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Published on: August 9, 2024
A peer mentoring group for junior clinician educators: four years' experience
Julie A Lord1, Emmanuel Mourtzanos, Kimberly McLaren
1University of Washington, Department of Psychiatry and Behavioral Sciences, University of Washington Medical Center, Seattle, USA. jalord@u.washington.edu
Summary
A peer mentoring group (PMG) enhanced faculty career advancement and scholarly productivity. Despite some challenges, the benefits of increased satisfaction and collaboration outweighed negative outcomes, demonstrating the PMG
Area of Science:
- Medical Education
- Psychiatry Faculty Development
Background:
- Clinician educator faculty require structured support for professional growth.
- Peer mentoring offers a collaborative framework for career advancement.
Purpose of the Study:
- To evaluate the impact of a peer mentoring group (PMG) on faculty development.
- To identify the benefits and drawbacks of a self-directed PMG.
Main Methods:
- A peer mentoring group (PMG) comprising seven faculty members met 30 times between 2006-2010.
- Participant-driven format with qualitative analysis of feedback on outcomes.
- Focus on outcomes such as workplace satisfaction, productivity, and professional growth.
Main Results:
- Reported benefits included increased job satisfaction, social connection, professional productivity, and personal development.
- Enhanced collaboration, accountability, and motivation were key advantages.
- Undesirable outcomes included exclusivity and scheduling difficulties, but did not deter participation.
Conclusions:
- Peer mentoring groups provide significant qualitative benefits for career advancement and scholarly productivity.
- The self-directed, low-cost structure of the PMG is highly portable and effective.
- Positive outcomes and faculty retention suggest PMGs are valuable professional development tools.
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