Purpose
Successful faculty integration requires more than orientation to policies and procedures. At Orlando College of Osteopathic Medicine (OCOM), we saw an opportunity to be intentional in how we welcome new faculty to our team. To support early connection, confidence, and cultural understanding, we developed a Peer Navigator Program that complements formal onboarding with structured peer support.

Methods
Experienced faculty are selected as Peer Navigators and paired with new faculty through collaboration between the faculty onboarding lead and department chairs. Navigators serve as cultural ambassadors, offering guidance on institutional norms, access to resources, and opportunities for social and professional engagement. The program includes a 6-month structured commitment with a first-week welcome and monthly check-ins, supported by conversation guides that foster consistent and meaningful dialogue. Navigators redirect policy or role-specific questions to department chairs while providing a friendly, accessible connection.

Results

Early feedback shows that the program reduces feelings of isolation, accelerates cultural integration, and helps new faculty feel valued and supported. Both navigators and new faculty report increased collegiality and stronger collaboration.

Conclusion

This program demonstrates how intentional faculty welcome efforts can enhance belonging, support professional growth, and positively shape institutional culture. This scalable approach can be adapted globally to improve faculty onboarding and foster community across health professions education.