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

Weber-Main, Anne Marie; Shanedling, Janet; Kaizer, Alexander; Connett, John E.; Lamere, Michelle; El‐Fakahany, Esam E.

doi:10.1017/cts.2019.368

Cited by 21 publications

(21 citation statements)

References 34 publications

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“…Smaller institutions such as startups, on the other hand are working to provide environments where mentoring will thrive organically [ 7 ]. The structured mentoring program is currently regarded as the gold standard in mentoring because the mentor is first trained to mentor which then results in improvement of their mentoring knowledge, skills, and demeanors at mentoring [ 8 , 9 ].…”

Section: Introductionmentioning

confidence: 99%

Peer mentoring experience on becoming a good doctor: student perspectives

2020

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Background PASS is a peer-led structured academic mentoring program designed to provide academic assistance for new students in their transition from college to university studies and also for students struggling in certain units. This study aims to establish acquired skills by peer leaders associated with peer-led mentoring via the PASS program, and to explore the role played by these acquired skills in their journey to become a successful doctor. Methods Study participants were forty selected second-year undergraduate medical students at Monash University Malaysia with commendable examination results. Validated pre-test and post-test questionnaires were administered to explore changes in the level of communication, leadership, professional, and pedagogical skills before and after participation in peer mentoring program. Qualitative analysis of focused group interviews was performed by an independent investigator to identify how the skills developed as a peer mentor may help with becoming a good doctor. Major themes were identified with the thematic-analysis approach. Results Thirty-eight students completed the pre-test and post-test questionnaires. Peer leaders reported improvement in oral and written skills for teaching; increased confidence to give constructive feedback; better stress management; efficient time management; improved interpersonal skills; and enhanced problem-solving and critical thinking capabilities. Eight major themes were identified from the interview and peer leaders reported positive experience of working in diverse environments and shouldering of responsibilities. Conclusions Peer-led mentoring provides a good opportunity for medical students to shoulder responsibilities as a leader and offers an experience of managing a team of their peers and juniors which in turn may enhance their communication, interpersonal, and leadership skills.

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Section: Introductionmentioning

confidence: 99%

Peer mentoring experience on becoming a good doctor: student perspectives

2020

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“…In another study of STEM mentor training, mentors who received training about issues of diversity in STEM were more likely to discuss these issues with their mentees compared with mentors who did not receive training 46 . A randomized trial of blended online and in‐person training for faculty STEM mentors reported that mentors who completed the training program had greater knowledge and skills than mentors in the no training group 47 . These studies provide support for the effectiveness of mentor training for influencing mentors’ knowledge, attitudes, and skills to prepare them to mentor.…”

Section: Introductionmentioning

confidence: 83%

Establishing effective STEM mentoring relationships through mentor training

Stelter

Kupersmidt

Stump

2020

Annals of the New York Academy of Sciences

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Science, technology, engineering, and math (STEM) mentoring programs typically have the goals of generating interest and excitement in STEM topics and careers and supporting STEM career achievement persistence. These outcomes are fostered through positive and trusting relationships with mentors. Mentors in STEM programs often have extensive subject matter expertise in a STEM content area, but they may lack the knowledge, attitudes, and skills that are important for establishing an effective mentoring relationship with a young person. The purpose of this review is to describe (1) a set of topics recommended for inclusion in STEM mentor training, based on a literature review, and (2) the current state of implementation of these recommended training topics among STEM mentoring programs in the United States. We have identified four major topic areas to include in the training of STEM mentors: (1) knowledge and attitudes regarding disparities in STEM career achievement, (2) mentor roles that promote STEM outcomes, (3) behaviors to promote mentees’ positive attitudes about STEM, and (4) program‐specific topics. Training for mentors should prepare them with the knowledge they need to support their mentee being successful in a STEM education or career while fostering the skills they need to establish an effective mentoring relationship.

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“…as one of the Mentored Career Development and NRSA Training Review Criteria. To be responsive, training hubs are implementing a variety of trainings, such as seminars and evidence-based workshops, across various platforms (in-person, online synchronous, and online asynchronous) [20][21][22]. As noted in the survey responses, some CTSA programs have established comprehensive mentoring academies to provide resources for their health sciences faculty [23][24].…”

Section: Discussionmentioning

confidence: 99%

Clinical and translational science award T32/TL1 training programs: program goals and mentorship practices

Sancheznieto¹,

Sorkness²,

Attia

et al. 2021

J. Clin. Trans. Sci.

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Introduction: A national survey characterized training and career development for translational researchers through Clinical and Translational Science Award (CTSA) T32/TL1 programs. This report summarizes program goals, trainee characteristics, and mentorship practices. Methods: A web link to a voluntary survey was emailed to 51 active TL1 program directors and administrators. Descriptive analyses were performed on aggregate data. Qualitative data analysis used open coding of text followed by an axial coding strategy based on the grounded theory approach. Results: Fifty out of 51 (98%) invited CTSA hubs responded. Training program goals were aligned with the CTSA mission. The trainee population consisted of predoctoral students (50%), postdoctoral fellows (30%), and health professional students in short-term (11%) or year-out (9%) research training. Forty percent of TL1 programs support both predoctoral and postdoctoral trainees. Trainees are diverse by academic affiliation, mostly from medicine, engineering, public health, non-health sciences, pharmacy, and nursing.Mentor training is offered by most programs, but mandatory at less than one-third of them. Most mentoring teams consist of two or more mentors. Conclusions: CTSA TL1 programs are distinct from other NIH-funded training programs in their focus on clinical and translational research, cross-disciplinary approaches, emphasis on team science, and integration of multiple trainee types. Trainees in nearly all TL1 programs were engaged in all phases of translational research (preclinical, clinical, implementation, public health), suggesting that the CTSA TL1 program is meeting the mandate of NCATS to provide training to develop the clinical and translational research workforce. Fátima Sancheznieto et al.

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

Cited by 21 publications

References 34 publications

Peer mentoring experience on becoming a good doctor: student perspectives

Peer mentoring experience on becoming a good doctor: student perspectives

Establishing effective STEM mentoring relationships through mentor training

Clinical and translational science award T32/TL1 training programs: program goals and mentorship practices

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