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Training Mentor-Mentee Pairs to Build a Robust Culture for Mentorship and a Pipeline of Clinical and Translational
Kathryn A Nearing1, Bridget M Nuechterlein, Shuyuan Tan
1K.A. Nearing is assistant professor, Division of Geriatrics, Center on Aging, School of Medicine, University of Colorado Anschutz Medical Campus, and associate director for education and evaluation, VA Eastern Colorado Geriatric Research Education and Clinical Center (GRECC), Aurora, Colorado. B.M. Nuechterlein is a senior evaluation specialist, The Evaluation Center, University of Colorado Denver, School of Education and Human Development, Denver, Colorado, and Colorado Clinical and Translational Sciences Institute (CCTSI), Aurora, Colorado. S. Tan is an evaluation specialist, The Evaluation Center, University of Colorado Denver, School of Education and Human Development, Denver, Colorado, and CCTSI, Aurora, Colorado. J.T. Zerzan is chief medical officer, Washington State Health Care Authority, Olympia, Washington. A.M. Libby is professor, director, CCTSI COMentor Program, and vice chair for academic affairs, Department of Emergency Medicine, University of Colorado School of Medicine, Anschutz Medical Campus, and CCTSI, Aurora, Colorado. G.L. Austin is associate professor, director, CCTSI CO-Mentor Program, and vice chair for regional clinical affairs, Department of Medicine, University of Colorado Anschutz Medical Campus, School of Medicine, Department of Gastroenterology, and CCTSI, Aurora, Colorado.
Abstract:
The Colorado Mentoring Training program (CO-Mentor) was developed at the University of Colorado Anschutz Medical Campus in 2010, supported by the Colorado Clinical and Translational Sciences Institute. CO-Mentor represents a different paradigm in mentorship training by focusing equally on the development of mentees, who are valued as essential to institutional capacity for effective mentorship. The training model is unique among Clinical and Translational Science Award sites in that it engages mentors and mentees in an established relationship. Dyads participate in 4 day-long sessions scheduled throughout the academic year. Each session features workshops that combine didactic and experiential components. The latter provide structured opportunities to develop mentorship-related skills, including self-knowledge and goal setting, communication skills (including negotiation), "managing up," and the purposeful development of a mentorship support network. Mentors and mentees in 3 recent cohorts reported significant growth in confidence with respect to all mentorship-related skills assessed using a pre-post evaluation survey (P = .001). Mentors reported the most growth in relation to networking to engage social and professional support to realize goals as well as sharing insights regarding paths to success. Mentees reported the most growth with respect to connecting with potential/future mentors, knowing characteristics to look for in current/future mentors, and managing the work environment (e.g., prioritizing work most fruitful to advancing research/career objectives). CO-Mentor represents a novel approach to enhancing mentorship capacity by investing equally in the development of salient skills among mentees and mentors and in the mentorship relationship as an essential resource for professional development, persistence, and scholarly achievement.
