Establishing faculty needs and priorities for peer-mentoring groups using a nominal group technique
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 act...
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| Veröffentlicht in: | Medical teacher 2012-08, Vol.34 (8), p.631-634 |
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| creator | Colón-Emeric, Cathleen S. Bowlby, Lynn Svetkey, Laura |
| description | 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. |
| doi_str_mv | 10.3109/0142159X.2012.669084 |
| format | Article |
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| ispartof | Medical teacher, 2012-08, Vol.34 (8), p.631-634 |
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| language | eng |
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| source | MEDLINE; Applied Social Sciences Index & Abstracts (ASSIA); EBSCOhost Education Source |
| subjects | Academic Medical Centers College faculty Faculty, Medical Female Focus groups Group activities Humans Male Mentoring programs Mentors Needs Assessment Nominal group technique North Carolina Peer Group Productivity Professional development Professional skills Professors Skill development Staff Development - methods Unmet needs Workshops |
| title | Establishing faculty needs and priorities for peer-mentoring groups using a nominal group technique |
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