Building faculty mentorship skills in Health Professions Education: an analysis of workshop feedback

Introduction: Faculty mentorship plays a critical role in the development of educators in health professions involving continuous effective training of mentors and mentees. Objective: To evaluate perceptions of participants about a structured faculty mentorship workshop. Materials and Methods: The mixed method sequential study was conducted as a pre-conference workshop for the 9th Biennial Conference of the South Asian Association of Physiologists by Agha Khan University and Liaquat National Hospital & Medical College. Data collection included immediate post workshop feedback through an 18-item 5-point Likert scale and open-ended questions, as well as delayed feedback from 4–5 participants six weeks later. Quantitative data were analyzed using Python, with responses categorized as positive, neutral, or negative. Qualitative data were thematically analyzed to identify key patterns. Results: The workshop received overwhelmingly positive feedback, with 100% of participants agreeing on the clarity of mentoring roles, expectations, and benefits. A majority found feedback techniques (92.86%), mentoring strategies (85.71%), and collaborative activities such as role-playing and case studies (92.86%) helpful and relevant to their roles. Immediate feedback revealed that 92.86% felt confident applying learned strategies. In the Delayed feedback participants highlighted improvements in communication (40%), empathy (40%), and mentoring practices (40%). Some participants implemented mentorship strategies, including structured feedback and frequent mentee meetings. Conclusion: The workshop equipped faculty with enhanced mentoring skills and fostering collaborative discussions on overcoming mentorship challenges. The high satisfaction rates and positive participant feedback suggest that similar workshops should be conducted regularly, with ongoing improvements based on participant insights.