Document Type : Original Article
Authors
- REHANA REHMAN 1
- YUSRA NASIR 2
- SOBIA ALI 2
- MUKHTIAR BAIG 3
- SAIRA KHALID 4
- TAZEEN S. ALI 5
- RAHILA ALI 6
1 Department of Biological & Biomedical Sciences, Aga Khan University, Karachi, Pakistan
2 Department of Health Professions Education, Liaquat National Hospital and Medical College, Karachi, Pakistan
3 Department of Clinical Biochemistry and Medical Education, Faculty of Medicine, Rabigh, King Abdulaziz University, Jeddah, Saudi Arabia
4 Nursing Instructor, College of Nursing Armed Forces Postgraduate, Medical Institute (AFPGMI), Rawalpindi, Pakistan
5 School of Nursing and Midwifery, Aga Khan University, Karachi, Pakistan
6 Department for Educational Development, Aga Khan University, Karachi, Pakistan
Abstract
Introduction: This study aimed to conduct a SWOC (Strengths, Weaknesses, Opportunities, and Challenges) analysis of the faculty mentorship program at Aga Khan University Medical College (AKU-MC) Karachi, Pakistan, to assess and enhance its effectiveness.
Methods: A qualitative exploratory study was conducted, purposive sampling was used to enroll participants, and their consent was obtained before conducting interviews and focus group discussions (FGDs). Program manager and senior leader involved in the program for minimum of one year were also included.
Results: Seventeen individuals from AKU-MC participated; informal mentorship, transition to formal mentorship, and voluntary research mentorship, as well as a supportive ecosystem, mentor-mentee matching, training for skills development, and the role model were identified as the strengths of the program. Weaknesses included infrequent mentor-mentee interactions and resource limitations. Opportunities included the development of connections and future development. Challenges identified included low-frequency meetings and inadequate time for mentor-mentee meetings.
Conclusion: The faculty mentorship program at AKU-MC significantly contributed to the professional development of the faculty. However, to enhance mentor-mentee dynamics, the study identified a clear need for more frequent meetings and better overall mentor-mentee interactions, likely by addressing the identified resource and scheduling limitations. The study recommends establishing a structured framework to strengthen faculty mentorship practices. This includes formal mentor training programs focused on communication, feedback, and ethical practice; institutional policies that define the roles and integrate mentorship outcomes into faculty evaluation; and the adoption of flexible formats, such as virtual or group mentoring, to enhance accessibility. Regular monitoring and feedback mechanisms should be implemented to ensure sustainability and continuous improvement of the mentoring culture.
Highlights
Keywords
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