Abstract
Mentoring is an important aspect of professional development, but can it advance substance use disorder skills in a national, interdisciplinary fellowship program? This evaluation study used a telephone survey to examine the influence of distance mentoring, interdisciplinary mentoring, and mentor functions on fellows' satisfaction, learning and academic achievements. Based on responses from 36 fellows (92%), this study found high rates of satisfaction with mentors, learning, skill acquisition, and indications of changes in teaching practice. Group comparisons showed geographic distance was not a significant factor in mentoring outcomes, while same-discipline matches and select mentor functions were associated with more positive outcomes.
| Original language | English (US) |
|---|---|
| Pages (from-to) | 19-34 |
| Number of pages | 16 |
| Journal | Journal of Teaching in the Addictions |
| Volume | 6 |
| Issue number | 1 |
| DOIs | |
| State | Published - Sep 17 2008 |
Keywords
- Distance learning
- Fellowship training
- Interdisciplinary teams
- Mentor programs
- Mentoring
- Program evaluation
- Substance abuse education
- Substance use disorders
ASJC Scopus subject areas
- Education
- Social Sciences (miscellaneous)
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Cite this
Morzinski, J. A., Graham, A. V., Lala, S., Straussner, A., Schoener, E., Marcus, M. T., Madden, T., & Brown, R. L. (2008). Interdisciplinary and distance mentoring in a national substance abuse faculty development program. Journal of Teaching in the Addictions, 6(1), 19-34. https://doi.org/10.1080/15332700802126229