Training Mentors of Clinical and Translational Research Scholars

Abstract

Purpose To determine whether a structured mentoring curriculum improves research mentoring skills. Method The authors conducted a randomized controlled trial (RCT) at 16 academic health centers (June 2010 to July 2011). Faculty mentors of trainees who were conducting clinical/translational research ≥50% of the time were eligible. The intervention was an eight-hour, case-based curriculum focused on six mentoring competencies. The primary outcome was the change in mentors’ self-reported pretest to posttest composite scores on the Mentoring Competency Assessment (MCA). Secondary outcomes included changes in the following: mentors’ awareness as measured by their self-reported retrospective change in MCA scores, mentees’ ratings of their mentors’ competency as measured by MCA scores, and mentoring behaviors as reported by mentors and their mentees. Results A total of 283 mentor–mentee pairs were enrolled: 144 mentors were randomized to the intervention; 139 to the control condition. Self-reported pre-/posttest change in MCA composite scores was higher for mentors in the intervention group compared with controls (P < .001). Retrospective changes in MCA composite scores between the two groups were even greater, and extended to all six subscale scores (P < .001). More intervention-group mentors reported changes in their mentoring practices than control mentors (P < .001). Mentees working with intervention-group mentors reported larger changes in retrospective MCA pre-/posttest scores (P = .003) and more changes in their mentors’ behavior (P = .002) than those paired with control mentors. Conclusions This RCT demonstrates that a competency-based research mentor training program can improve mentors’ skills.

Developing Mentoring Competency: Does a One Session Training Workshop Have Impact?

“…The findings in this study are consistent with a previous randomized controlled trial showing mentor training could be beneficial in enhancing reflective learning and initiating behavioral changes in mentoring relationships [4]. Exposure to a 3-h mentoring session such as ours may "prime" mentors to be more engaged with their mentees and effectively build mentor confidence.…”

“…In a multisite study evaluating the impact of a multisession mentor training curriculum, mentors participating in the program reported significant increases in mentoring competencies post-intervention as measured by the validated Mentoring Competency Assessment (MCA) scale compared to controls who did not participate in the training program [4]. While these results are promising, multisession programs may not be feasible for institutions with modest budgets that cannot support the implementation of ongoing mentor training and/or provide financial incentives to mentors for attendance.…”

Creating Dynamic Learning Communities in Synchronous Online Courses: One Approach from the Center for the Integration of Research, Teaching and Learning (CIRTL)

“…EM (www.researchmentortraining.org) has since been adapted and enhanced for use across STEM fields as well as within medicine and public health, for mentors and mentees at various career stages (Pfund et al, 2006;Pfund et al, 2013;Sorkness et al, 2013; https://mentoringresources.ictr.wisc.edu). Results from a recent randomized, controlled trial using an EM-based curriculum at 16 sites indicate the effectiveness of the approach for both mentors and their mentees Pfund et al, 2014).…”

Person-Environment Congruence: A Call for Increased Precision in Matching Research Mentors and Mentees

“…5 At academic medical centers, clinical responsibilities can present significant challenges for aspiring clinicianscientists and early career investigators are often paired with mentors who have experience with balancing clinical demands with research time. We contend that early career faculty mentees attempting to launch research programs at teaching-intensive institutions should be afforded similar consideration and have opportunities to be mentored by experienced investigators who are knowledgeable about balancing research demands with exceptionally high teaching loads.…”

“…1,2 Multiple studies have produced findings indicating that quality mentoring has a profound positive effect on research careers. [3][4][5] Early career faculty who have strong mentors tend to reach their career milestones in a timely manner, adeptly navigate academic environments, establish solid track records in scientific publishing and obtain extramural funding. This body of evidence has inspired, in part, the development of mentoring policies, teaching and student advising loads, significant community service responsibilities, limited campus-based research training opportunities, and lack of a critical mass of research peers and senior mentors) 8 are needed to fully realize and build upon the significant potential that resides within HBCUs and other teaching-intensive colleges and universities.…”