Establishing faculty needs and priorities for peer-mentoring groups using a nominal group technique

Abstract

Peer-mentoring groups are purported to enhance faculty productivity and retention, but the literature about implementation is sparse. Nominal Group Sessions (n = 5) with 66 faculty members in different tracks developed prioritized lists of unmet professional development needs and potential group activities. Common items included mentor relationships, research skills, informal peer discussions of successes and challenges, and professional skills workshops. Items particular to specific academic tracks included integration of non-clinical faculty, and gaining recognition in non-research tracks.