Bauman MD, Howell LP, Villablanca AC. The Women in Medicine and Health Science Program: An Innovative Initiative to Support Female Faculty at the University of California Davis School of Medicine. Academic medicine: journal of the Association of American Medical Colleges. 2014.

The components of this innovative program at UC Davis included networking, career development, work/life balance, leadership, and mentorship. Participants reported a positive influence on recruitment, retention, career satisfaction, and institutional climate.

Dutta R, Hawkes SL, Kuipers E, Guest D, Fear NT, Iversen AC. One year outcomes of a mentoring scheme for female academics: a pilot study at the Institute of Psychiatry, King's College London. BMC Med. Educ. 2011;11(1):13.

This study aimed to pilot a mentoring program for female academics and then compare pre and post expectations regarding mentoring as well as other attitudinal measures. Mentees job-related well-being, self-esteem and self-efficacy were improved at follow-up. Expectations regarding mentorship were higher than perceived achievement.

Kashiwagi DT, Varkey P, Cook DA. Mentoring programs for physicians in academic medicine: a systematic review. Acad. Med. 2013;88(7):1029-1037.

This literature search reviewed articles published between January 2000 and May 2011 that described mentoring programs for academic physicians. Seven models of mentorship were identified, including dyad, peer, facilitated peer, speed, functional, group, and distance.

Lee A, Dennis C, Campbell P. Nature's guide for mentors. Nature. 2007;447(7146):791-797.

This article reflects on what constitutes a good mentor. Quotes are included from nominations for the Nature’s Awards for Creative Mentoring in Science. The last page of the article includes a self-assessment for mentoring skills.

Levine RB, Mechaber HF, Reddy ST, Cayea D, Harrison RA. “A Good Career Choice for Women”: Female Medical Students’ Mentoring Experiences: A Multi-Institutional Qualitative Study. Acad. Med. 2013;88(4):527-534.

This article summarized the results of a qualitative study involving focus groups of third and fourth year female medical students at four US medical schools. Students were asked to describe their experience with mentors. Four major themes were identified: 1. The optimal mentoring relationship is highly relational, 2. Relational mentoring is more important than gender concordance, 3) Gender-based assumptions and stereotyping affect mentoring relationships, and 4) Gender-based power dynamics influence students thinking about mentoring.

Mayer AP, Blair JE, Ko MG, Patel SI, Files JA. Long-term follow-up of a facilitated peer mentoring program. Med. Teach. 2014/03/01 2013;36(3):260-266.

Participants in this study were recruited to participate in a peer-mentoring program. Curriculum included acquiring and building skills, skills application, and development of group research protocol. Participants expressed long-term improvement in perceived mastery of academic skills.

Rizvi R, Raymer L, Kunik M, Fisher J. Facets of Career Satisfaction for Women Physicians in the United States: A Systematic Review. Women Health. 2012/05/01 2012;52(4):403-421.

This review identified the following facets as most frequently influencing career satisfaction for women: income/prestige, practice characteristics, and personal/family characteristics. These facets were all noted to be external and therefore modifiable.

Seritan AL, Bhangoo R, Garma S, DuBé J, Park JH, Hales R. Society for women in academic psychiatry: a peer mentoring approach. Academic Psychiatry 2007;31(5):363-366.

The Society for Women in Academic Psychaitry (SWAP) is a grassroots program for junior faculty at UC Davis. This peer mentorship program was created in response to a shortage of available female menotrs. SWAP resulted in qualitative climate change, new educational projects and greater distribution of women faculty.

Steele MM, Fisman S, Davidson B. Mentoring and role models in recruitment and retention: A study of junior medical faculty perceptions. Med. Teach. 2012;35(5):e1130-e1138.

The authors utilized questionnaires, focus, groups, and individual interviews to explore the views of junior faculty toward mentorship program development. Mentorship emerged as an important factor in academic faculty recruitment and retention.