The chronicle of mentoring & coaching最新文献

Mentoring and mentor development, while interconnected, serve distinct purposes within the academic community. Although the effects of mentoring programs for mentees are well-documented, the impact of mentor development programs on mentee outcomes is less explored. This study investigates the effect of a faculty mentor development program on mentee scholarly productivity. The study was a randomized controlled trial involving four academic and health science institutions in the United States Southwest and Mountain West regions. This study included 94 mentees randomly assigned to the intervention or control arm. The intervention group comprised 56 mentees whose mentors participated in a comprehensive development program featuring combined virtual synchronous plus online asynchronous components. The control group, consisting of 38 mentees, had mentors who only engaged in the online asynchronous component. Mentee outcomes, extracted from curriculum vitaes, included the count of publications, presentations, and grants over the prior year, assessed at baseline, and 12- and 24-months following randomization. The primary outcome was total scholarly productivity, calculated as the sum of these three counts. Our analysis, which accounted for repeated measures, revealed no significant differences in total scholarly productivity between the intervention and control groups at 12- and 24-month intervals. These findings suggest that mentor development programs do not significantly enhance mentee scholarly productivity in the short term. Such programs may require more than 24 months to show effectiveness in improving mentee scholarly outcomes or may require studying alternative career or psychosocial outcomes. Therefore, mentor development programs may not be optimal for achieving immediate gains in mentees' scholarly output and may need to be complemented with mentee professional development programs targeting scholarly outcomes.

Developmental networks comprise individuals (i.e., developers) who take an active interest in and concerted action to advance protégé's career. Research demonstrates that the social composition and characteristics of developmental networks change over time as protégés' careers evolve. However, little qualitative research explores if, how, and why developmental networks change. This analysis examines why protégés change or maintain connections to their developers, focusing on social constraints and deliberative actions. Using an exploratory qualitative approach, we explored the reasons that university faculty respondents changed their developmental networks over time. We considered the potential for individual/developer characteristics and structural constraints on relations between developers and protégés (e.g., job change) to understand how and why respondents added, maintained, or dropped developers from their networks. We conducted 56 semi-structured interviews with faculty mentors and mentees from three universities and the Mountain West Clinical and Translational Research Infrastructure Network, enrolled in a larger study of mentor training interventions. Respondents discussed how their developmental networks changed over 30 months. Self-reported network maps at baseline, 12, and 24 months were used to augment these interviews by showing who was in their network at these time points. Decisions about stability or change in networks mainly appeared unrelated to strategic decisions based on respondents' goals or identified network gaps. Instead, themes related to consistency or change included personal reasons (e.g., position change by respondent), or the personal or situational characteristics of the developer such as: being supportive and trustworthy; a collaborator on projects; genuinely caring; having similar experiences, goals, or values as respondent; social and work overlap; and time or capacity changes (e.g., developer retiring). Our findings establish the rationale for developing and implementing a structured, evidence-based networking intervention to educate faculty on intentionally changing developmental networks based on action plans.

Almost 60% of early career faculty at Schools of Medicine (SOM) leave within ten years of hire. National data indicate that inadequately mentored faculty, particularly those from underrepresented minority backgrounds, are less likely to be retained. The role of mentoring in faculty retention is inadequately studied. The study objective was to analyze factors associated with SOM faculty retention, using the University of New Mexico SOM exit interview data. Analyses were based on exit surveys with SOM faculty resigning, not retiring, during the timeframe 2017-2023 (N=429). LCA was conducted using items related to primary/secondary reasons for leaving. Item response probabilities were examined to assess item associations with latent classes. Logistic regression was used to assess the association between latent class and overall experience at the SOM and the likelihood of returning to the institution. A three latent class (LC) model was selected based on reasons to leave. LC1 cited factors that were both extrinsic and intrinsic to the current workplace (lure of a greater career opportunity and low current salary respectively). LC2 primarily cited extrinsic reasons to leave (personal/family matters), and LC3 primarily cited reasons intrinsic to the current workplace (work environment and leadership). LC2 was associated with a significantly higher rating of overall experience and likelihood of considering returning (p<0.001 for both analyses). Exiting faculty may be classified into three qualitatively different subgroups or latent classes. Our study findings may guide mentors, supervisors, and organizations to identify class-specific customized interventions to help retain faculty, including those from disadvantaged groups, and thereby, help address the ongoing attrition of the nation's biomedical workforce.

The greatest challenge to forming faculty developmental networks is the limited availability of skilled mentors, emphasizing the need for mentor development programs. Limited data indicate that mentor development intervention improves mentors' self-reported mentoring competency over the short term. However, the impact on long-term mentoring competency is unknown, constituting a critical gap in the literature. The study used a randomized controlled design with multiple post-test measures to compare the effectiveness of a combined online asynchronous plus virtual synchronous mentor development program vs. an online asynchronous program alone. It tested the hypothesis that mentor development intervention results in greater and sustained improvement in self-assessed mentor competency than the control group in four Southwestern and Mountain West universities. Self-assessed mentor competency was examined using the MCA-21 Mentoring Competency Assessment scale at baseline, and 3-, 12- and 24-months. MCA-21 was rated on a seven-point Likert-type scale as 1, 'Not at all skilled' to 7, 'Extremely skilled'. The composite score was the 21-item average. Linear mixed models examined the intervention effect while accounting for repeated measures, with the main intervention effect operationalized by the intervention x period interaction. 47 intervention and 39 control faculty mentor-mentee dyads, mostly underrepresented in science, were recruited without pre-requirement for research competency. Compared to controls, MCA-21 for intervention mentors improved significantly from baseline at 3-months (Estimate (SE), 0.58 (0.19), 12 months (0.58 (0.21) and 24 months 0.74 (0.23), interaction p ≤0.005). By demonstrating sustained improvement in mentors' competency over 24 months, our findings provide the rationale for academic institutions to invest in faculty mentor development programs and will help the nation support the development of a skilled, diverse academic workforce.

This paper describes the procedures for evaluating the psychometric properties of the 26-item Mentoring Competency Assessment (MCA) scale and developing short-forms to measure faculty mentoring outcomes for the NIH-funded Building Infrastructure Leading to Diversity (BUILD) Initiative and National Research Mentoring Network (NRMN). Analyses were conducted using responses to the MCA scale from NRMN mentors and faculty across 11 BUILD institutions in the 2017-18 academic year. After performing extensive item factor analyses and taking the MCA sub-constructs into analytical consideration, we created an 8-item short form and a 14-item short form. Analyses indicate that both short forms nearly equivalently measure faculty mentoring competency and are more feasible to implement in future studies, compared to the original, longer scale.

The importance of ethnic and gender representation in academic medicine is of paramount importance. While mentoring effectively attracts and retains underrepresented individuals, scientists from underrepresented groups face barriers to high-quality mentorship. The developmental network model by Higgins and Kram suggests that a variety of people with unique knowledge, connections, and resources can help propel an individual's career and personal growth. This study experimentally tested the outcomes of a workshop series and mentorship program to assist early-career biomedical investigators from predominantly minority institutions establish and maintain developmental networks. This study provides preliminary insights into the characteristics of these developmental networks for investigators with different funding goals and how these networks evolve, potentially impacting career trajectories.

Research training is an important intervention for preparing undergraduate students to pursue further studies and develop research skills. Furthermore, there is mounting evidence indicating that mentored research impacts student success metrics. At the University of Texas at El Paso, a Freshman Year Research Intensive Sequence (FYRIS) was developed to prepare first-year students for research experiences. The FYRIS courses combine research foundations and research-intensive courses. In this manuscript, we present findings demonstrating the impact of FYRIS and subsequent mentored research experiences on 4-year retention and graduation. Results suggest that participation in FYRIS and independent mentored research has a large positive impact on 4-year retention and graduation, while other historical socioeconomic variables have minimal to no impact.

The practice of mentorship is a critical focus in science, technology, engineering, mathematics, and medicine (STEMM) disciplines. This quasi-experimental study investigated the efficacy of undergraduate mentor training in biomedical sciences programs in the NIH-funded Building Infrastructure Leading to Diversity (BUILD) initiative comprised of research-rising institutions. We used data from the Higher Education Research Institute's Faculty Survey (2016-17 and 2019-20). In cross-sectional comparisons of 379 BUILD-trained faculty with 755 colleagues who were not BUILD-trained, those who participated in BUILD mentor training reported more engagement with mentees. Utilizing propensity score matching of 314 with longitudinal cases, mentoring confidence and engagement were stronger over time for BUILD-trained faculty. Findings suggest BUILD mentor training yields positive results for undergraduate mentors at research-rising institutions.

The Culturally Aware Mentoring (CAM) workshop was developed to help biomedical faculty gain awareness and skills to work more effectively with racially and ethnically minoritized mentees. The purpose of this paper is to present evaluation findings from a national cluster randomized comparative study in which CAM was delivered in an online format. We evaluated data from the primary arm of this study, which included 231 biomedical faculty from 12 universities. Overall, participants evaluated both the presentation and content of the online interactive intervention favorably, reporting it helped them become a more culturally aware mentor. They further suggested how the workshop may be improved. We discuss implications for mentorship practitioners and future research directions.

Historically Black Colleges and Universities (HBCUs), such as Xavier University of Louisiana (Xavier), have strong cultures of mentoring underrepresented students. We report on the design and implementation of the Preparing Mentors and Advisors at Xavier (P-MAX) Program, a mentor-training program at an HBCU. Over half of the full-time Xavier faculty members have participated in at least one P-MAX event over the life of the Program, with about 60% completing the 8-hour foundational workshop. Pre/post program self-assessments indicate that mentors report significant increases in both their mentoring skills and confidence. Recommendations to consider when designing and implementing a mentor training program are provided. These range from being thoughtful about who delivers the mentoring lessons to paying close attention to the specific audience and institutional culture.