Advancing Institutional Efforts to Support Research Mentorship: A Conceptual Framework and Self-Assessment Tool

Abstract

The purpose of this article is to assist institutions in advancing their efforts to support research mentorship. The authors begin by describing how institutions can shape the key domains of research mentorship: (1) the criteria for selecting mentors, (2) incentives for motivating faculty to serve effectively as mentors, (3) factors that facilitate the mentor-mentee relationship, (4) factors that strengthen a mentee's ability to conduct research responsibly, and (5) factors that contribute to the professional development of both mentees and mentors. On the basis of a conceptual analysis of these domains as currently documented in the literature, as well as their collective experience examining mentoring programs at a range of academic medicine institutions and departments, the authors provide a framework that leaders of institutions and/or departments can adapt for use as a tool to document and monitor policies for guiding the mentorship process, the programs/activities through which these policies are implemented, and the structures that are responsible for maintaining policies and implementing programs. The authors provide an example of how one hypothetical institution might use the self-assessment tool to track its policies, programs, and structures across the key domains of research mentorship and, on the basis of this information, identify a range of potential actions to strengthen its research mentoring efforts. The authors conclude with a brief discussion of the limitations of the self-assessment tool, the potential drawbacks and benefits of the overall approach, and proposed next steps for research in this area.

Mentorship in anesthesia: how little we know

“…Assurer un mentorat est associé à une plus grande satisfaction personnelle et à une plus grande stimulation professionnelle. 9,10 Si le mentoré réussit, le mentor pourra bénéficier d'une meilleure productivité et d'une reconnaissance professionnelle. 9 De plus en plus, l'évaluation en vue d'une promotion universitaire prend en compte une activité de mentorat, ce qui peut donc avoir une influence directe sur l'évolution de la carrière du mentor.…”

“…9,10 Si le mentoré réussit, le mentor pourra bénéficier d'une meilleure productivité et d'une reconnaissance professionnelle. 9 De plus en plus, l'évaluation en vue d'une promotion universitaire prend en compte une activité de mentorat, ce qui peut donc avoir une influence directe sur l'évolution de la carrière du mentor. 5 Bien que le mentorat profite à la fois aux mentors et aux mentorés, plusieurs obstacles à la réalisation du mentorat ont été identifiés dans la littérature.…”

“…Providing mentorship is associated with increased personal satisfaction and professional stimulation. 9,10 If the mentee is successful, the mentor may benefit from increased productivity and professional recognition. 9 Increasingly, providing mentorship is considered during assessment for academic promotion and thus may directly influence the mentor's career progression.…”

“…9,10 If the mentee is successful, the mentor may benefit from increased productivity and professional recognition. 9 Increasingly, providing mentorship is considered during assessment for academic promotion and thus may directly influence the mentor's career progression. 5 Although mentorship is beneficial to both mentors and mentees, several barriers to achieving mentorship have been identified in the literature.…”

“…Two common problems in establishing mentorship are a lack of skilled mentors and insufficient time available for mentoring. 5,9,11 The establishment of mentorship training programs and regional or national mentorship networks are potential ways to augment the mentorship pool. Access to protected non-clinical time for mentorship is a potential solution to the time constraints on both parties.…”