Full Text Full Text (PDF) Alert me when this article is cited Alert me if a correction is posted Email this article to a Colleague Similar articles in this journal Similar articles in PubMed Alert me to new issues of the journal Add to My Articles & Searches Download to citation manager Citing Articles via HighWire Citing Articles via Google Scholar Articles by Moss, J. Articles by Leszcz, M. Search for Related Content PubMed Citation Articles by Moss, J. Articles by Leszcz, M. Education, Psychiatrists

Peer Group Mentoring of Junior Faculty

Received November 7, 2006; revised March 2, 2007; accepted May 3, 2007. The authors are affiliated with the Department of Psychiatry at the University of Toronto; Drs. Moss and Teshima are affiliated with the Department of Psychiatry at Sunnybrook Hospital in Toronto, Ontario; Dr. Leszcz is affiliated with the Department of Psychiatry at Mt. Sinai Hospital. Address correspondence to Jay Moss, M.D., Psychiatry, Sunnybrook Hospital, 2075 Bayview Ave., Toronto, Ontario, M4N 3M5, Canada; jay.moss{at}sunnybrook.ca (e-mail).

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.

This article has been cited by other articles:

				C. Horn, B. Plazas Snyder, J. H. Coverdale, A. K. Louie, and L. W. Roberts Educational Research Questions and Study Design Acad Psychiatry, May 1, 2009; 33(3): 261 - 267. [Full Text] [PDF]

Get information about faster international access.

Privacy Policy

Copyright © 2008 Academic Psychiatry. All rights reserved.

Home | Search | Current Issue | Past Issues | Subscribe | All APPI Journals | Help | Contact Us