Deriving Competencies for Mentors of Clinical and Translational Scholars

Abstract

Although the importance of research mentorship has been well established, the role of mentors of junior clinical and translational science investigators is not clearly defined. The authors attempt to derive a list of actionable competencies for mentors from a series of complementary methods. We examined focus groups, the literature, competencies derived for clinical and translational scholars, mentor training curricula, mentor evaluation forms and finally conducted an expert panel process in order to compose this list. These efforts resulted in a set of competencies that include generic competencies expected of all mentors, competencies specific to scientists, and competencies that are clinical and translational research specific. They are divided into six thematic areas: (1) Communication and managing the relationship, (2) Psychosocial support, (3) Career and professional development, (4) Professional enculturation and scientific integrity, (5) Research development, and (6) Clinical and translational investigator development. For each thematic area, we have listed associated competencies, 19 in total. For each competency, we list examples that are actionable and measurable. Although a comprehensive approach was used to derive this list of competencies, further work will be required to parse out how to apply and adapt them, as well future research directions and evaluation processes.

Fostering mentorship for clinician-investigator trainees: overview and recommendations

“…There are only two research studies that identify exactly which qualities make a good mentor [25,26]. Straus et al conducted interviews with faculty members from the University of Toronto Faculty of Medicine and the University of California, San Francisco (UCSF), School of Medicine about characteristics of successful and failed mentoring relationships [25].…”

“…The authors found that successful mentoring relationships displayed reciprocity, mutual respect, clear expectations, personal connection and shared values. Abedin et al, using focus groups, as well as reviewing literature, mentor training curricula and mentor evaluations, derived a list of competencies expected of mentors of clinical and translational scholars [26]. These competencies can be divided into six themes: 1) communication and relationship management; 2) psychosocial support; 3) career and professional development; 4) advocacy and maintenance of scientific integrity; 5) research opportunity development; and, 6) clinical and translational investigator development [26].…”

“…Abedin et al, using focus groups, as well as reviewing literature, mentor training curricula and mentor evaluations, derived a list of competencies expected of mentors of clinical and translational scholars [26]. These competencies can be divided into six themes: 1) communication and relationship management; 2) psychosocial support; 3) career and professional development; 4) advocacy and maintenance of scientific integrity; 5) research opportunity development; and, 6) clinical and translational investigator development [26]. Mentors who exhibit these characteristics were deemed to be the most effective in providing guidance to junior faculty or clinician-investigator trainees during the early stages of their careers.…”

“…For mentors, Abedin et al have developed a list of measurable competencies in areas such as psychosocial support, professional enculturation and scientific integrity [26]. These competencies will be useful for equipping and training mentors of clinician-investigator trainees.…”

Opinion & Special Articles: Mentoring in neurology

“…A core competency approach similar to those defined by the ACGME should be encouraged for self-assessment. 9 Mentors are a valuable, but limited, resource. A mentor should recognize that mentoring represents a significant time commitment.…”