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Mentors’ Perspectives on Group Mentorship: A Descriptive Study of Two Programs in Child and Adolescent Psychiatry

Received March 22, 2008; revised July 25, 2008; accepted November 14, 2008. Dr. Alleyne is affiliated with the School of Clinical Medicine and Research, The University of the West Indies, Barbados; Dr. Schnabel Horner is affiliated with the University of Pittsburgh Medical Center, Western Psychiatric Institute, in Pittsburgh; Dr. Walter is affiliated with the Discipline of Psychological Medicine, University of Sydney, in Sydney, Australia; Ms. Hall Fleisher is affiliated with the American Academy of Child and Adolescent Psychiatry in Washington, DC; Dr. Arzubi is affiliated with the Department of Psychiatry, Yale School of Medicine, in New Haven, Ct.; Dr. Martin is affiliated with Yale Child Study Center, Yale School of Medicine, in New Haven, Ct. Address correspondence to Shirley Diana Alleyne; The University of the West Indies; shirley.alleyne{at}gmail.com (e-mail).

OBJECTIVE: The authors assess mentors’ perceptions of mentoring and experiences participating in an intensive, small-group mentorship program, with particular attention to potential challenges in their retention and the recruitment of new mentors to similar, future programs. METHODS: Similar group mentorship programs were implemented at two child and adolescent psychiatry conferences, one national and the other international. The program included three daily small group meetings, one closing meeting for all participants, and administration of a web-based survey. RESULTS: Of the 43 mentors, 42 (98%) completed the survey, and results were comparable across both programs. Among respondents, 93% found the group experience personally fulfilling and an equally valuable teaching and learning opportunity. Mentors unanimously agreed that co-mentoring enhanced the group mentoring experience. Group diversity enhanced the mentorship process, although differences in trainees’ interests and levels of experience as posed concrete challenges. Sixty-two percent of the mentors thought that they would be able to adapt lessons and experiences from the mentorship program in their home institutions, and 95% agreed to participate if invited to mentor in future programs. CONCLUSION: Mentors found the intensive, brief group mentorship model to be a powerful, time-efficient, and enjoyable approach to mentoring, increasing trainees’ exposure to child and adolescent psychiatry. Although group composition, schedule coordination, and logistics warrant closer scrutiny, these positive perceptions bode well for mentor recruitment and retention and for using a similar program in other settings.

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