학술논문
Mentor training for junior faculty: a brief evaluation report from the Georgia Clinical and Translational Science Alliance.
Document Type
Academic Journal
Author
McGee RE; Department of Behavioral, Social, and Health Education Sciences, Rollins School of Public Health, Emory University, Atlanta, GA, USA.; Blumberg HM; Department of Medicine, Division of Infectious Diseases, Emory University School of Medicine, Emory University, Atlanta, GA, USA.; Department of Epidemiology and Department of Global Health, Rollins School of Public Health, Emory University, Atlanta, GA, USA.; Ziegler TR; Department of Medicine, Division of Endocrinology, Metabolism and Lipids, Emory University School of Medicine, Atlanta, GA, USA.; Ofotokun I; Department of Medicine, Division of Infectious Diseases, Emory University School of Medicine, Emory University, Atlanta, GA, USA.; Bhatti PT; School of Electrical and Computer Engineering, College of Engineering, Georgia Institute of Technology, Atlanta, GA, USA.; Paulsen DF; Department of Pathology and Anatomy, Morehouse School of Medicine, Atlanta, GA, USA.; Quarshie A; Department of Community Health and Preventive Medicine, Morehouse School of Medicine, Atlanta, GA, USA.; Somanath PR; Department of Clinical and Administrative Pharmacy, College of Pharmacy, University of Georgia, Augusta, GA, USA.; Comeau DL; Department of Behavioral, Social, and Health Education Sciences, Rollins School of Public Health, Emory University, Atlanta, GA, USA.
Source
Publisher: SAGE Publications Country of Publication: England NLM ID: 9501229 Publication Model: Print-Electronic Cited Medium: Internet ISSN: 1708-8267 (Electronic) Linking ISSN: 10815589 NLM ISO Abbreviation: J Investig Med Subsets: MEDLINE
Subject
Language
English
Abstract
To provide a foundation for mentoring, junior faculty participated in a mentor training workshop informed by the Mentoring Clinical and Translational Researchers curriculum. The goal was to develop skills and behaviors that engender more rewarding and inclusive mentoring practices. Attendees responded to baseline and follow-up surveys assessing perceived mentoring skills. Follow-up surveys included closed- and open-ended questions about the value and satisfaction of the training, and intended behavior changes. Junior faculty respondents (n = 39) reported significantly higher overall mentoring skills after the training (t = -2.6, p = 0.012) with a medium effect size (Cohen's D = 0.59). Domains with statistically significant improvement from baseline to follow-up included aligning mentor-mentee expectations and assessing understanding. Thirty-eighty (97%) found the training valuable, and 32 (82%) indicated they would change mentoring-related behaviors because of the training. Intended behavior changes described in open-ended responses aligned with mentoring skills assessed (e.g., aligning expectations). An additional competency domain of evaluating mentoring relationships was also described. A mentor training workshop for junior faculty appeared to contribute to changes in mentoring skills and intended behaviors. Mentor training has the potential to enhance mentorship, which is critical to strengthening a diverse pipeline of clinical and translational science researchers.