How to Navigate Trainee‐Mentor Relationships and Interpersonal Dynamics in the Lab

Antes, Alison L.; Maggi, Leonard B.

doi:10.1002/cpz1.86

Cited by 2 publications

(1 citation statement)

References 24 publications

(23 reference statements)

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“…It also includes respectful interactions among researchers both within research teams (e.g., between peers, mentors and trainees, and collaborators) and with researchers external to the team (e.g., peer reviewers). We expand on trainee–mentor relationships and interpersonal dynamics with labmates in a companion article (see Current Protocols article: Antes & Maggi, 2021). When research involves human or animal research subjects, RCR includes protecting the well‐being of research subjects.…”

Section: What Is the Responsible Conduct Of Research?mentioning

confidence: 99%

How to Conduct Responsible Research: A Guide for Graduate Students

Antes

Maggi

2021

Current Protocols

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Researchers must conduct research responsibly for it to have an impact and to safeguard trust in science. Essential responsibilities of researchers include using rigorous, reproducible research methods, reporting findings in a trustworthy manner, and giving the researchers who contributed appropriate authorship credit. This "how-to" guide covers strategies and practices for doing reproducible research and being a responsible author. The article also covers how to utilize decision-making strategies when uncertain about the best way to proceed in a challenging situation. The advice focuses especially on graduate students, but is appropriate for undergraduates and experienced researchers. It begins with an overview of responsible conduct of research, research misconduct, and ethical behavior in the scientific workplace. The takeaway message is that responsible conduct of research requires a thoughtful approach to doing research in order to ensure trustworthy results and conclusions, and that researchers receive fair credit.

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Section: What Is the Responsible Conduct Of Research?mentioning

confidence: 99%

How to Conduct Responsible Research: A Guide for Graduate Students

Antes

Maggi

2021

Current Protocols

Self Cite

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Exploring Impostor Phenomenon During Onboarding Into a Military Medical School

Kim,

Durning,

Dupont

et al. 2023

Military Medicine

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Introduction Impostor phenomenon (IP) is an experience where an individual believes that their success was because of chance or luck and was not associated with the mastery of skills. There is a gap in the literature in understanding what role, if any, onboarding (e.g., orientation weeks) into a military medical school plays into student experiences with IP. For many, onboarding serves as the first exposure to the climate, culture, and learning environment of both medical school and the military. Prevention, or early intervention, of IP may reduce potential effects on a medical trainee’s confidence and competence in their profession, which may ultimately enhance health care team performance and impact patient outcomes. This study explores if and why military medical students experience IP during a 2-week-long orientation into a military medical school. Materials and Methods The study participants were medical students at a military medical school. Researchers conducted semi-structured interviews in August 2022 to explore if and why students experienced IP and deployed the Clance IP Scale as a measure with validity evidence for ascertaining the presence and magnitude of IP. Researchers calculated total scores from the Clance IP Scale and thematically analyzed interview transcripts. Results Researchers interviewed 29 matriculating military medical students. Twenty-one (75%) students reported frequent or intense IP experiences on the Clance IP Scale indicating that IP was present in our study sample. Thematic analysis identified six themes that drove one’s experience with IP: reevaluation of merit, individualized diversity and inclusion experiences, administrative and financial support, preconceived expectations, building relationships, and new community roles. Conclusions Our identified themes provide us with a better understanding of if and why military medical students experience IP during onboarding. Our findings are also consistent with the situated learning theory, which places emphasis on the sense of belonging and may provide a unique and insightful lens through which IP can be further explored and studied, particularly at a military medical school where various identities, dynamics, and aspirations can converge simultaneously. Additionally, our findings suggest that existing practices may benefit from a number of improvements including, but not limited to, tailoring onboarding activities to entail more reflective discussion using small groups, especially for topics related to diversity and inclusion, revisiting areas where students may feel inadequately prepared to transition and perform well in a medical school, reevaluating administrative and financial support that can be roadblocks to a student’s transition into the new environment and removing these barriers, and ensuring cultural coherence (organizational alignment of vision and mission) among faculty, staff, and upperclassmen. Future research directions include better understanding how developing single or multiple, identities can impact a medical students’ experience with IP during onboarding, pre-clerkship, clerkship, or post-clerkship period, if at all.

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How to Navigate Trainee‐Mentor Relationships and Interpersonal Dynamics in the Lab

Cited by 2 publications

References 24 publications

How to Conduct Responsible Research: A Guide for Graduate Students

How to Conduct Responsible Research: A Guide for Graduate Students

Exploring Impostor Phenomenon During Onboarding Into a Military Medical School

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