Group peer mentoring to improve faculty connections and enhance mentoring networks.
Saved in:
| Title: | Group peer mentoring to improve faculty connections and enhance mentoring networks. |
|---|---|
| Authors: | Barr, Karen P.1 (AUTHOR) barrkp@upmc.edu, Deluca, Kerry1 (AUTHOR), Dicianno, Brad E.1,2 (AUTHOR), Helkowski, Wendy M.1 (AUTHOR), Liu, Betty1 (AUTHOR) |
| Source: | Clinical Teacher. Aug2024, Vol. 21 Issue 4, p1-6. 6p. |
| Subject Terms: | *Vocational guidance, *Academic departments, Mentoring, Peers, Professional relationships |
| Abstract: | Background: Difficulty finding mentors and forging connections in academic departments can be challenging and became even more so when the COVID‐19 pandemic reduced opportunities for informal networking. Even as restrictions on in‐person meetings eased, many faculty preferred meetings to remain virtual. Because some of the most powerful predictors of faculty vitality are positive professional relationships and feelings of inclusion and belonging to an institution, attending to faculty needs in this area is important to mitigate undesired lingering consequences. Approach: We created structured peer mentoring groups for our department's physicians and psychologists that meet virtually. Groups span career stages, academic appointments and clinical interests. The purpose was to establish a deeper culture of mentoring, increase feelings of connection to a supportive community within the department, facilitate career planning and enhance the development of skills necessary in academic medicine such as teaching skills, scholarly productivity and personal wellness. Evaluation: A survey conducted after the first year of the programme was completed by 70% of eligible faculty (31/45). Ninety‐six percent felt the programme had created an inclusive and appreciative culture, 86% met faculty members they had never met before and 79% sought mentoring advice from a colleague they would not usually have interacted with in that manner. All participants appreciated hearing their colleagues' perspectives on topics they do not typically discuss. Implications: Departmentally based group peer mentoring that spans career stages and interests can facilitate faculty connections and enhance a supportive culture of mentorship. [ABSTRACT FROM AUTHOR] |
| Copyright of Clinical Teacher is the property of Wiley-Blackwell and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.) | |
| Database: | Education Research Complete |
|
Full text is not displayed to guests.
Login for full access.
|
|
| FullText | Links: – Type: pdflink Text: Availability: 1 |
|---|---|
| Header | DbId: ehh DbLabel: Education Research Complete An: 178296826 AccessLevel: 6 PubType: Academic Journal PubTypeId: academicJournal PreciseRelevancyScore: 0 |
| IllustrationInfo | |
| Items | – Name: Title Label: Title Group: Ti Data: Group peer mentoring to improve faculty connections and enhance mentoring networks. – Name: Author Label: Authors Group: Au Data: <searchLink fieldCode="AR" term="%22Barr%2C+Karen+P%2E%22">Barr, Karen P.</searchLink><relatesTo>1</relatesTo> (AUTHOR)<i> barrkp@upmc.edu</i><br /><searchLink fieldCode="AR" term="%22Deluca%2C+Kerry%22">Deluca, Kerry</searchLink><relatesTo>1</relatesTo> (AUTHOR)<br /><searchLink fieldCode="AR" term="%22Dicianno%2C+Brad+E%2E%22">Dicianno, Brad E.</searchLink><relatesTo>1,2</relatesTo> (AUTHOR)<br /><searchLink fieldCode="AR" term="%22Helkowski%2C+Wendy+M%2E%22">Helkowski, Wendy M.</searchLink><relatesTo>1</relatesTo> (AUTHOR)<br /><searchLink fieldCode="AR" term="%22Liu%2C+Betty%22">Liu, Betty</searchLink><relatesTo>1</relatesTo> (AUTHOR) – Name: TitleSource Label: Source Group: Src Data: <searchLink fieldCode="JN" term="%22Clinical+Teacher%22">Clinical Teacher</searchLink>. Aug2024, Vol. 21 Issue 4, p1-6. 6p. – Name: Subject Label: Subject Terms Group: Su Data: *<searchLink fieldCode="DE" term="%22Vocational+guidance%22">Vocational guidance</searchLink><br />*<searchLink fieldCode="DE" term="%22Academic+departments%22">Academic departments</searchLink><br /><searchLink fieldCode="DE" term="%22Mentoring%22">Mentoring</searchLink><br /><searchLink fieldCode="DE" term="%22Peers%22">Peers</searchLink><br /><searchLink fieldCode="DE" term="%22Professional+relationships%22">Professional relationships</searchLink> – Name: Abstract Label: Abstract Group: Ab Data: Background: Difficulty finding mentors and forging connections in academic departments can be challenging and became even more so when the COVID‐19 pandemic reduced opportunities for informal networking. Even as restrictions on in‐person meetings eased, many faculty preferred meetings to remain virtual. Because some of the most powerful predictors of faculty vitality are positive professional relationships and feelings of inclusion and belonging to an institution, attending to faculty needs in this area is important to mitigate undesired lingering consequences. Approach: We created structured peer mentoring groups for our department's physicians and psychologists that meet virtually. Groups span career stages, academic appointments and clinical interests. The purpose was to establish a deeper culture of mentoring, increase feelings of connection to a supportive community within the department, facilitate career planning and enhance the development of skills necessary in academic medicine such as teaching skills, scholarly productivity and personal wellness. Evaluation: A survey conducted after the first year of the programme was completed by 70% of eligible faculty (31/45). Ninety‐six percent felt the programme had created an inclusive and appreciative culture, 86% met faculty members they had never met before and 79% sought mentoring advice from a colleague they would not usually have interacted with in that manner. All participants appreciated hearing their colleagues' perspectives on topics they do not typically discuss. Implications: Departmentally based group peer mentoring that spans career stages and interests can facilitate faculty connections and enhance a supportive culture of mentorship. [ABSTRACT FROM AUTHOR] – Name: AbstractSuppliedCopyright Label: Group: Ab Data: <i>Copyright of Clinical Teacher is the property of Wiley-Blackwell and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract.</i> (Copyright applies to all Abstracts.) |
| PLink | https://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=ehh&AN=178296826 |
| RecordInfo | BibRecord: BibEntity: Identifiers: – Type: doi Value: 10.1111/tct.13747 Languages: – Code: eng Text: English PhysicalDescription: Pagination: PageCount: 6 StartPage: 1 Subjects: – SubjectFull: Vocational guidance Type: general – SubjectFull: Academic departments Type: general – SubjectFull: Mentoring Type: general – SubjectFull: Peers Type: general – SubjectFull: Professional relationships Type: general Titles: – TitleFull: Group peer mentoring to improve faculty connections and enhance mentoring networks. Type: main BibRelationships: HasContributorRelationships: – PersonEntity: Name: NameFull: Barr, Karen P. – PersonEntity: Name: NameFull: Deluca, Kerry – PersonEntity: Name: NameFull: Dicianno, Brad E. – PersonEntity: Name: NameFull: Helkowski, Wendy M. – PersonEntity: Name: NameFull: Liu, Betty IsPartOfRelationships: – BibEntity: Dates: – D: 01 M: 08 Text: Aug2024 Type: published Y: 2024 Identifiers: – Type: issn-print Value: 17434971 Numbering: – Type: volume Value: 21 – Type: issue Value: 4 Titles: – TitleFull: Clinical Teacher Type: main |
| ResultId | 1 |
