Mentorship is a catalyst capable of unleashing one's potential for discovery, curiosity, and participation in STEMM and subsequently improving the training environment in which that STEMM potential is fostered. Mentoring relationships provide developmental spaces in which students' STEMM skills are honed and pathways into STEMM fields can be discovered. Because mentorship can be so influential in shaping the future STEMM workforce, its occurrence should not be left to chance or idiosyncratic implementation. There is a gap between what we know about effective mentoring and how it is practiced in higher education. The Science of Effective Mentorship in STEMM studies mentoring programs and practices at the undergraduate and graduate levels. It explores the importance of mentorship, the science of mentoring relationships, mentorship of underrepresented students in STEMM, mentorship structures and behaviors, and institutional cultures that support mentorship. This report and its complementary interactive guide present insights on effective programs and practices that can be adopted and adapted by institutions, departments, and individual faculty members.

The Science of Effective Mentorship in STEMM

Mentorship is central to academic medicine and its missions, and it has long played a critical role in the training and career development of physicians and scientists. A growing body of literature has documented the positive impact of mentorship on various outcomes, including research productivity, academic promotion, faculty retention, and career satisfaction. These benefits span academic medical centers' missions and have the potential to enhance biomedical research, patient care, education, and faculty diversity and leadership.In this Invited Commentary, the authors argue that a dynamic culture of mentorship is essential to the success of academic medical centers and should be elevated to the level of a major strategic priority. This culture of mentorship would capitalize on an institution's intellectual resources and seek to develop leaders in biomedical discovery, patient care, and education. The bidirectional transmission of knowledge between mentors and mentees, through both formal programs and informal relationships, can foster the growth of faculty members needed to meet the complex challenges currently confronting medical schools and teaching hospitals.Developing a culture of mentorship requires a strong commitment by leaders at all levels to nurture the next generation of physicians and scientists as well as grassroots efforts by trainees and faculty to seek out and create mentorship opportunities. The authors conclude by outlining possible mechanisms and incentives for elevating mentorship to the level of a strategic priority to strengthen academic medical centers across their missions.

Developing a Culture of Mentorship to Strengthen Academic Medical Centers

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Entering Mentoring A Seminar To Train A New Generation Of Scientists

Effective mentoring enhances the personal and professional development of mentees and mentors, boosts the reputation of host organizations and improves patient outcomes. Much of this success hinges...

https://tandfonline.com/doi/pdf/10.1080/10872981.2018.1555435

A scoping review of mentor training programs in medicine between 1990 and 2017

The authors of the latest edition of The Elements of Mentoring have categorized sixty-five elements into six sections dealing with subjects such as mentor skills, traits, relationship matters, self-knowledge of mentors, mentorship restoration, and matters of closure. According to Johnson and Ridley (2008), the elements of mentoring are like tools in a toolbox. Adult educators will find them helpful in creating and maintaining outstanding mentorships with both colleagues and students. The first section describes positive qualities that exceptional mentors need to use while mentoring protégés. For example, the authors state that \"Mentors should expect more of their protégés than their protégés typically expect of themselves\" (p. 9). Furthermore, it also states that \"Good mentors teach protégés strategies for managing conflict, and coach them on setting short and long-term goals\" (p. 16). Section one also includes a comprehensive list of the characteristics essential to being an excellent mentor. A description of positive personality traits and interpersonal style are presented in the second section of the book. The authors also recommend a number of behaviors that are good to acquire as an active or prospective mentor. These behaviors include exuding emotional warmth, respecting privacy, and demonstrating trustworthiness to name a few. The third section of the book provides recommendations for how to arrange a good mentor-protégé relationship. For example, clear communication helps both parties understand mutual responsibilities, and making goals measureable increases the likelihood that protégés will meet the optimal goals. Creating relationship boundaries, as well as fostering sensitivity of gender, race, and ethnicity helps to maintain the protégés best interests in the mentorship. In this section, one also learns that the mentor-protégé relationship will travel through the predictable phases of initiation, cultivation, separation, and redefinition. In the fourth section, the authors discuss the importance of mentors knowing themselves through key behaviors. They must be mindful of the benefits and risks of mentoring. This section suggests that productive mentors appear to yield similarly motivated protégés. Additionally, the importance of creating accountability, being a humble mentor, and establishing mentorship integrity is also discussed. In the fifth section, recommendations are provided for handling tough situations in a mentorship. The authors examine behaviors that will prevent and solve problems that may occur. Among those discussed are avoiding behaviors that may harm the relationship, slowing down the process of mentoring, and being truthful. Finally, the ending of a mentorship is presented in the sixth and final section as a positive transition. Mentors must be mindful of welcoming growth in protégés, accepting the end, and knowing that mentoring is a rewarding relationship that can be ongoing. Overall, the book is a concise guide that great mentors whether in a business or academic setting must read. The organization of the book into six sections with related elements helps make the book reader-friendly for mentors aspiring to excellence. The corresponding real-life scenarios to each element description make the book interesting and applicable to any field that involves mentoring.

Product Review: Faculty Success Through Mentoring: A Guide for Mentors, Mentees, and LeadersFaculty Success Through Mentoring: A Guide for Mentors, Mentees, and Leaders, byBlandCarole J., TaylorAnne L., ShollenS. Lynn, Weber-MainAnnie Marie, MulcahyPatricia A.. (Part of The American Council on Education Series in Higher Education.) Lanham, MD: Rowman & Littlefield, 2009. ISBN: 9781607090663. Hardcover, 228 pages.

Effective mentorship is critical to the success of early stage investigators, and has been linked to enhanced mentee productivity, self-efficacy, and career satisfaction. The mission of the National Research Mentoring Network (NRMN) is to provide all trainees across the biomedical, behavioral, clinical, and social sciences with evidence-based mentorship and professional development programming that emphasizes the benefits and challenges of diversity, inclusivity, and culture within mentoring relationships, and more broadly the research workforce. The purpose of this paper is to describe the structure and activities of NRMN. NRMN serves as a national training hub for mentors and mentees striving to improve their relationships by better aligning expectations, promoting professional development, maintaining effective communication, addressing equity and inclusion, assessing understanding, fostering independence, and cultivating ethical behavior. Training is offered in-person at institutions, regional training, or national meetings, as well as via synchronous and asynchronous platforms; the growing training demand is being met by a cadre of NRMN Master Facilitators. NRMN offers career stage-focused coaching models for grant writing, and other professional development programs. NRMN partners with diverse stakeholders from the NIH-sponsored Diversity Program Consortium (DPC), as well as organizations outside the DPC to work synergistically towards common diversity goals. NRMN offers a virtual portal to the Network and all NRMN program offerings for mentees and mentors across career development stages. NRMNet provides access to a wide array of mentoring experiences and resources including MyNRMN, Guided Virtual Mentorship Program, news, training calendar, videos, and workshops. National scale and sustainability are being addressed by NRMN “Coaches-in-Training” offerings for more senior researchers to implement coaching models across the nation. “Shark Tanks” provide intensive review and coaching for early career health disparities investigators, focusing on grant writing for graduate students, postdoctoral trainees, and junior faculty. Partners from diverse perspectives are building the national capacity and sparking the institutional changes necessary to truly diversify and transform the biomedical research workforce. NRMN works to leverage resources towards the goals of sustainability, scalability, and expanded reach.

/pdf/a-new-approach-to-mentoring-for-research-careers-the-3prpbjum9x.pdf

A new approach to mentoring for research careers: the National Research Mentoring Network.

Young biomedical PhD scientists are needed in a wide variety of careers. Many recent efforts have been focused on revising training approaches to help them choose and prepare for different careers. However, very little is known about how biomedical PhD students decide on and "differentiate" into careers, which limits the development of new training models. This knowledge gap also severely limits efforts to increase the representation of women and some racial/ethnic groups in academic research careers. Previous studies have used cross-sectional surveys of career interests and ratings, and have not been designed to identify career intentions. They also are limited by single-time data and response bias, having typically asked participants to recount decisions made years in the past. This report draws on annual, in-depth interviews with 147 biomedical PhD students from the start of the PhD to graduation. Qualitative content analysis methods were used to fully understand scientific development and career intentions over time. Longitudinal analysis reveals a striking level of fluidity and complexity in career intentions over time. Contrary to previous studies and the dominant narrative, data do not show generalized shifts away from academic careers. In addition to those who are consistent in this intention from the start, nearly as many students shift toward research academic careers as away from them, and only modest differences exist by gender and race/ethnicity. Thus, the dominant narrative misses the high fraction of individuals who acquire or sustain their intention to purse an academic research career during training. Efforts to increase diversity in academia must capitalize on and support those who are still considering and evolve toward an academic career. Efforts to revise research training should incorporate knowledge of the tremendous fluidity in when and how career differentiation occurs.

/pdf/the-national-longitudinal-study-of-young-life-scientists-2v1wodm65j.pdf

Nicole C. Langford

Papers

A new approach to mentoring for research careers: the National Research Mentoring Network.

The National Longitudinal Study of Young Life Scientists: Career differentiation among a diverse group of biomedical PhD students