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Increasing Faculty Self-Efficacy in Mentoring through Training in Inclusive Mentoring and Course-based Undergraduate
Sonsoles de Lacalle1, Melissa Soenke1
1California State University.
The Chronicle of Mentoring & Coaching
|October 2, 2024
Summary
Faculty training in mentoring and research can boost confidence in supporting diverse biomedical students. This approach enhances student success in research careers.
Area of Science:
- Biomedical Sciences
- Higher Education
- Mentorship
Background:
- Promoting diversity in biomedical fields is crucial, starting at the undergraduate level.
- Culturally competent mentorship and research involvement are key for underrepresented undergraduates.
- Faculty training is essential for effective mentorship and research engagement.
Purpose of the Study:
- To evaluate the impact of faculty training on mentoring self-efficacy.
- To assess the effectiveness of training in preparing faculty to mentor diverse trainees.
- To determine if faculty training improves capacity for high-impact practices in biomedical education.
Main Methods:
- 20 biomedical faculty participated in two semester-long training programs.
- Trainings focused on mentoring and Course-Based Undergraduate Research Experiences (CUREs).
- Pre- and post-training survey data were compared to measure changes in self-efficacy.
Main Results:
- Faculty reported increased self-efficacy in mentoring biomedical research trainees.
- Self-efficacy for mentoring diverse groups of biomedical trainees significantly improved.
- Training enhanced faculty confidence in implementing research-based educational practices.
Conclusions:
- Focused, formal faculty training is effective in enhancing mentoring skills.
- Improved faculty mentoring can positively impact the success of biomedical students.
- Training initiatives are vital for fostering diversity and inclusion in STEM fields.
Keywords:
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