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A classroom exercise for improving mentor/mentee relationships
1Psychiatry, Columbia University College of Physicians and Surgeons, New York, USA.
Accountability in Research
|September 25, 2025
Summary
Responsible Conduct of Research (RCR) training can be improved by actively engaging trainees in discussions about effective mentorship. This active learning approach helps mentees connect RCR principles to personal experiences, enhancing understanding of roles and responsibilities.
Area of Science:
- Scientific Education
- Research Ethics
Background:
- Responsible Conduct of Research (RCR) courses aim to improve awareness of mentor/mentee dynamics.
- Effective strategies for training mentors and mentees in relationship building require further investigation.
Purpose of the Study:
- To propose and evaluate an active classroom activity designed to strengthen RCR education.
- To enhance instructors' ability to foster productive mentor/mentee interactions through improved RCR training.
Main Methods:
- Developed a classroom activity involving small group discussions on ideal and poor mentor/mentee traits.
- Trainees analyzed personal experiences with mentors and mentees, reflecting on roles and responsibilities.
- Instructors integrated group responses and facilitated class-wide comparison of discussions.
Main Results:
- Trainees commonly have diverse mentorship experiences (formal, informal, good, bad).
- The activity enabled mentees to link abstract RCR concepts to concrete personal experiences.
- Participants reflected on their own mentorship roles, preferences, and responsibilities.
Conclusions:
- Active engagement in RCR education enhances understanding of mentorship dynamics.
- Recognizing personal and emotional aspects of mentorship is crucial for effective RCR.
- This approach has significant implications for RCR education, research practice, and ethical conduct.
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