scholarly journals A Research Mentor Training Curriculum for Clinical and Translational Researchers

2012 ◽  
Vol 6 (1) ◽  
pp. 26-33 ◽  
Author(s):  
Christine Pfund ◽  
Stephanie House ◽  
Kimberly Spencer ◽  
Pamela Asquith ◽  
Paula Carney ◽  
...  
Keyword(s):  
Training Curriculum ◽  
Mentor Training ◽  
Research Mentor

scholarly journals Building a Sustainable National Infrastructure to Expand Research Mentor Training

2018 ◽  
Vol 17 (3) ◽  
pp. ar48 ◽  
Author(s):  
Kimberly C. Spencer ◽  
Melissa McDaniels ◽  
Emily Utzerath ◽  
Jenna Griebel Rogers ◽  
Christine A. Sorkness ◽  
...  
Keyword(s):  
Junior Faculty ◽  
Career Stages ◽  
Dissemination And Implementation ◽  
Implementation Barriers ◽  
Senior Faculty ◽  
Mentor Training ◽  
Train The Trainer ◽  
Multiple Audiences ◽  
Research Mentor ◽  
Implementation Resources

An evidence-based research mentor training (RMT) curricular series has been shown to improve the knowledge and skills of research mentors across disciplines and career stages. A train-the-trainer model was used in the context of several targeted approaches aimed at sustainability to support national dissemination of RMT and expand the network of facilitators prepared to implement the curricula. These infrastructure elements included 1) an expansion initiative to increase the number of trained facilitators able to deliver train-the-trainer workshops nationwide; 2) adaptation of RMT curricula for multiple audiences and career stages to increase accessibility; 3) implementation resources to support facilitators and help them overcome implementation barriers; and 4) standardized evaluation of training. This approach to dissemination and implementation has resulted in the preparation of nearly 600 trained facilitators, a large percentage of whom have implemented mentor training for more than 4000 graduate student, junior faculty, and senior faculty mentors. Implications for and challenges to building and sustaining the national dissemination of RMT are discussed.

scholarly journals Increasing research mentor training among biomedical researchers at Clinical and Translational Science Award hubs: The impact of the facilitator training initiative

2018 ◽  
Vol 2 (3) ◽  
pp. 118-123 ◽  
Author(s):  
Jenna Rogers ◽  
Christine A. Sorkness ◽  
Kimberly Spencer ◽  
Christine Pfund
Keyword(s):  
Workforce Development ◽  
Dissemination And Implementation ◽  
Translational Science ◽  
Mentor Training ◽  
Facilitator Training ◽  
University Of Wisconsin ◽  
Development Interventions ◽  
High Satisfaction ◽  
Research Mentor ◽  
The Impact

As part of their mission, Clinical and Translational Science Award (CTSA) hubs are charged with developing, testing, and disseminating evidence-based practices to other CTSA hubs. Over the past 7 years, the University of Wisconsin-Madison has answered this charge by implementing the facilitator training (FT) initiative for research mentors. Three elements to advance training across the CTSA hubs have been critical: (1) using an FT model to empower others to build research mentor training at their local institutions; (2) tracking implementation of training events across the CTSA hubs over time; and (3) partnering with implementation sites to build local capacity and evaluate the effectiveness and quality of training. Here we report that facilitators have been trained at 75% of CTSA hubs. These facilitators report high satisfaction with the training and increased confidence in their ability to implement mentor training, and plan to implement local mentor training. These findings demonstrate that the FT initiative can serve as a model for dissemination and implementation of other workforce development interventions across the CTSA hubs.

scholarly journals Building National Capacity for Research Mentor Training: An Evidence-Based Approach to Training the Trainers

2015 ◽  
Vol 14 (2) ◽  
pp. ar24 ◽  
Author(s):  
Christine Pfund ◽  
Kimberly C. Spencer ◽  
Pamela Asquith ◽  
Stephanie C. House ◽  
Sarah Miller ◽  
...  
Keyword(s):  
Implementation Strategies ◽  
Mentoring Relationships ◽  
Evidence Based ◽  
Mentor Training ◽  
Train The Trainer ◽  
Research Mentoring ◽  
High Satisfaction ◽  
National Capacity ◽  
Research Mentor ◽  
Widespread Dissemination

Research mentor training (RMT), based on the published Entering Mentoring curricula series, has been shown to improve the knowledge and skills of research mentors across career stages, as self-reported by both the mentors engaged in training and their mentees. To promote widespread dissemination and empower others to implement this evidence-based training at their home institutions, we developed an extensive, interactive, multifaceted train-the-trainer workshop. The specific goals of these workshops are to 1) increase facilitator knowledge of an RMT curriculum, 2) increase facilitator confidence in implementing the curriculum, 3) provide a safe environment to practice facilitation of curricular activities, and 4) review implementation strategies and evaluation tools. Data indicate that our approach results in high satisfaction and significant confidence gains among attendees. Of the 195 diverse attendees trained in our workshops since Fall 2010, 44% report implementation at 39 different institutions, collectively training more than 500 mentors. Further, mentors who participated in the RMT sessions led by our trained facilitators report high facilitator effectiveness in guiding discussion. Implications and challenges to building the national capacity needed for improved research mentoring relationships are discussed.

scholarly journals A randomized controlled pilot study of the University of Minnesota mentoring excellence training academy: A hybrid learning approach to research mentor training

2019 ◽  
Vol 3 (4) ◽  
pp. 152-164 ◽  
Author(s):  
Anne Marie Weber-Main ◽  
Janet Shanedling ◽  
Alexander M. Kaizer ◽  
John Connett ◽  
Michelle Lamere ◽  
...  
Keyword(s):  
Professional Development ◽  
Controlled Trial ◽  
Pilot Trial ◽  
Delivery Mode ◽  
Learning Approaches ◽  
Mentor Training ◽  
Development Activity ◽  
Online Module ◽  
Randomized Controlled ◽  
Research Mentor

AbstractIntroduction:Research mentor training is a valuable professional development activity. Options for training customization (by delivery mode, dosage, content) are needed to address the many critical attributes of effective mentoring relationships and to support mentors in different institutional settings.Methods:We conducted a pilot randomized controlled trial to evaluate a hybrid mentor training approach consisting of an innovative, 90-minute, self-paced, online module (Optimizing the Practice of Mentoring, OPM) followed by workshops based on the Entering Mentoring (EM) curriculum. Mentors (n = 59) were randomized to intervention or control arms; the control condition was receipt of a two-page mentoring tip sheet. Surveys (pre, post, 3-month follow up) and focus groups assessed training impact (self-appraised knowledge, skills, behavior change) and participants’ perceptions of the blended training model.Results:The intervention (∼6.5 hours) produced significant improvements in all outcomes, including skills gains on par with those reported previously for the 8-hour EM model. Knowledge gains and intention-to-change mentoring practices were realized after completion of OPM and augmented by the in-person sessions. Mentors valued the synergy of the blended learning format, noting the unique strengths of each modality and specific benefits to completing a foundational online module before in-person engagement.Conclusions:Findings from this pilot trial support the value of e-learning approaches, both as standalone curricula or as a component of hybrid implementation models, for the professional development of research mentors.

scholarly journals The role of mentors in addressing issues of work–life integration in an academic research environment

2019 ◽  
Vol 3 (6) ◽  
pp. 302-307 ◽  
Author(s):  
Dennis R. Durbin ◽  
Stephanie C. House ◽  
Emma A. Meagher ◽  
Jenna Griebel Rogers
Keyword(s):  
Medical Center ◽  
Academic Medical Center ◽  
Academic Research ◽  
Work Life ◽  
Professional Lives ◽  
Training Curriculum ◽  
Mentor Training ◽  
Research Environment ◽  
Academic Medical ◽  
Life Issues

AbstractIntroduction:There is growing evidence for both the need to manage work–life conflict and the opportunity for mentors to advise their mentees on how to do this in an academic research environment.Methods:A multiphase approach was used to develop and implement an evidence-informed training module to help mentors guide their mentees in issues of work–life conflict. Analysis of existing data from a randomized controlled trial (RCT) of a mentor training curriculum (n = 283 mentor/mentee dyads) informed the development of a work–life mentoring module which was incorporated into an established research mentor training curriculum and evaluated by faculty at a single academic medical center.Results:Only 39% of mentors and 36% of mentees in the RCT indicated high satisfaction with the balance between their personal and professional lives. The majority (75%) of mentors and mentees were sharing personal information as part of the mentoring relationship which was significantly associated with mentees’ ratings of the balance between their personal and professional lives. The effectiveness of the work–life module was assessed by 60 faculty mentors participating in a mentor training program at an academic medical center from 2013 to 2017. Among the respondents to the post-training survey, 82.5% indicated they were very/somewhat comfortable addressing work–life issues with their mentees as a result of the training, with significant improvements (p = 0.001) in self-assessments of mentoring skill in this domain.Conclusions:Our findings indicate that a structured training approach can significantly improve mentors’ self-reported skills in addressing work–life issues with their mentees.

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

2016 ◽  
Vol 20 (1) ◽  
Author(s):  
Melissa McDaniels ◽  
Christine Pfund ◽  
Kitch Barnicle
Keyword(s):  
Learning Communities ◽  
Teaching And Learning ◽  
Online Courses ◽  
Online Course ◽  
Mentor Training ◽  
Dynamic Learning ◽  
Face To Face ◽  
High Satisfaction ◽  
Research Mentor ◽  
Synchronous Online

The ability to convert face-to-face curricula into rigorous and equally rich online experiences is a topic of much investigation. In this paper, we report on the conversion of a face-to-face research mentor training curriculum into a synchronous, online course. Graduate students and postdoc participants from the Center for the Integration of Research, Teaching and Learning (CIRTL) reported high satisfaction with the online training and increased confidence in their mentoring. Both quantitative and qualitative data indicate that the synchronous environment was successful in creating a strong sense of community among the participants. Specific pedagogical approaches for cultivating learning communities online as well as implications for scaling up such efforts are discussed.

Understanding how diversity training impacts faculty mentors’ awareness and behavior

2018 ◽  
Vol 7 (1) ◽  
pp. 72-86 ◽  
Author(s):  
Stephanie C. House ◽  
Kimberly C. Spencer ◽  
Christine Pfund
Keyword(s):  
Diversity Training ◽  
Controlled Trial ◽  
Mentoring Relationships ◽  
Training Intervention ◽  
Mentor Training ◽  
Content Type ◽  
The Usa ◽  
Research Mentor ◽  
And Behavior ◽  
Faculty Mentors

Purpose The purpose of this paper is to explore how a mentor training intervention affected research scientists’ perceptions of diversity and their subsequent behaviors. Design/methodology/approach Data were originally collected as part of a randomized controlled trial measuring the effectiveness of a research mentor training intervention that covered six mentoring competencies, including addressing diversity. Here, the results of a secondary qualitative analysis of interviews with trained mentors, 135 faculty from 16 institutions from across the USA and Puerto Rico, are reported. Findings Analyses provide insights into how the diversity content of a mentoring intervention is interpreted, internalized, and acted upon. Mentors reported increased awareness, an expanded understanding of diversity and the implications of human differences, as well as a greater recognition of personal biases. While some were able to act on that increased awareness and make changes to their mentoring practice, most did not report doing so. Social implications Well-designed mentor training incorporating culturally aware practices could better prepare mentors to work successfully with mentees from diverse backgrounds. Cultivating a more culturally diverse scientific community is of benefit to science as well as society. Originality/value Little is known about how faculty perceive diversity or internalize training content on the topic, either within the context of mentoring or more broadly. This exploratory study provides unique insights into these phenomena and invites further research. Implications for mentoring relationships, mentor training initiatives, and efforts to address diversity are discussed.

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