Effective mentoring of underrepresented doctoral trainees and early career scholars in the biobehavioral and health sciences: A developmental framework to maximize professional growth.

Abstract

Effective mentoring of underrepresented scholars in the biobehavioral and health sciences is vital for the future of scientific inquiry, as well as for clinical and public health applications. Through the mentoring process, both the mentee and mentor can benefit by broadening their knowledge, skills, and perspectives relative to the professional goals and interests of the mentee. Establishing a trusting and nurturing relationship allows the mentor and mentee to identify short-and long-term goals, accompanied by strategies designed to maximize the mentee's success. Many relationships benefit from establishing explicit working guidelines early on, with recognition that flexibility may be necessary as the relationship matures. Adapting to the specific needs and challenges facing underrepresented doctoral trainees and early career scholars, we propose an integrative developmental framework informed by 3 fundamental assumptions: (a) the mentee's professional growth and personal development are intertwined; (b) the mentee's goals will evolve and sometimes change over time; and (c) reflective analysis of the distinctive skill sets, life experiences, and limits of the mentor and mentee will help strengthen the mentoring plan. A challenging issue in mentoring is how to individualize the approach for each mentee, recognizing the need to balance mentor support and advice with opportunities for mentee independence, self-appraisal, and creativity. We share our developmental framework with the hope that others may adapt this as a practical template to develop a joint plan amenable to intermittent monitoring to optimize productivity and personally rewarding professional career trajectories for an increasingly diverse workforce. Public Policy Relevance StatementBuilding on current initiatives and incorporating new and innovative resources while recognizing inadequacies of the past are critical for effective mentoring of underrepresented doctoral trainees and early career scholars in biobehavioral and health sciences. We advance an integrative developmental framework to help navigate this process. We wholeheartedly believe that mentoring is an honor and privilege and that it should support a professional environment that will be attractive for future recruitment and retention of a diverse workforce.

Introduction to effective mentorship for early-career research scientists

“…Moreover, most current applications of mentoring principles further advantage well-represented individuals in many institutions, putting women and underrepresented minorities at a greater disadvantage in most fields and in leadership positions [ 35 , 36 ]. Therefore, in fostering mentoring relationships with underrepresented trainees, it is critical to recognize the importance of engaging in critical conversations about culture and diversity and acknowledging their unique cultural and life experiences, barriers, and skills [ 37 , 38 ].…”

Mentoring Barriers, Expected Outcomes, and Practices in Scientific Communication: Scale Development and Validation

“…the overall future of scientific inquiry and implementation of important clinical and public health interventions (Lanzi et al, 2019). More rigorous studies of mentorship have emerged over the past few decades, deepening our understanding of mentorship functions and the influence of factors related to both mentors and trainees on these functions.…”

“…Mentors serve to inspire and guide trainees, playing a significant role in their career development and productivity. In biomedical and biobehavioral research training, with expected subsequent careers in academic medicine and health science, effective mentoring is considered vital not only for trainee career success but also for the overall future of scientific inquiry and implementation of important clinical and public health interventions (Lanzi et al, 2019). More rigorous studies of mentorship have emerged over the past few decades, deepening our understanding of mentorship functions and the influence of factors related to both mentors and trainees on these functions.…”

“…With these efforts to build empirical knowledge of mentoring have come evidence-based mentoring initiatives to enhance mentoring skills (Pfund et al, 2014, 2015). However, to address many of the pressing issues in science, such as increasing the ethnic and gender diversity of the scientific workforce (Valantine, 2017), mentors are needed who are not only skilled in the research methods of their disciplines but also are willing, interested, and committed to addressing issues with trainees that, as Lanzi et al (2019) noted, are “difficult, uncertain, and often uncomfortable” (p. 379). One such issue is scientific communication (SciComm), which encompasses the writing, formal presentations, and informal discussions about science and medicine that successful scientists are expected to master and perform.…”

Establishing the foundation: Culturally congruent mentoring for research scholars and faculty from underrepresented populations.

“…The final two articles outline specific strategies that may enhance the opportunity for mentorship and scholar success: "Effective Mentoring of Underrepresented Doctoral Trainees and Early Career Scholars in the Biobehavioral and Health Sciences: A Developmental Framework to Maximize Professional Growth" (Lanzi, Footman, Washington, & Ramey, 2019) and "Research Accountability Groups and Mentoring Minutes: The M3 Approach to Promote Public Health Infectious Diseases Research for Diverse Graduate Students" (Belcher, Piggott, Sanders, & Trent, 2019). Lanzi et al (2019) describe the developmental trajectory of a mentoring relationship from initiation stage through redefinition stage where mutual mentoring occurs, as well as the dynamic process of mentoring and strategies that promote communication, active listening, and trust. Belcher et al (2019) outline an effective multimodal mentoring program that includes a team of the re-search and professional development mentors, small scholar group research accountability sessions, and development of a web-based individual development plan to align mentor scholar expectations.…”