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- W2014295529 abstract "I t is well recognized that academic faculty benefit from mentoring relationships in order to achieve their professional goals, facilitate their scholarly productivity, and make meaningful contributions to their colleagues, trainees, institutions, and departments. Junior faculty are faced with many challenges in developing effective mentoring relationships, including lack of available senior faculty members with proper skill sets or interest in mentorship. Although many mentoring models exist, the most commonly pursued by academic faculty is dyadic mentoring. In traditional dyadic mentoring, one mentor is matched with one mentee (often geographically) based on common interests. Ideally, the dyad participates in a bidirectional relationship. There is a growing body of evidence that other innovative mentoring models, such as facilitated peer group mentoring (FPGM), may be more successful. In FPGM, a senior mentor is assigned to a small group of mentees. The group members serve as peer mentors to each other while working on common interests or projects. The process is facilitated by the senior mentor, who may or may not be a content expert. In this paper, we discuss a case study in which effective, productive mentoring was provided through the use of FPGM. This case study involving associate program directors is illustrative of a successful mentoring experience that resulted in academic productivity and enhanced leadership skills. Associate program directors are involved directly in the" @default.
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- W2014295529 date "2010-05-01" @default.
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- W2014295529 title "Facilitated Peer Group Mentoring: A Case Study of Creating Leadership Skills Among the Associate Program Directors of the APPD" @default.
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- W2014295529 doi "https://doi.org/10.1016/j.acap.2010.03.002" @default.
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