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Area of Science:

  • Higher Education
  • Faculty Development
  • Mentorship

Background:

  • Forming faculty developmental networks is hindered by a shortage of skilled mentors.
  • Existing research shows short-term improvements in mentoring competency from development programs, but long-term effects remain unstudied.

Purpose of the Study:

  • To compare the long-term effectiveness of a combined online asynchronous plus virtual synchronous mentor development program against an online asynchronous program alone.
  • To test if mentor development intervention leads to sustained improvement in self-assessed mentor competency over 24 months.

Main Methods:

  • A randomized controlled trial with multiple post-test measures was conducted.
  • The Mentoring Competency Assessment (MCA-21) scale was used to assess self-assessed mentor competency at baseline, 3, 12, and 24 months.
  • Linear mixed models analyzed the intervention effect, focusing on the intervention by period interaction.

Main Results:

  • Mentors in the intervention group showed significant improvements in MCA-21 scores at 3, 12, and 24 months compared to the control group.
  • Sustained improvement in mentoring competency was observed over the 24-month study period.
  • The intervention effect was statistically significant (p ≤0.005).

Conclusions:

  • Faculty mentor development programs yield sustained improvements in mentoring competency.
  • Academic institutions should invest in faculty mentor development to foster a skilled and diverse academic workforce.
  • The findings address a critical gap in understanding the long-term impact of mentor development interventions.