mentoring perception and academic performance: an Academic Health Science Centre survey",

abstract = "PURPOSE: To determine the association between professors' self-perception of mentoring skills and their academic performance.DESIGN: Two hundred and fifteen professors from Imperial College London, the first Academic Health Science Centre (AHSC) in the UK, were surveyed. The instrument adopted was the Mentorship Skills Self-Assessment Survey. Statement scores were aggregated to provide a score for each shared core, mentor-specific and mentee-specific skill. Univariate and multivariate regression analyses were used to evaluate their relationship with quantitative measures of academic performance (publications, citations and h-index).RESULTS: There were 104 professors that responded (response rate 48%). There were no statistically significant negative correlations between any mentoring statement and any performance measure. In contrast, several mentoring survey items were positively correlated with academic performance. The total survey score for frequency of application of mentoring skills had a statistically significant positive association with number of publications (B=0.012, SE=0.004, p=0.006), as did the frequency of acquiring mentors with number of citations (B=1.572, SE=0.702, p=0.030). Building trust and managing risks had a statistically significant positive association with h-index (B=0.941, SE=0.460, p=0.047 and B=0.613, SE=0.287, p=0.038, respectively).CONCLUSIONS: This study supports the view that mentoring is associated with high academic performance. Importantly, it suggests that frequent use of mentoring skills and quality of mentoring have positive effects on academic performance. Formal mentoring programmes should be considered a fundamental part of all AHSCs' configuration.",

author = "Thanos Athanasiou and Vanash Patel and George Garas and Hutan Ashrafian and Kunal Shetty and Nick Sevdalis and Pietro Panzarasa and Ara Darzi and Sotirios Paroutis",

note = "Published by the BMJ Publishing Group Limited. For permission to use (where not already granted under a licence) please go to http://www.bmj.com/company/products-services/rights-and-licensing/",

year = "2016",

month = mar,

day = "18",

doi = "10.1136/postgradmedj-2015-133542",

language = "English",

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T1 - Mentoring perception and academic performance

T2 - an Academic Health Science Centre survey

AU - Athanasiou, Thanos

AU - Patel, Vanash

AU - Garas, George

AU - Ashrafian, Hutan

AU - Shetty, Kunal

AU - Sevdalis, Nick

AU - Panzarasa, Pietro

AU - Darzi, Ara

AU - Paroutis, Sotirios

N1 - Published by the BMJ Publishing Group Limited. For permission to use (where not already granted under a licence) please go to http://www.bmj.com/company/products-services/rights-and-licensing/

PY - 2016/3/18

Y1 - 2016/3/18

N2 - PURPOSE: To determine the association between professors' self-perception of mentoring skills and their academic performance.DESIGN: Two hundred and fifteen professors from Imperial College London, the first Academic Health Science Centre (AHSC) in the UK, were surveyed. The instrument adopted was the Mentorship Skills Self-Assessment Survey. Statement scores were aggregated to provide a score for each shared core, mentor-specific and mentee-specific skill. Univariate and multivariate regression analyses were used to evaluate their relationship with quantitative measures of academic performance (publications, citations and h-index).RESULTS: There were 104 professors that responded (response rate 48%). There were no statistically significant negative correlations between any mentoring statement and any performance measure. In contrast, several mentoring survey items were positively correlated with academic performance. The total survey score for frequency of application of mentoring skills had a statistically significant positive association with number of publications (B=0.012, SE=0.004, p=0.006), as did the frequency of acquiring mentors with number of citations (B=1.572, SE=0.702, p=0.030). Building trust and managing risks had a statistically significant positive association with h-index (B=0.941, SE=0.460, p=0.047 and B=0.613, SE=0.287, p=0.038, respectively).CONCLUSIONS: This study supports the view that mentoring is associated with high academic performance. Importantly, it suggests that frequent use of mentoring skills and quality of mentoring have positive effects on academic performance. Formal mentoring programmes should be considered a fundamental part of all AHSCs' configuration.

AB - PURPOSE: To determine the association between professors' self-perception of mentoring skills and their academic performance.DESIGN: Two hundred and fifteen professors from Imperial College London, the first Academic Health Science Centre (AHSC) in the UK, were surveyed. The instrument adopted was the Mentorship Skills Self-Assessment Survey. Statement scores were aggregated to provide a score for each shared core, mentor-specific and mentee-specific skill. Univariate and multivariate regression analyses were used to evaluate their relationship with quantitative measures of academic performance (publications, citations and h-index).RESULTS: There were 104 professors that responded (response rate 48%). There were no statistically significant negative correlations between any mentoring statement and any performance measure. In contrast, several mentoring survey items were positively correlated with academic performance. The total survey score for frequency of application of mentoring skills had a statistically significant positive association with number of publications (B=0.012, SE=0.004, p=0.006), as did the frequency of acquiring mentors with number of citations (B=1.572, SE=0.702, p=0.030). Building trust and managing risks had a statistically significant positive association with h-index (B=0.941, SE=0.460, p=0.047 and B=0.613, SE=0.287, p=0.038, respectively).CONCLUSIONS: This study supports the view that mentoring is associated with high academic performance. Importantly, it suggests that frequent use of mentoring skills and quality of mentoring have positive effects on academic performance. Formal mentoring programmes should be considered a fundamental part of all AHSCs' configuration.

U2 - 10.1136/postgradmedj-2015-133542

DO - 10.1136/postgradmedj-2015-133542

M3 - Article

C2 - 26994000

SN - 0032-5473

JO - Postgraduate Medical Journal

JF - Postgraduate Medical Journal

ER -

Mentoring perception and academic performance: an Academic Health Science Centre survey

Abstract

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