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Peer-Mentored Research Development Meeting: A Model for Successful Peer Mentoring Among Junior Level Researchers

Received May 4, 2007; revised July 18, 2007; accepted August 22, 2007. Dr. Santucci is affiliated with the Center for Research on Health Care at the University of Pittsburgh; Drs. Lingler, Schmidt, and Thatcher are affiliated with the Department of Psychiatry at the University of Pittsburgh; Dr. Nolan is affiliated with the Institute for Evaluation Science in Community Health, Graduate School of Public Health, at the University of Pittsburgh; Dr. Polk is affiliated with the Departments of Dental Public Health and Information Management at the University of Pittsburgh. Address correspondence to Aimee K. Santucci, Ph.D., University of Pittsburgh, General Internal Medicine, Suite 600, 230 McKee Place, Pittsburgh, PA 15213; santucciak{at}upmc.edu (e-mail).

OBJECTIVE: This report describes a model for the development, process, and tracking methods of a Peer-mentored Research Development Meeting (PRDM), an interdisciplinary peer mentoring program. The program was initiated in 2004 by a group of postdoctoral scholars and junior faculty from the Schools of the Health Sciences at the University of Pittsburgh. METHOD: From February 2004 through February 2006, PRDM’s first five members tracked and documented their research activity (e.g., manuscripts, grants) every 4 months. The defining features of PRDM are adherence to a structured frequency and format for meetings, systematic tracking and evaluation of research development activities, and maintenance of ongoing relationships with senior mentors. RESULTS: During the 24-month data collection period, members were involved in 91 research development projects including grant applications, journal article manuscripts, book chapters, and conference abstracts. Members’ productivity increased during the 24-month period, as did the efficiency and focus of the completed projects. CONCLUSION: Members increased the efficiency and focus of their research development activities during the study period. Structured peer-mentoring groups have the potential to enhance research productivity among junior investigators in research intensive environments.

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