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

Abstract

Purpose Mentoring is critical for academic success. As science transitions to a team science model, team mentoring may have advantages. The goal of this study was to understand the process, benefits, and challenges of team mentoring relating to career development and research. Method A national survey was conducted of Building Interdisciplinary Research Careers in Women’s Health (BIRCWH) program directors, current and former scholars s from 27 active National Institutes of Health (NIH)-funded BIRCWH NIH K12 programs to characterize and understand the value and challenges of the team approach to mentoring. Quantitative data were analyzed descriptively and qualitative thematically. Results Responses were received from 25/27 (93%) of program directors, 78/108 (72%) current scholars, and 91/162 (56%) former scholars. Scholars reported that team mentoring was beneficial to their career development (152/169, 90%) and research (148/169, 88%). Reported advantages included a diversity of opinions, expanded networking, development of stronger study designs, and modeling of different career paths. Challenges included scheduling and managing conflicting opinions. Advice by directors offered to junior faculty entering team mentoring included: not to be intimidated by senior mentors, be willing to navigate conflicting advice, be proactive about scheduling and guiding discussions, have an open mind to different approaches, be explicit about expectations and mentors’ roles (including importance of having a primary mentor to help navigate discussions), and meeting in person as a team. Conclusions These findings suggest that interdisciplinary/interprofessional team mentoring has many important advantages, but that skills are required to optimally utilize multiple perspectives.

Mentored training and its association with dissemination and implementation research output: a quasi-experimental evaluation

“…Building and fostering collaborations within this network was a main objective of the MT-DIRC mentored approach to training and may have attributed to the increased scientific productivity of our fellows. Guise and colleagues qualitative evaluation with mentors and mentees suggests team mentoring "works when" mentors and mentees bring varying perspectives and expertise and when mentors promote networking among mentees (29). At the 5-day in-person Summer Institute, fellows at various intersections of D&I cancer prevention and control research connected and organized manuscripts to address gaps in the science.…”

Mentored training and its association with dissemination and implementation research output: a quasi-experimental evaluation

“…Building and fostering collaborations within this network was the main objective of the MT-DIRC-mentored approach to training and may have attributed to the increased scientific productivity of our fellows. Guise and colleagues' qualitative evaluation with mentors and mentees suggests team mentoring "works when" mentors and mentees bring varying perspectives and expertise and when mentors promote networking among mentees [29]. At the 5- day in-person Summer Institute, fellows at various intersections of D&I cancer prevention and control research connected and organized manuscripts to address gaps in the science.…”

Peer mentoring for undergraduates in a research-focused diversity initiative

“…Research from a variety of career settings indicates that having a larger and more diverse constellations of developmental mentoring relationships is associated with greater career satisfaction and success (Higgins & Thomas, 2001; Packard, Walsh & Seidenberg, 2004; van Emmerik, 2004). Furthermore, gaining experience with multiple mentors and colleagues can be particularly helpful as team science is increasingly emphasized in research (Guise, Geller, Regensteiner, & Raymond, 2016). …”