%0 Journal Article
%T The positive impact of a facilitated peer mentoring program on academic skills of women faculty
%A Prathibha Varkey
%A Aminah Jatoi
%A Amy Williams
%A Anita Mayer
%A Marcia Ko
%A Julia Files
%A Janis Blair
%A Sharonne Hayes
%J BMC Medical Education
%D 2012
%I BioMed Central
%R 10.1186/1472-6920-12-14
%X Nineteen women enrolled in the program were divided into 5 groups. Each group had an assigned facilitator. Members of the respective groups met together with their facilitators at regular intervals during the 12 months of the project. A pre- and post-program evaluation consisting of a 25-item self-assessment of academic skills, self-efficacy, and academic career satisfaction was administered to each participant.At the end of 12 months, a total of 9 manuscripts were submitted to peer-reviewed journals, 6 of which are in press or have been published, and another 2 of which have been invited to be revised and resubmitted. At the end of the program, participants reported an increase in their satisfaction with academic achievement (mean score increase, 2.32 to 3.63; P = 0.0001), improvement in skills necessary to effectively search the medical literature (mean score increase, 3.32 to 4.05; P = 0.0009), an improvement in their ability to write a comprehensive review article (mean score increase, 2.89 to 3.63; P = 0.0017), and an improvement in their ability to critically evaluate the medical literature (mean score increased from 3.11 to 3.89; P = 0.0008).This facilitated peer mentoring program demonstrated a positive impact on the academic skills and manuscript writing for junior women faculty. This 1-year program required minimal institutional resources, and suggests a need for further study of this and other mentoring programs for women faculty.Women physicians continue to lag behind their male counterparts in academic advancement and in promotion to leadership positions [1]. Women have constituted almost 30% of students admitted to medical school as far back as 1980, and since 2003 men and women have been admitted to medical school in virtually equal numbers [2,3]. In 1980, 9% of female faculty achieved the rank of full professor during their academic career. The Association of American Medical Colleges 2010 benchmarking report on women in leadership revealed this perc
%U http://www.biomedcentral.com/1472-6920/12/14