An assessment tool for evaluating the National Institute of General Medical Sciences COBRE and INBRE mentoring programs

The National Institute of General Medical Sciences (NIGMS) mandates that its Centers of Biomedical Research Excellence (COBRE) and Institutional Development Award Networks of Biomedical Research Excellence (INBRE) institute formal mentoring programs to promote the core program objective of junior investigator development. Despite this NIGMS requirement, and the many career-related benefits associated with mentoring, few tools exist for purposes of rigorously evaluating COBRE and INBRE mentoring programs. The purpose of this project was to develop a mentoring assessment tool to aid in the evaluation of COBRE and INBRE mentoring programs. In study 1, a list of items comprising the tool was created via a multiphase item generation process based on input received from subject matter experts within the Cognitive and Neurobiological Approaches to Plasticity Center. In study 2, feedback about this tool was solicited from 78 grant directors, mentees, and mentors representing 21 unique COBRE programs and 8 unique INBRE programs from across the United States. The results provide initial evidence that this tool possesses suitable psychometric properties, is a flexible instrument with many potential uses, and represents a valuable resource for helping evaluate COBRE and INBRE mentoring programs. Having a tool for evaluating mentoring can help promote the grant success and career development of junior investigators in COBRE and INBRE programs and help program directors develop more sustainable research centers.

Trainees’ perceptions and expectations of formal academic mentoring during the COVID-19 pandemic in Indonesian cardiology residency programs

Purpose: During medical residency programs, physicians develop their professional identities as specialists and encounter high expectations in terms of achieving competencies. The responsibilities of medical trainees include caring for patients, balancing work with personal life, and weathering stress, depression, and burnout. Formal academic mentoring programs strive to ease these burdens. The coronavirus disease 2019 (COVID-19) pandemic has altered the trainee–academic mentor relationship, and solutions are needed to address these challenges. The present study aimed to evaluate the formal academic mentoring process through trainees’ perceptions and expectations of formal mentoring programs during COVID-19 in Indonesian cardiology residency programs.Methods: This cross-sectional study used a self-administered online questionnaire to capture trainees’ perceptions and expectations regarding academic mentoring programs in 3 cardiology residency programs in Indonesia from October to November 2020. The questionnaire was developed before data collection. Perceptions of the existing mentoring programs were compared with expectations.Results: Responses were gathered from 169 out of 174 residents (response rate, 97.3%). Most trainees reported having direct contact with COVID-19 patients (88.82%). They stated that changes had taken place in the mode and frequency of communication with their academic advisors during the pandemic. Significant differences were found between trainees’ perceptions of the existing mentoring programs and their expectations for academic mentoring programs (P<0.001).Conclusion: Despite the challenges of interacting with their academic mentors, trainees still perceived academic mentors as a vital resource. Study programs need to consider trainees’ expectations when designing academic mentoring programs.

Mentoring dyads in higher education: It feels lucky, but it's more than luck

PurposeThe purpose of this paper is to explore the formation, maintenance and sustenance of a mentoring dyad in higher education. By investigating the reflections of a female mentor and mentee, who both engaged in a formal Mentoring Program, the intention is to inform the design of future programs and expectations of participants, enhance the quality of future practice and understand the benefits mentoring might offer to the academic community.Design/methodology/approachThe researchers utilised a self-study research design to explore their reflections of a mentoring dyad in higher education. The project was informed by a personal–constructivist–collaborative approach, with participants maintaining journals throughout the partnership. These reflections were then compared in order to understand the perceptions of the participants as their relationship developed.FindingsSix themes emerged from the analysis representing the mentoring dyad experience under three categories: (1) forming – making the match, (2) maintaining – flexibility, responsiveness, and persistence, and (3) sustaining – desire to not disappoint and reciprocal learning.Research limitations/implicationsWhile this paper focuses on the experiences of two participants, the in-depth nature of this exploration draws out significant practical considerations that can be applied to the development and/or reinvigoration of formal mentoring programs and/mentoring dyads in other contexts.Originality/valueThese unique insights into their mentoring dyad over a significant period of time add to this dynamic body of knowledge. This study gives voice to female academics and lays bare their vulnerability and openness in sharing their lived experiences of participating in a formal mentoring program.

Mentoring for Faculty from Working-Class Backgrounds

Faculty mentoring across gender, race, and culture is facilitated by formal mentoring programs. Mentoring across the cultural differences associated with social class, however, represents a largely unaddressed gap in the provision of formal faculty mentoring. Based on a pre-program needs survey, we designed and delivered a pilot program that served working-class faculty with mentoring on career self-efficacy. Assessment showed that working-class faculty mentees made gains in this important construct. Our concluding discussion reflects upon the role of mentoring in the experience of working-class faculty.

A short guide to being mentored: Tips for strong relationships

In the past several decades, scores of books about mentoring and librarianship have been published. There are academic articles, webinars, and workshops that librarians can use to learn more about why mentoring is important and how to be a good mentor. However, in my own experience, most of these resources explore mentoring from the perspective of the mentor, not the mentee.When I graduated from library school, my colleague Andrew Walsh and I began researching mentoring in academic libraries for an article that was eventually published in College & Research Libraries. As part of the research process, I decided to join as many mentoring programs as I could find to see what I could learn from the experience. In the intervening six years, I have continued to participate in mentoring programs at the national, state, and local level, and have even started one at my own library. In total, I have participated in seven formal mentoring programs.

Building a comprehensive mentoring academy for schools of health

Formal mentoring programs are increasingly recognized as critical for faculty career development. We describe a mentoring academy (MA) developed for faculty across tracks (i.e., researchers, clinicians, educators) within a “school of health” encompassing schools of medicine and nursing. The program is anchored dually in a clinical and translational science center and a school of health. The structure includes the involvement of departmental and center mentoring directors to achieve widespread uptake and oversight. A fundamental resource provided by the MA includes providing workshops to enhance mentoring skills. Initiatives for junior faculty emphasize establishing and maintaining strong mentoring relationships and implementing individual development plans (IDPs) for career planning. We present self-report data on competency improvement from mentor workshops and data on resources and barriers identified by junior faculty (n = 222) in their IDPs. Mentors reported statistically significantly improved mentoring competency after workshop participation. Junior faculty most frequently identified mentors (61%) and collaborators (23%) as resources for goal attainment. Top barriers included insufficient time and time-management issues (57%), funding limitations (18%), work–life balance issues (18%), including inadequate time for self-care and career development activities. Our MA can serve as a model and roadmap for providing resources to faculty across traditional tracks within medical schools.

Supervisors as mentors: How supervisory mentorship can supplement formal mentoring programs

Binghamton University Libraries’ mentoring program has been in place since 2006. The goals of this program are to orient new librarians to the organizational culture by building relationships with more senior librarians, and to help new librarians achieve tenure by providing support and advice on job performance, service, and scholarship throughout the six years leading to tenure review.

Outcomes of mentoring programs in psychiatry training: a literature review

Objectives: This literature review aimed to outline the evidence regarding the outcomes of formal mentoring programs for training psychiatrists. Methods: An electronic search of Ovid MEDLINE, EMBASE, Ovid PsycINFO and The Cochrane Library was conducted. Results: A total of 17 articles fulfilled inclusion criteria. Positive outcomes of mentorship include promotion of research, perpetuation of further mentorship, increased perceived support and enhancement of teaching skills. One article reported a negative outcome. Conclusions: Current evidence regarding mentorship in psychiatry is limited and there is a lack of clarity regarding the relationship between positive outcomes and mentorship. Components of the included programs may act as confounders. Mentorship, protected teaching time, and didactic teaching may be important to encourage research. Other potential benefits of mentorship include enhanced career guidance, perceived support, and enriched teaching skills.

Developing a Mentorship Program in Higher Education Institutions

Higher education institutions are currently tackling a growing number of organizational challenges that have forced departments to evolve their business practices. Administrators are faced with the need for more diverse programs which require facilities, faculty, and services, and must decide whether to develop talent internally or recruit new qualified candidates (Kutchner & Kleschick, 2016). Given the great cost of faculty searches, and the perceived diminishing availability of talented applicants, it is imperative that administrators understand the importance and value of mentoring relationships to fill needs with qualified candidates in higher education institutions. However, formal mentoring programs have been slow to develop in higher education institutions. This publication defines mentorship, explains the value of mentorship, and describes how mentoring programs can be established.