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Peer group mentoring of junior faculty.

Jay Moss1, John Teshima, Molyn Leszcz

  • 1Department of Psychiatry, University of Toronto, Toronto, Ontario, M4N 3M5, Canada. jay.moss@sunnybrook.ca

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A peer group mentoring program for junior psychiatry faculty proved effective, fostering knowledge and interpersonal growth. Participants unanimously favored continuing this collaborative model over traditional one-on-one mentoring.

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Area of Science:

  • Medical Education
  • Psychiatry Training
  • Faculty Development

Background:

  • Traditional dyadic mentoring models are common for junior faculty.
  • Alternative mentoring structures may offer unique benefits.
  • Peer group mentoring provides a collaborative learning environment.

Purpose of the Study:

  • To document and evaluate a peer group mentoring model for junior faculty.
  • To compare the peer group approach with traditional dyadic mentoring.
  • To assess the effectiveness of peer mentoring in an academic psychiatry department.

Main Methods:

  • A peer mentoring program was implemented for junior faculty in psychiatry over one year (2004-2005).
  • Ten faculty members participated in bi-monthly meetings, collectively developing the agenda.
  • A qualitative evaluation was conducted via a focus group at the program's conclusion.

Main Results:

  • Six key themes emerged: program development, knowledge gains, interpersonal gains, psychological/emotional gains, program process, and future directions.
  • The peer mentoring program received a highly favorable response from participants.
  • There was a unanimous decision to continue the peer group mentoring initiative.

Conclusions:

  • Peer group mentoring is an effective model for junior faculty in academic psychiatry.
  • This collaborative approach can successfully supplement or replace traditional mentoring.
  • The model supports professional and personal development among early-career psychiatrists.