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Related Experiment Video

Updated: Jun 11, 2025

Multimodal Protocol for Assessing Metacognition and Self-Regulation in Adults with Learning Difficulties

Multimodal Protocol for Assessing Metacognition and Self-Regulation in Adults with Learning Difficulties

Published on: September 27, 2020

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

This summary is machine-generated.

Faculty mentoring competency assessments showed consistency across institutions. However, mentees consistently rated mentors higher than mentors rated themselves, indicating subjective evaluation differences.

Keywords:

Faculty Mentoring Competency Assessment (MCA-21)competency mentoring mentorship

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Last Updated: Jun 11, 2025

Multimodal Protocol for Assessing Metacognition and Self-Regulation in Adults with Learning Difficulties

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Published on: September 27, 2020

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Published on: September 11, 2021

Highlighting and Reducing the Impact of Negative Aging Stereotypes During Older Adults' Cognitive Testing

Highlighting and Reducing the Impact of Negative Aging Stereotypes During Older Adults' Cognitive Testing

Published on: January 24, 2020

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.