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A Randomized Controlled Trial of Mentoring Interventions for Underrepresented Minorities

Vivian Lewis1, Camille A Martina, Michael P McDermott

  • 1V. Lewis is professor, Department of Obstetrics and Gynecology, and vice provost for faculty development and diversity, University of Rochester School of Medicine and Dentistry, Rochester, New York. C.A. Martina is research assistant professor, Department of Public Health Sciences, University of Rochester School of Medicine and Dentistry, Rochester, New York. M.P. McDermott is professor, Departments of Biostatistics and Computational Biology and Neurology, University of Rochester School of Medicine and Dentistry, Rochester, New York. P.M. Trief is professor, Departments of Psychiatry and Behavioral Sciences and Medicine, and senior associate dean for faculty affairs and faculty development, SUNY Upstate Medical University, Syracuse, New York. S.R. Goodman is professor, Department of Pediatrics and Physiology, and vice chancellor for research, University of Tennessee Health Science Center, Memphis Tennessee. G.D. Morse is SUNY distinguished professor of pharmacy practice, School of Pharmacy and Pharmaceutical Sciences, University at Buffalo, Buffalo, New York. J.G. LaGuardia is affiliated with the Department of Psychology, University of California, Santa Barbara, Santa Barbara, California. D. Sharp is professor of clinical nursing, University of Rochester School of Nursing, Rochester, New York. R.M. Ryan is professor, Department of Psychology, University of Rochester, Rochester, New York.

Academic Medicine : Journal of the Association of American Medical Colleges
|December 31, 2015
PubMed
Summary

Mentor training showed a short-term boost in psychological need satisfaction for underrepresented scholars. However, neither mentor training nor peer mentoring had lasting effects on academic satisfaction.

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