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A sustainable course in research mentoring
Camille Anne Martina1, Andria Mutrie, Denham Ward
1Department of Public Health Sciences, Division of Social and Behavioral Sciences, University of Rochester School of Medicine and Dentistry, Rochester, New York, USA.
Clinical and Translational Science
|June 4, 2014
Summary
A hybrid online mentoring curriculum for Clinical and Translational Science Awards (CTSA) trainees demonstrated high satisfaction among protégés and mentors. This flexible program effectively supports career advancement, especially in research, proving valuable for institutions with limited resources.
Area of Science:
- Medical Education
- Mentoring Programs
- Translational Science
Background:
- Clinical and Translational Science Awards (CTSA) institutions require effective mentoring for trainees at various career stages.
- Traditional mentoring models face challenges related to time constraints and budget limitations.
Purpose of the Study:
- To develop, implement, and evaluate a hybrid online mentoring curriculum for CTSA trainees.
- To assess trainee and mentor satisfaction and identify key domains of effective mentoring.
Main Methods:
- A six-year experience (2007-2012) at a single CTSA institution.
- Development and evaluation of a hybrid online mentoring curriculum.
- Qualitative analysis of mentoring domains and quantitative surveys of satisfaction.
Main Results:
- High satisfaction reported by both protégés (86%) and mentors (86%) regarding quality of time spent.
- Mentors and protégés found research discussions highly useful (93% and 96% respectively).
- Consensus on 14 of 15 mentoring domains, with 'counseling' being the most controversial.
Conclusions:
- The hybrid online mentoring curriculum is a convenient, engaging, and financially sustainable model.
- This format is highly acceptable and useful for institutions with limited face-to-face time and lean education budgets.
- The curriculum effectively supports career advancement, particularly in research, for diverse trainees.
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