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Perceptions in Mentorship: The Mentor-Mentee Competency Discrepancy.
Brandt Wiskur1, Akshay Sood2, Orrin Myers2
1University of Oklahoma.
The Chronicle of Mentoring & Coaching
|October 2, 2024
Summary
Faculty mentoring competency assessments showed consistency across institutions. However, mentees consistently rated mentors higher than mentors rated themselves, indicating subjective evaluation differences.
Area of Science:
- Medical Education
- Faculty Development
- Mentorship Research
Background:
- Effective faculty mentoring is crucial for academic and professional development.
- Assessing mentoring competency is essential for identifying areas of improvement.
- Existing assessments may not fully capture the nuances of mentor-mentee perceptions.
Purpose of the Study:
- To evaluate faculty mentoring competencies using a standardized assessment tool.
- To compare mentor self-assessments with mentee evaluations.
- To explore the influence of demographic factors on mentoring competency perceptions.
Main Methods:
- Utilized the Mentoring Competency Assessment (MCA-21) with 94 mentor-mentee pairs.
- Conducted cross-institutional data collection.
- Analyzed competency scores in relation to mentor demographics (gender, race/ethnicity, rank, track).
Main Results:
- Consistent mentor self-assessments and mentee evaluations were observed across sites.
- No significant association found between gender or race/ethnicity and competency scores.
- Mentees rated mentors higher than self-assessments, with notable disparities in female clinical educators and assistant professors.
Conclusions:
- Mentor competency evaluations involve subjective elements influenced by gender, rank, and track.
- Discrepancies between self- and mentee-assessments highlight potential training needs.
- Multi-site, longitudinal studies are recommended to refine mentoring enhancement strategies.
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