Abstract
Developing support networks allows for a sense of collegiality, camaraderie, and peer support that many faculty lack. While traditional faculty mentoring can provide support and retention,1 enhance academic productivity,2 and accelerate promotion,3 certain limitations – such as bias and value alignment expectations - exist.4 At least half of all academic medicine faculty report never having worked with a mentor,4 suggesting lack of available expertise as a particular barrier especially in smaller subspecialty divisions within academic departments.
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