Long-term follow-up of a facilitated peer mentoring program

Anita P. Mayer, Janis E. Blair, Marcia G. Ko, Salma I. Patel, Julia A. Files

Research output: Contribution to journalArticle

21 Scopus citations

Abstract

Background: Mentoring plays an important role in career success of academic medical faculty. New mentoring models such as peer mentoring have emerged. Aim: To evaluate the long-term impact of a facilitated peer mentoring program on academic achievements. Method: Women faculty at the instructor or assistant professor rank were recruited to voluntarily participate in a facilitated peer mentoring program. Recruitment occurred over 3.8 years between 2005 and 2009. A 26-item questionnaire to assess academic skill, career satisfaction, and self-efficacy was administered before program participation and again with seven additional questions in 2011. Curriculum vitae were reviewed retrospectively to tally peer-reviewed publications, other academic activities, and promotions. Results: Participants had long-term improvement in their perceived mastery of academic skills. Peer-reviewed publications, book chapters, abstracts, posters, and other academic activities increased when activities before the program were compared to those in the five years after program enrollment. At follow-up, participants reported positive perceptions of the program and 44% continued to work with their original peer mentor groups. Conclusions: Involvement in the facilitated peer mentoring program was associated with increased skills and academic activities for most participants. Future studies are needed to assess its applicability and success among various demographic groups in academic medicine.

Original languageEnglish (US)
Pages (from-to)260-266
Number of pages7
JournalMedical Teacher
Volume36
Issue number3
DOIs
StatePublished - Mar 1 2014

ASJC Scopus subject areas

  • Education

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    Mayer, A. P., Blair, J. E., Ko, M. G., Patel, S. I., & Files, J. A. (2014). Long-term follow-up of a facilitated peer mentoring program. Medical Teacher, 36(3), 260-266. https://doi.org/10.3109/0142159X.2013.858111