Evaluating Research Mentors Working in the Area of Clinical Translational Science: A Review of the Literature

Abstract

The goal of this paper is to review the evaluation of mentors with a focus on training new investigators in clinical translational science. These scholars include physicians and PhD scientists who are generally assistant professors in clinical departments. This white paper is one of a series of articles focused on the programmatic elements of effective mentoring practices and the “current state of the art”. Evaluating mentor performance and providing formative feedback can lead to stronger mentoring and ultimately lead to increased success of new clinical and translational investigators. While there is general agreement that mentor evaluation can be helpful, the process is difficult. Trainees are reluctant to share negative experiences and to rate their mentors. Mentors are not sure they want to be evaluated. Program leaders are not sure how to effectively use the information. This white paper provides mentees, mentors and program leaders with new perspectives on mentor evaluation and ideas for future research.

Defining Attributes and Metrics of Effective Research Mentoring Relationships

“…Some metrics for mentors have been developed, such as those reviewed in Meagher et al [74] and those developed for use in a recent randomized controlled trial of a mentor training intervention [35, 75]. Metrics focusing on mentee gains from mentoring relationships and research experiences include the undergraduate research student self-assessment [76] and the survey of undergraduate research experiences [77].…”

“Biomedical Workforce Diversity: The Context for Mentoring to Develop Talents and Foster Success Within the ‘Pipeline’”

“…Entering Mentoring has grown into a highly sophisticated and rapidly expanding workshop-based approach to developing skills of mentors and promoting effective mentoring relationships. A strong research base supporting this approach is emerging, including a randomized controlled trial conducted at 16 academic health centers across the U.S. (9-13). A recent independent qualitative study with mentors of junior faculty at two academic medical centers identified essentially the same attributes as those in Entering Mentoring and its subsequent expansions (14).…”

Team Mentoring for Interdisciplinary Team Science: Lessons From K12 Scholars and Directors

“…Despite a relative dearth of quantitative evaluation of team mentoring experiences, team mentoring continues to be a critical element of training programs for the inter- and transdisciplinary research work force. While there are validated tools to evaluate the individual mentor-mentee relationship, 24–27 it is not known whether being mentored by teams further amplifies these positive findings of mentoring or has negative effects.…”