Hollis D Day, Emelia J Benjamin, Sangeeta Lamba, Keith C Norris, Christine Pfund, Maria L Soto-Greene
Introduction: The goal of academic mentoring relationships is to enable the mentee to identify/achieve professional advancement. Although mentors of clinician educators (CEs) must understand the criteria for successful career advancement, few have received formal CE mentor training.
Methods: The National Research Mentoring Network convened an expert panel to develop a 90-minute module for training CE mentors. This module included individual development plans, case studies involving challenges for CE faculty, and examples of the broadened scope of scholarly activity. The workshop was delivered to 26 participants across four institutions and evaluated by a retrospective pre/post survey.
Results: Using a 7-point scale (1 = 4 = 7 = ), participants rated the overall quality of their CE mentoring as slightly below average preworkshop ( = 3.9) and as above average postworkshop ( = 5.2, < .001). Areas of greatest self-perceived change in skills on a 7-point scale (1 = 4 = 7 = ) included setting clear expectations of the mentoring relationship (pre = 3.6, post = 5.1, < .001), aligning mentor expectations with those of mentees (pre = 3.6, post = 5.0, < .001), and helping mentees set career goals (pre = 3.9, post = 5.4, < .001).
Discussion: This module trains CE mentors using an interactive and collective problem-solving approach. Workshop participants better defined demonstrable markers for CE progression with potential to impact tailored guidance for mentees.
