Establishing effective STEM mentoring relationships through mentor training

Rebecca L. Stelter; Janis B. Kupersmidt; Kathryn N. Stump

doi:10.1111/nyas.14470

3368 Mentoring from the ground up: Improving mentoring relationships by empowering mentees

Journal of Clinical and Translational Science ◽

10.1017/cts.2019.170 ◽

2019 ◽

Vol 3 (s1) ◽

pp. 72-72

Author(s):

Marissa Joanna Hansen ◽

Katherine Cornelius ◽

Heather Billings

Keyword(s):

Survey Design ◽

Development Program ◽

Formative Assessments ◽

Mentoring Relationships ◽

Competency Assessment ◽

Mentor Training ◽

Post Intervention ◽

Individual Session ◽

Session Evaluations ◽

Competency Area

OBJECTIVES/SPECIFIC AIMS: Program Directors and Ph.D. students within the Clinical and Translational Science (CTS) track identified mentorship development as a knowledge gap and educational priority. Most mentors are not provided education in how to be an effective mentor. Similarly, most mentees are not provided education or training on how to optimize a mentoring relationship for their learning and professional development (Ramani, 2006). We adapted mentor training curriculum developed by the University of Wisconsin and facilitated an eight-hour program to better prepare learners to be empowered mentees as well as future mentors. METHODS/STUDY POPULATION: We utilized the Mentoring Competency Assessment (MCA) to measure CTS Ph.D. students’ self-perceptions of eight competencies through a pre and post-intervention survey design (Fleming, etal., 2013). We adapted an evidence-based curriculum (Pfund, etal., 2014) to be delivered to Ph.D. students within an existing structure of educational offerings and incorporated case based discussions, frequent low-stakes formative assessments, and peer-to-peer facilitation to heighten authenticity, relevance and immediacy to the learning experiences. This structured curriculum, intended to increase skills, knowledge, and behaviors to make students more active participants in their mentoring relationships, focuses on one competency area per monthly session and was implemented May-December 2018. Session participation by program alumni allows for contextual demonstration and competency application. RESULTS/ANTICIPATED RESULTS: Preliminary data demonstrates heightened perceived competency in most domains assessed. We found mentors generally rated their mentee’s skills at a higher level than the mentees’ perceived ratings. We also saw significant differences between groups in a few domains e. g. new vs. established relationships, females vs. males, etc. Individual session evaluations are extremely positive, and the students routinely report behavioral changes as a result of these sessions. DISCUSSION/SIGNIFICANCE OF IMPACT: We have demonstrated the successful adaptation and innovative facilitation of a successful mentorship development program for Ph.D. students. We propose that several factors discussed are critical in the success of this type of curriculum. Preliminary conclusion: A structured curriculum in mentoring relationships increases Ph.D. mentee empowerment and readiness to lead future mentoring relationships.

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

CBE—Life Sciences Education ◽

10.1187/cbe.14-10-0184 ◽

2015 ◽

Vol 14 (2) ◽

pp. ar24 ◽

Cited By ~ 30

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.

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What Mentees Bring: Relationship Characteristics Pre-Mentoring and Mentoring Relationship Satisfaction

The Journal of Early Adolescence ◽

10.1177/0272431619891251 ◽

2019 ◽

Vol 40 (7) ◽

pp. 996-1022

Author(s):

Supriya Williamson ◽

Edith Lawrence ◽

Michael D. Lyons ◽

Nancy L. Deutsch

Keyword(s):

Relationship Satisfaction ◽

Women Leaders ◽

Peer Relationships ◽

Mentoring Relationships ◽

Mentor Training ◽

Mentoring Relationship ◽

Relationship Attachment ◽

Academic Year ◽

Linear Regressions

A critical mechanism through which mentors are thought to influence developmental outcomes is the mentee-mentor relationship. Attachment theories suggest that a mentee’s perceptions of other relationships in her life may impact the quality of the mentor-mentee relationship. This study tests this hypothesis. Data were drawn from a sample of 205 early adolescent girls who received a college-aged mentor through the Young Women Leaders Program for one academic year. In this exploratory study, we examine the association between mentees’ relationship characteristics (i.e., perceptions of, feelings about maternal and peer relationships) and mentoring relationship satisfaction. Results of multiple linear regressions revealed that less maternal quality communication and trust was associated with lower quality mentoring relationships (β = .258, p < .05). Higher levels of maternal alienation were associated with higher quality mentoring relationships (β = .241, p < .05). Results can inform mentor training to support strong mentoring relationships with girls experiencing a variety of attachment-related challenges with their mothers.

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Climate Surveys of Biomedical PhD Students and Training Faculty Members in the Time of Covid

10.1101/2022.01.06.475246 ◽

2022 ◽

Author(s):

Deepti Ramadoss ◽

Meghan Campbell McCord ◽

Johm P Horn

Keyword(s):

Graduate Students ◽

Medical School ◽

Graduate Training ◽

Mentoring Relationships ◽

Mentor Training ◽

Institutional Climate ◽

Faculty Advisors ◽

School Of Medicine ◽

Training Professional ◽

Training Faculty

In July 2020, four months into the disruption of normal life caused by the Covid-19 pandemic, we assessed the institutional climate within the School of Medicine. Voluntary surveys were completed by 135 graduate students in 11 PhD-granting programs and by 83 members of the graduate training faculty. Several themes emerged. PhD students work hard, but the number of hours spent on research-related activities has declined during the pandemic. The students are worried about the pandemic's impact on their research productivity, consequent delays in their graduation, and diminished future job prospects. Many late stage PhD students feel they do not have adequate time or resources to plan for their future careers. Symptoms of anxiety and/or depression are prevalent in 51% of the students, based on answers to standardized questions. Most students report they have strong mentoring relationships with their faculty advisors and like their programs, but they identify to a lesser extent with the medical school as a whole. Faculty think highly of their graduate students and are also worried about the pandemic's impact upon productivity and the welfare of students. Students are interested in access to an Ombuds office, which is currently being organized by the medical school. Moving forward, the school needs to address issues of bias, faculty diversity, support for mentor training, professional development, and the imposter syndrome. We must also work to create a climate in which many more graduate students feel that they are valued members of the academic medicine community.

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3362 Enhancing Mentee Motivation Using the CARES Mentoring Model: A New Online Mentor Training Module

Journal of Clinical and Translational Science ◽

10.1017/cts.2019.164 ◽

2019 ◽

Vol 3 (s1) ◽

pp. 70-70

Author(s):

Anne Marie Weber-Main ◽

Janet Shanedling ◽

Roberta Lapsitis ◽

Jennifer LaGuardia

Keyword(s):

Empirical Support ◽

Psychological Needs ◽

Mentoring Relationships ◽

Training Module ◽

Mentor Training ◽

Group Setting ◽

Face To Face ◽

Online Module ◽

E Learning ◽

Mentoring Model

OBJECTIVES/SPECIFIC AIMS: The goals of this project are to develop, disseminate, and evaluate an online, self-paced training module designed to help mentors better understand and support their mentees’ motivation. The module introduces learners to the CARES mentoring model, which is rooted in Self-Determination Theory (SDT), one of the leading theories of motivation. According to SDT, an optimal mentoring environment provides support for mentees’ psychological needs for Competence, Autonomy, Relatedness, Equity in extrinsic resources, and Structure (CARES). METHODS/STUDY POPULATION: Content for the CARES online module was drawn from a previously developed two-hour mentor training workshop designed for delivery in a face-to-face, small group setting. Content experts developed a slide deck and speaker notes. These materials were edited, adapted into a storyboard, and translated into a 60-minute interactive online module created with e-learning authoring software (Articulate Storyline). An evaluation survey was developed to assess mentors’ perceived skills gains related to course content (e.g., “Encouraging my mentees to think about how well their psychological needs are being met within the work/training environment,” “Recognizing how diversity, equity, and inclusion can be salient issues that impact a mentee’s motivation”) and mentors’ confidence gains in their ability to implement motivation-focused practices into their mentoring relationships (e.g., “Autonomy: Giving my mentees freedom in deciding what goals to pursue and how they to do their work,” “Competence: Working with my mentees to establish appropriate challenges to stretch their abilities”). The module was beta tested in October 2018 by 11 individuals with experience as mentors and in facilitating mentor training. RESULTS/ANTICIPATED RESULTS: The beta testing process produced useful recommendations for improving clarity of content, visual design, and navigation. Users expressed a high level of enthusiasm for the content, which included a combination of practical information and empirical support for the CARES mentoring model. They also appreciated specific functionality in the module, including the presentation of brief case examples of mentoring scenarios that enhance or diminish motivation, opportunities for self-reflection, and a downloadable guide for initiating conversations with mentees about different domains in the CARES model. Evaluation data (quantitative and qualitative) from beta testers (n=11) are being analyzed. A preliminary examination of these findings found that mentors report gains from before to after the training in their self-perceived skills and confidence levels. Moreover, all expressed an intention to makes changes in their mentoring practices as a result of the training. Comments indicated potential value in offering a follow up face-to-face experience in which mentors can hear from others who have successfully implemented the CARES approach and acquire practice in skillfully implementing the CARES conversation guide with their mentees. DISCUSSION/SIGNIFICANCE OF IMPACT: This innovative e-learning module offers a readily accessible and theoretically driven training approach to help mentors recognize the value of supporting their mentees’ motivation, and become more intentional in implementing motivation-focused practices into their mentoring relationships. In future work, the CARES module will be pilot tested with specific cohorts and in different implementation scenarios (as a standalone training, or combined with other programming) and made available to users nationally with support from the University of Minnesota Clinical and Translational Science Institute and the NIH National Research Mentoring Network.

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Understanding how diversity training impacts faculty mentors’ awareness and behavior

International Journal of Mentoring and Coaching in Education ◽

10.1108/ijmce-03-2017-0020 ◽

2018 ◽

Vol 7 (1) ◽

pp. 72-86 ◽

Cited By ~ 7

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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