Reassess–Realign–Reimagine: A Guide for Mentors Pivoting to Remote Research Mentoring

Abstract

An unprecedented situation requiring remote research mentorship from faculty and research group leaders has emerged from the COVID-19 health crisis. The ability of mentors to pivot and adopt new ways to lead their research teams during this time will be a critical factor in maintaining research productivity and fostering talent development.

Robust Institutional Support and Collaboration Between Summer Training Programs in Cancer and Biomedicine Drive the Pivot to a Virtual Format in Response to the COVID Pandemic

“…New and existing approaches promoted online trainee engagement in group settings that included inter-programmatic, program-specific, or research group contexts. However, COVID restrictions necessitated an increase in research and education components that were performed independently and, in turn, presented a trainee-specific set of challenges that reflected individual learning styles and prior experience in a virtual research environment [ 6 , 12 ]. To address such issues that may not be evident in group settings, program directors and coordinators scheduled a series of one-on-one meetings in which any aspect of the program, the trainee’s educational path, or other concerns could be discussed in a private setting.…”

Essential elements for a nationwide remote pharmacy trainee mentoring program: An opinion of the Ambulatory Care Practice and Research Network of the American College of Clinical Pharmacy

“…Due to the lack of formal in-person interactions that may occur organically with traditional mentorship relationships, intentionality in communication is essential in remote mentoring. 5 In the introductory email for mentor-mentee pairs, it is made clear that mentees were responsible for initial outreach to set up a first meeting with their mentor. To facilitate this communication for mentees who may be newer to formal mentor relationships, a customizable email template is provided for student mentees to use when contacting their mentors.…”

Advancing understanding of discordant mentoring relationships in STEMM: A method and framework

“…Thus, past experience with mentor training could be included in the "Other Mentoring Relationship Characteristics," as could the length of the relationship, frequency of the mentor−mentee communication, and mode of mentoring (virtual vs. face-to-face), as these factors impact mentees' outcomes. 16,[72][73][74][75][76] Third, the framework calls for longitudinal studies to explore the role of mentor−mentee discordance over "Time." It might be that during earlier stages of development, such as during a student's undergraduate years, having a more concordant mentor (i.e., the mirror effect) is more important for students from underrepresented backgrounds, whereas at later stages (e.g., during graduate school), they might benefit more from a discordant mentor who opens important doors (i.e., the window effect).…”

“…These curricula cover a range of important topics, such as creating safe zones, promoting culturally aware mentorship, and developing the knowledge and skills to become intentional mentors. Thus, past experience with mentor training could be included in the “Other Mentoring Relationship Characteristics,” as could the length of the relationship, frequency of the mentor−mentee communication, and mode of mentoring (virtual vs. face‐to‐face), as these factors impact mentees’ outcomes 16,72–76 …”