Jay Moss1, John Teshima, Molyn Leszcz. 1. Department of Psychiatry, University of Toronto, Toronto, Ontario, M4N 3M5, Canada. jay.moss@sunnybrook.ca
Abstract
OBJECTIVE: The purpose of this article is to document and evaluate the initiation of a mentoring model for junior faculty utilizing a peer group approach rather than the traditional dyadic model. METHODS: Junior faculty members in an academic department of psychiatry at Sunnybrook Hospital, University of Toronto, were invited to take part in a peer mentoring program involving evening meetings every 2 months over a 1-year period from 2004-2005. Of the 12 invitees, 10 agreed to participate in the program. The group participants developed the program agenda collectively. Learning objectives as well as a list of topics of interest were established at the inaugural meeting. A focus group was held at the end of 12 months to provide a descriptive, qualitative evaluation. The focus group leader prepared a report based on observations and notes taken during the focus group. RESULTS: The report prepared by the focus group leader identified six main themes that included: program development, knowledge gains, interpersonal gains, psychological/emotional gains, process of the program, and future directions. The overall response was clearly favorable with a unanimous decision to maintain the group and continue meeting into the next year. CONCLUSION: A peer group mentoring format for junior faculty in an academic department of psychiatry can be an effective model of mentoring.
OBJECTIVE: The purpose of this article is to document and evaluate the initiation of a mentoring model for junior faculty utilizing a peer group approach rather than the traditional dyadic model. METHODS: Junior faculty members in an academic department of psychiatry at Sunnybrook Hospital, University of Toronto, were invited to take part in a peer mentoring program involving evening meetings every 2 months over a 1-year period from 2004-2005. Of the 12 invitees, 10 agreed to participate in the program. The group participants developed the program agenda collectively. Learning objectives as well as a list of topics of interest were established at the inaugural meeting. A focus group was held at the end of 12 months to provide a descriptive, qualitative evaluation. The focus group leader prepared a report based on observations and notes taken during the focus group. RESULTS: The report prepared by the focus group leader identified six main themes that included: program development, knowledge gains, interpersonal gains, psychological/emotional gains, process of the program, and future directions. The overall response was clearly favorable with a unanimous decision to maintain the group and continue meeting into the next year. CONCLUSION: A peer group mentoring format for junior faculty in an academic department of psychiatry can be an effective model of mentoring.
Authors: Geoffrey M Fleming; Jill H Simmons; Meng Xu; Sabina B Gesell; Rebekah F Brown; William B Cutrer; Joseph Gigante; William O Cooper Journal: Acad Med Date: 2015-06 Impact factor: 6.893
Authors: Kelly Foran-Tuller; William N Robiner; Alfiee Breland-Noble; Stacie Otey-Scott; John Wryobeck; Cheryl King; Kathryn Sanders Journal: J Clin Psychol Med Settings Date: 2012-03