Training Mentor–Mentee Pairs to Build a Robust Culture for Mentorship and a Pipeline of Clinical and Translational Researchers: The Colorado Mentoring Training Program

Abstract

Pre/Post Mentee Only Questions Confidence Items: As of today, how confident do you feel in each of the following areas? (In responding to this question, please reflect on all of the mentor-mentee relationships you have.) On a scale 1-5, where 1 = not at all confident and 5 = extremely confident.1. Discerning and applying insights about interpersonal communication styles 2. Asking for feedback and/or advice about career objectives 3. Creating career development plans 4. Articulating goals and progress toward their achievement with mentor 5. Networking to engage social and professional support to realize my goals 6. Knowing what characteristics to look for in current/ future mentors 7. Connecting with potential/ future mentors (e.g., knowing how to approach them) 8. Managing work environment (e.g., tasks and timelines, prioritizing work most fruitful to advancing research and career objectives, etc.) Mentoring Items What type(s) of mentors do you feel you currently have as sources of ongoing support? (please check all that apply)o Lead Mentor (i.e., overall responsibility for guiding and supporting the development of research, career and well-being) o Career Mentor (i.e., guidance regarding career development, professional networking and promotion opportunities) o Research Mentor (i.e., guidance about study design, analysis, IRB issues, etc.) o Peer Mentor (the type of support, though similar to that already listed, is provided by someone of similar rank and/or level of experience) *3 mentors participated more than once during this time period; there were 76 unique mentors.

Value of peer mentoring for early career professional, research, and personal development: a case study of implementation scientists

“…The peer mentorship model allows for opportunities to reflect on how to be a successful mentee to senior mentors, and mentor to junior trainees, unique skillsets that are necessary for early career researchers [21]. Relying on peer mentorship for tangible advice and support allows us to maximize our time with senior mentors to focus on substantive scientific questions and longer-term professional development and provides space to discuss topics Journal of Clinical and Translational Science pertinent at the early career stage that may be difficult or that cannot be shared with mentors (e.g., negotiating departmental politics, considering faculty positions at other institutions).…”

Translating the learning sciences into practice: A primer for clinical and translational educators

“…Translational science is taught in a range of contexts, including credit-bearing courses in master's, PhD, and certificate programs; training programs for early career investigators; professional development workshops and seminars in areas such as mentorship [30,31], leadership [32][33][34], equity and inclusion [35,36], teamwork and team science [37][38][39]; and in the informal space of mentor-mentee relationships and interdisciplinary collaborations [40]. Both formal and informal curricula in the CTSIs tend to be practical rather than theoretical, focused on skill-building in discrete competency areas (e.g., statistical knowledge, grantsmanship, qualitative research skills [41,42]).…”

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“…25 In any event, it is more widely recognized that not only must mentors and mentees be trained, but part of that training must be taken up in pairs with one another on their dyadic exchange and blossoming their networks jointly. 26…”