Mentoring Medical Education Research: Guidelines from a Narrative Review.
Gary L Beck Dallaghan, Catherine L Coe, Sarah Towner Wright, Sheryl G Jordan
Author Information
Gary L Beck Dallaghan: Office of Medical Education, University of North Carolina School of Medicine, 108 Taylor Hall, CB 7321, Chapel Hill, NC 27599 USA. ORCID
Catherine L Coe: Department of Family Medicine, University of North Carolina School of Medicine, Chapel Hill, NC USA.
Sarah Towner Wright: Health Sciences Library, University of North Carolina at Chapel Hill, Chapel Hill, NC USA.
Sheryl G Jordan: Department of Radiology, University of North Carolina School of Medicine, Chapel Hill, NC USA. ORCID
Mentorship is critical to develop research scholars. Current literature provides mentorship guidance for biomedical research; however, mentorship for educational research is scarce. We explored literature to offer evidence-based guidance for medical education research mentors. A librarian searched peer-reviewed literature from 2001 to 2021 to identify guidelines for research mentors. Thirty-five articles were included in this narrative review. Our results identified attributes of mentors, overlapping roles, and barriers and benefits of mentoring. The structures and processes related to mentoring are reviewed and applicability to medical education research mentorship is summarized. Supplementary Information: The online version contains supplementary material available at 10.1007/s40670-022-01565-2.
