Assessing the effectiveness of a given mentor is no easy task. The new model has six major parts: (1) mentee empowerment and training, (2) peer learning and mentor training, (3) aligning expectations, (4) mentee program advocate, (5) mentor self‐reflection, and 6) mentee evaluation of mentor. The UIC mentoring evaluation instrument includes 33 items that examines the domains of intellectual growth and development, professional career development, academic guidance, and personal communication and role modeling.8, A working group at the Mayo Clinic developed two instruments, one to evaluate the mentor and one to evaluate the scholar. Table 1 describes key examples of characteristics for each domain along with suggested questions generated from the focus group data that matched domains identified by the instruments. As in clinical medicine, where ongoing evaluation of clinical performance is becoming the norm, training young investigators deserves the same level of effort and use of new evaluation models. What would you like to try differently with mentee in upcoming year? If scholars are not being met with mentoring that robustly addresses their scientific and career development needs, the effectiveness of the K mechanism will be minimized. Mentor training is an important component as demonstrated by the following quote from a mentor, “…I think a lot of people don't know how to be mentors. Male Speaker 1: Why are you shooting yourself in the head? It may be much easier for mentors to change their behavior when feedback comes from a peer. %PDF-1.4 %���� Scholars need strong active mentors who have the expertise, disposition, motivation, skills, and the ability to accept feedback and to adjust their mentoring style. We also think it is important for mentors to have an opportunity to gain insight into best practices. You get so far along in your career; you've got other things that are competing demands, that, kind of, make the mentoring role minimal. To what extent does your mentor troubleshoot snags in your research? One of the most important is the ongoing assessment of and feedback to mentors. A Mentor Development Program for Clinical Translational Science Faculty Leads to Sustained, Improved Confidence in Mentoring Skills. We're not trained in how to do that. 5;{�˸`u��n�L0�Z! The interviews were taped, transcribed, coded, and entered into NVivo (QSR International, Doncaster, Victoria, Australia). Presented by Student Mentor: Most of the evidence needs to be in written form from your supervisor, manager, mentee or qualified peers. This mentee focus group conversation reveals the point: Male Speaker 1: Your mentor can kill your career. Feedback was given to the mentors/mentees through their usual interviews with program leadership, because their institutional review board (IRB) forbid giving mentee responses directly to the mentor. {� endstream endobj 210 0 obj 1296 endobj 173 0 obj << /Type /Page /Parent 161 0 R /Resources 174 0 R /Contents [ 179 0 R 181 0 R 183 0 R 185 0 R 187 0 R 189 0 R 201 0 R 203 0 R ] /MediaBox [ 0 0 595 842 ] /CropBox [ 0 0 595 842 ] /Rotate 0 >> endobj 174 0 obj << /ProcSet [ /PDF /Text /ImageC ] /Font << /F1 190 0 R /F5 198 0 R >> /XObject << /Im1 208 0 R >> /ExtGState << /GS1 204 0 R /GS2 205 0 R >> /ColorSpace << /Cs5 177 0 R /Cs9 176 0 R /Cs10 175 0 R >> >> endobj 175 0 obj [ /Separation /PANTONE#20280#20CV 177 0 R 206 0 R ] endobj 176 0 obj [ /Separation /PANTONE#20702#20CV 177 0 R 207 0 R ] endobj 177 0 obj [ /CalRGB << /WhitePoint [ 0.9505 1 1.089 ] /Gamma [ 2.22221 2.22221 2.22221 ] /Matrix [ 0.4124 0.2126 0.0193 0.3576 0.71519 0.1192 0.1805 0.0722 0.9505 ] >> ] endobj 178 0 obj 847 endobj 179 0 obj << /Filter /FlateDecode /Length 178 0 R >> stream The American Journal of the Medical Sciences. Introduction 3 2. Having an advocate present could help avoid potential pitfalls, such as problems with the relationship or tasks not being completed. note, some CTS A programs have introduced contracts to support the alignment process. 0 It can be hard for scholars to give honest feedback because of fear of repercussion. A comprehensive mentoring program includes a variety of components. If evaluation is perceived simply as more paperwork for mentors, mentees expressed additional concern that it would act as a disincentive for attracting desired mentors. One strategy would be to implement one component at a time because it might not be reasonable for a program to do everything proposed in this article. Mentoring the next generation of physician-scientists in Japan: a cross-sectional survey of mentees in six academic medical centers. Evaluating Academic Mentorship Programs in Low- and Middle-Income Country Institutions: Proposed Framework and Metrics. We [the institution] have to commit to junior faculty and we have to show that commitment by making our mentors accountable for at least their portion of it.”. Questions will be generated from each of the defined mentoring domains. Feedback an essential element of student learning in clinical practice. How aware is your mentor on the roles and involvement of each member of your mentor team? Surveys were seen by some program directors as better able to catch some smaller problems that might arise in the mentoring relationship, ones that would not be significant enough to bring up in the presence of the mentor or other “powers that be,” including the KL2 director. We propose for the second component mentors are invited to attend an annual session on best practices of mentoring. H��Uˊ9���ׁV[�d���Y�Y��=�;$ ��9�]uY wq9��G����?����=Y�&�u���s��8���g��u��`"��ߗ�S~K���@Ahv� 5~��>��9�o��A�5�R�x�&��ķ�2��KA;�J�fT�^pT�5icJ��z�^�|:S1j�`���HP�r�[�N�.e��yy�h�9҂;�� w��Ϯ`��H�\�=pntq���vt�[�݃��t>��gO~����M.�����t�����G�):��|���8�����˽��A���٩k����{��z)�N��� I��>ɛv��6n�1�'{���=? I hate all the things we have to do…. The first two institutions had little mentoring infrastructure, such as supports for mentor selection or formal means for aligning expectations or evaluating the mentoring relationship. As mentees, we can't really hold our mentors accountable. ���[��=Z\�*�\[%��ǭ�6���Z�`]���ئR�F�"� 0`&�q� A8��!&��E(:a2��Ir���6��Tr�uʆ����l�9�";�V㶖��� � �9��Xdl4M��U� %%EOF I don't think there is a good resource base for learning how to do this. New model to evaluate mentoring relationship. How can one develop a standard protocol to evaluate varying K scholar goals and needs? Supported by grant UL1 RR025011 (MF). The agreement should reflect what the relationship should look like and, if there is more than one mentor, the role of each individual mentor should be defined. The days of working in one laboratory at one institution, under the supervision of single scientist, is becoming a practice of the past.2. If problems arise, how will they be resolved?12 The Vanderbilt CTSA group reports the use of a mentorship agreement form that includes segments on time commitment, communication, professional development, resources, and scientific productivity.13. Scholars then will have the proper tools to move forward, assess their own relationship, advocate for their needs, give productive feedback to their mentor, and infuse their relationship with best practices. The focus group data reported in the paper were obtained from a series of meetings with scholars and mentors at four CTSAs, including the University of Wisconsin‐Madison, Vanderbilt University, University of Colorado‐Denver, and University of North Carolina‐Chapel Hill. To what extent does your mentor actively promote you as a junior faculty member? \�T���(!,��w�nK���JbDD�X>��[%�U!�]���uO(�;�(O�w�����-�R}N��M��i� g�M�ݰ����g]���$��w1�p�����g@���^�R�����! When necessary, action plans are developed with the respondent and implemented. Improving clinical and translational research training: a qualitative evaluation of the Atlanta Clinical and Translational Science Institute KL2-mentored research scholars program. The session would include topics on what you can/should expect from your mentor, best practices of mentoring, what has worked well and not well in past mentoring relationships, communication strategies, how to write expectations, how to build a successful mentoring team, and an overview of the entire evaluation process. How well does your mentor know aspects of your life outside of work? In a culture described as promoting positive feedback, focus group participants expressed that having the “difficult conversations” can prove a challenge. Students with disabilities 18 8. Component one and two are combined in the figure. 5��Y���|t�s�G��&L���*m��H阠*>�K*��5�:v`�s�Q5po��/�3/�����v����gD�0�ʱF�[Xt��,lz�AYO�. This hesitation can lead to evaluation data being collected by programs but not necessarily shared with the mentors themselves except in extreme cases. Program directors expressed similar lack of authority to question the mentoring being provided to K scholars. The mentee evaluation instrument includes 10 items with questions about research abilities, ability to meet training goals, trainee participation, and professional development. Its contents are solely the responsibility of the authors and do not necessarily represent the official views of the NIH.
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