Building National Capacity for Research Mentor Training: An Evidence-Based Approach to Training the Trainers

Pfund, Christine; Spencer, Kimberly; Asquith, Pamela J.; House, Stephanie; Miller, Sarah; Sorkness, Christine A.

doi:10.1187/cbe.14-10-0184

Cited by 65 publications

(59 citation statements)

References 41 publications

(65 reference statements)

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“…Historically, it has not been the standard for mentors to receive formal mentoring skills training. Instead, mentors typically “learned” by example, trial and error, or peer observation, However, several recent studies have described promising approaches to mentoring training. Pfund et al .…”

Section: Discussionmentioning

confidence: 99%

Faculty Mentoring Practices in Academic Emergency Medicine

Welch

Sawtelle²,

Cheng

et al. 2017

Academic Emergency Medicine

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Section: Discussionmentioning

confidence: 99%

Faculty Mentoring Practices in Academic Emergency Medicine

Welch

Sawtelle²,

Cheng

et al. 2017

Academic Emergency Medicine

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“…Such metrics include number of mentees, frequency and quality of mentor-mentee contact, routine use of specific mentoring tools such as the Individual Development Plan (IDP), mentee productivity (e.g., published papers, funded grants), and mentor-mentee satisfaction with the mentoring relationship. Eventually, it will be important to document whether intensive mentor training such as the program described in this paper or others 11 results in an increase in the likelihood that mentees will remain in academic research careers. Improvements in self-efficacy around research skills have been reported in early stage learners with designated training programs, 59,60 but the impact of mentorship training on mentee self-efficacy has not been assessed.…”

Section: Discussionmentioning

confidence: 99%

“…6,11–13 A recently-published randomized controlled trial by Pfund et al conducted at 16 academic health centers randomized mentors in the intervention arm to an 8-hour case-based curriculum focused on mentoring competencies, and compared mentor and mentee reports of mentors’ competency skills post-training to those from an untrained control group. 6 Importantly, besides improvements in the mentors’ perceptions of mentoring competency after receiving the training intervention, mentees of trained mentors also reported improvements in the mentoring skills of their mentors, even though the mentees were blinded to mentor assignment.…”

Section: Introductionmentioning

confidence: 99%

Creating More Effective Mentors: Mentoring the Mentor

Gandhi

Johnson

2016

AIDS Behav

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Introduction Given the diversity of those affected by HIV, increasing diversity in the HIV biomedical research workforce is imperative. A growing body of empirical and experimental evidence supports the importance of strong mentorship in the development and success of trainees and early career investigators in academic research settings, especially for mentees of diversity. Often missing from this discussion is the need for robust mentoring training programs to ensure that mentors are trained in best practices on the tools and techniques of mentoring. Recent experimental evidence shows improvement in mentor and mentee perceptions of mentor’s competency after structured and formalized training on best practices in mentoring. Methods We developed a 2-day “Mentoring the Mentors” workshop at UCSF to train mid-level and senior HIV researchers from around the country (recruited mainly from Centers for AIDS Research (CFARs)) on best practices, tools and techniques of effective mentoring. The workshop content was designed using principles of Social Cognitive Career Theory (SCCT) and included training specific to working with early career investigators from underrepresented groups, including training on unconscious bias, microaggressions, and diversity supplements. The workshop has been held 3 times (September 2012, October 2013 and May 2015) with plans for annual training. Mentoring competency was measured using a validated tool before and after each workshop. Results Mentoring competency skills in six domains of mentoring -specifically effective communication, aligning expectations, assessing understanding, fostering independence, addressing diversity and promoting development - all improved as assessed by a validated measurement tool for participants pre- and-post the “Mentoring the Mentors” training workshops. Qualitative assessments indicated a greater awareness of the micro-insults and unconscious bias experienced by mentees of diversity and a commitment to improve awareness and mitigate these effects via the mentor-mentee relationship. Discussion Our “Mentoring the Mentors” workshop for HIV researchers/mentors offers a formal and structured curriculum on best practices, tools and techniques of effective mentoring, and methods to mitigate unconscious bias in the mentoring relationship and at the institutional level with mentees of diversity. We found quantitative and qualitative improvements in mentoring skills as assessed by self-report by participants after each workshop and plan additional programs with longitudinal longer-term assessments focused on objective mentee outcomes (grants, papers, academic retention). Mentoring training can improve mentoring skills and are likely to improve outcomes for optimally-mentored mentees.

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“…The "Entering Mentoring" curriculum, an evidence-based mentor training has been foundational in attempting to address disparities and developing culturally competent mentors in the biomedical sciences (13,15,16). In recent years, the large-scale interventions developed by the National Research Mentoring Network consortium have begun to change the national narrative around mentor responsibilities and the importance of developing the cultural competence of mentors (17).…”

Section: The Central Role Of Research Faculty In Shaping Research Expmentioning

confidence: 99%

The Supervisory Role of Life Science Research Faculty: The Missing Link to Diversifying the Academic Workforce?

Clement

Karen

Lewis

et al. 2020

J Microbiol Biol Educ.

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In addition to developing innovative research programs, life science research faculty at research-intensive institutions are tasked with providing career mentoring and scientific training to new generations of scientists, including postgraduate, graduate, and undergraduate students. In this essay, we argue for a redefinition of mentoring in laboratory research, to thoroughly distinguish three essential roles played by research faculty relative to their trainees: advisor, educator, and supervisor. In particular, we pay attention to the often unacknowledged and misunderstood role of a faculty member as a supervisor and discuss the impact of neglecting supervisory best practices on trainees, on the diversity of the academic pipeline, and on the research enterprise. We also provide actionable frameworks for research mentors who wish to use inclusive supervisory and pedagogical practices in their laboratory. Finally, we call for more research around the supervisory role of research faculty and its impact on trainees, particularly community college students, in order to help broaden the participation of underrepresented students in STEM fields.

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Building National Capacity for Research Mentor Training: An Evidence-Based Approach to Training the Trainers

Abstract: This article describes the development, implementation, evaluation, and impact of a train-the-trainer workshop designed to promote widespread dissemination of an evidence-based research mentor training curriculum.

Cited by 65 publications

References 41 publications

Faculty Mentoring Practices in Academic Emergency Medicine

Faculty Mentoring Practices in Academic Emergency Medicine

Creating More Effective Mentors: Mentoring the Mentor

The Supervisory Role of Life Science Research Faculty: The Missing Link to Diversifying the Academic Workforce?

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