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.
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Douglas J. Bower (1998) studied this question.
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