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The chronicle of mentoring & coaching最新文献

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Design and Implementation of a Mentorship Education Program at Xavier University of Louisiana: Impact and Lessons Learned. 路易斯安那州泽维尔大学导师教育计划的设计与实施：影响与经验教训。
The chronicle of mentoring & coaching Pub Date : 2024-06-01 DOI: 10.62935/ys6707
Maryam Foroozesh, Tiera S Coston, Tyra T Gross, Clair Wilkins-Green, Elizabeth Yost Hammer
{"title":"Design and Implementation of a Mentorship Education Program at Xavier University of Louisiana: Impact and Lessons Learned.","authors":"Maryam Foroozesh, Tiera S Coston, Tyra T Gross, Clair Wilkins-Green, Elizabeth Yost Hammer","doi":"10.62935/ys6707","DOIUrl":"10.62935/ys6707","url":null,"abstract":"<p><p>Historically Black Colleges and Universities (HBCUs), such as Xavier University of Louisiana (Xavier), have strong cultures of mentoring underrepresented students. We report on the design and implementation of the Preparing Mentors and Advisors at Xavier (P-MAX) Program, a mentor-training program at an HBCU. Over half of the full-time Xavier faculty members have participated in at least one P-MAX event over the life of the Program, with about 60% completing the 8-hour foundational workshop. Pre/post program self-assessments indicate that mentors report significant increases in both their mentoring skills and confidence. Recommendations to consider when designing and implementing a mentor training program are provided. These range from being thoughtful about who delivers the mentoring lessons to paying close attention to the specific audience and institutional culture.</p>","PeriodicalId":74984,"journal":{"name":"The chronicle of mentoring & coaching","volume":"8 1","pages":"13-22"},"PeriodicalIF":0.0,"publicationDate":"2024-06-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC11444669/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142362552","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 0
Internal Consistency and Application of a Mentee Survey to Assess Mentor Competencies in an Academic Medical Center across Demographic Groups. 在一个学术医学中心，通过被指导者调查的内部一致性和应用，评估不同人口群体的指导者能力。
The chronicle of mentoring & coaching Pub Date : 2024-06-01 DOI: 10.62935/of1528
Gentzon Hall, Leonor Corsino, Michelle Mack, Rasheeda K Hall, Richard Sloane, Beth Sullivan, Holly Hough, Kevin Thomas, Cathleen S Colón-Emeric
{"title":"Internal Consistency and Application of a Mentee Survey to Assess Mentor Competencies in an Academic Medical Center across Demographic Groups.","authors":"Gentzon Hall, Leonor Corsino, Michelle Mack, Rasheeda K Hall, Richard Sloane, Beth Sullivan, Holly Hough, Kevin Thomas, Cathleen S Colón-Emeric","doi":"10.62935/of1528","DOIUrl":"10.62935/of1528","url":null,"abstract":"<p><p>The National Academies of Science stresses the importance of research mentoring. We assessed the internal consistency and application of a novel 33 item mentor evaluation survey and explored differences across subgroups. The survey was administered annually to mentees. The response rate was 17.8% for a sample of 710 respondents. The survey exhibited strong internal validity with Cronbach Alpha > 0.89 for each subscale. Overall scores across the three domains were high. Basic Science trainees scored their mentor significantly lower than those in Translational or Clinical Science across domains (0.11-0.25 points). Underrepresented Racial Ethnic Groups (UREG) trainee scores were significantly lower in academic guidance and personal communication. Women had lower scores in 4 out of 5 domains. The survey is a modified instrument to assess mentee experience, although further validation against mentee outcomes is needed.</p>","PeriodicalId":74984,"journal":{"name":"The chronicle of mentoring & coaching","volume":"8 1","pages":"169-177"},"PeriodicalIF":0.0,"publicationDate":"2024-06-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC11309027/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141908598","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 0
Transforming Science Research Through Liberatory Race-conscious Mentorship: The BUILD PODER Professional Development Modules. 通过具有种族解放意识的导师制改变科学研究：BUILD PODER 专业发展模块。
The chronicle of mentoring & coaching Pub Date : 2024-06-01 DOI: 10.62935/ri4880
Jose H Vargas, José M Paez, Will Garrow, Carrie L Saetermoe
{"title":"Transforming Science Research Through Liberatory Race-conscious Mentorship: The BUILD PODER Professional Development Modules.","authors":"Jose H Vargas, José M Paez, Will Garrow, Carrie L Saetermoe","doi":"10.62935/ri4880","DOIUrl":"10.62935/ri4880","url":null,"abstract":"<p><p>BUILD is a NIH initiative designed to retain underrepresented undergraduates in biomedicine. Of the 10 BUILD sites, BUILD PODER is the only space-and-place that approaches this initiative through the framework of critical race theory (CRT). A feature of BUILD PODER's path to student empowerment is <i>liberatory race-conscious mentorship</i>. Researchers developed, implemented, and evaluated a quintipartite CRT-based antiracist-anticolonial online training program for biomedical educators nationwide. We review the social scientific and historical knowledge used to create these novel mentorship training modules. We describe the modular content and activities. We also report evaluation data obtained during beta-testing and outline how this information helped finalize the product. Discussed are the individual- and institutional-level implications of modularizing the developmental process of liberatory race consciousness.</p>","PeriodicalId":74984,"journal":{"name":"The chronicle of mentoring & coaching","volume":"8 1 Spec Iss","pages":"45-56"},"PeriodicalIF":0.0,"publicationDate":"2024-06-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC11329234/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142001531","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 0
Mentoring as a Buffer for the Impact of Social Unrest due to Systemic Racism and Ambient Discrimination. 辅导是系统性种族主义和环境歧视造成的社会动荡影响的缓冲器。
The chronicle of mentoring & coaching Pub Date : 2024-06-01 DOI: 10.62935/ba6211
Audrey J Murrell, Doris M Rubio, Maya S Thakar, Natalia E Morone, Gretchen E White
{"title":"Mentoring as a Buffer for the Impact of Social Unrest due to Systemic Racism and Ambient Discrimination.","authors":"Audrey J Murrell, Doris M Rubio, Maya S Thakar, Natalia E Morone, Gretchen E White","doi":"10.62935/ba6211","DOIUrl":"https://doi.org/10.62935/ba6211","url":null,"abstract":"<p><p>Mentoring may act as a buffer for the negative impacts of racial trauma. Building Up (conducted 2020-2024) is a cluster-randomized trial at 25 institutions of postdoctoral fellows and early-career faculty from underrepresented backgrounds. Generalized linear mixed models were used to identify mentoring competencies associated with the impact of social unrest due to systemic racism. Eighty-two percent of participants (n=143) identified as female, 33% as non-Hispanic Black, and 36% as Hispanic. Mentoring that aligns expectations and mentoring that assesses understanding were significantly associated with social unrest due to systemic racism impacting ability to work (OR=2.84 and OR=0.52, respectively) and conduct research (OR=4.21 and OR=0.41, respectively). Future research should elucidate specific aspects of mentoring relationships that serve as a buffer during times of social unrest.</p>","PeriodicalId":74984,"journal":{"name":"The chronicle of mentoring & coaching","volume":"8 1","pages":"116-125"},"PeriodicalIF":0.0,"publicationDate":"2024-06-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC11393792/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142303001","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 0
Increasing Faculty Self-Efficacy in Mentoring through Training in Inclusive Mentoring and Course-based Undergraduate Research. 通过包容性指导和基于课程的本科生研究培训，提高教师在指导方面的自我效能。
The chronicle of mentoring & coaching Pub Date : 2024-06-01 DOI: 10.62935/gu7271
Sonsoles de Lacalle, Melissa Soenke
{"title":"Increasing Faculty Self-Efficacy in Mentoring through Training in Inclusive Mentoring and Course-based Undergraduate Research.","authors":"Sonsoles de Lacalle, Melissa Soenke","doi":"10.62935/gu7271","DOIUrl":"10.62935/gu7271","url":null,"abstract":"<p><p>Encouraging diversity in biomedical fields is especially important and begins at the undergraduate level. Culturally competent mentorship and high impact practices, like involvement in research, play important roles in fostering success among undergraduates from historically underrepresented groups. The current study followed 20 biomedical faculty as they completed two semester-long trainings, one in mentoring and one in course based undergraduate research (CUREs) as part of the NIH Diversity Program Consortium Dissemination and Translation Awards initiative. Comparisons of pre- and post-training survey data showed increased self-efficacy for mentoring biomedical research trainees and for mentoring diverse groups of biomedical trainees. These results suggest that focused, formal faculty training can be effective for improving mentoring, and consequently success of biomedical students.</p>","PeriodicalId":74984,"journal":{"name":"The chronicle of mentoring & coaching","volume":"8 1","pages":"35-44"},"PeriodicalIF":0.0,"publicationDate":"2024-06-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC11444670/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142362553","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 0
Developing a Career-Focused, Diverse Mentoring Program for Underrepresented STEM Undergraduates. 为科学、技术、工程和数学专业的本科生制定以职业为重点的多元化指导计划。
The chronicle of mentoring & coaching Pub Date : 2024-06-01 DOI: 10.62935/yg5404
Annica Wayman, Kathleen Stolle-McAllister, William LaCourse
{"title":"Developing a Career-Focused, Diverse Mentoring Program for Underrepresented STEM Undergraduates.","authors":"Annica Wayman, Kathleen Stolle-McAllister, William LaCourse","doi":"10.62935/yg5404","DOIUrl":"10.62935/yg5404","url":null,"abstract":"<p><p>The racial and gender composition of the STEM workforce and holders of advanced degrees still has low representation from those traditionally underrepresented groups (URGs) in STEM. Having little representation of URGs in the STEM workforce, especially among academic faculty, perpetuates the issue of STEM students having few, if any, diverse STEM faculty to engage which has been shown to hinder retention in STEM. While involving STEM students from URGs in research mentoring experiences with non-minority faculty mentors addresses this issue to some extent, it also may limit a student's exposure to STEM careers beyond academic research which may help retain them. Thus, the UMBC STEM BUILD program developed and implemented a career-focused mentoring program that included a broad array of STEM professions from URGs to support career development of 2<sup>nd</sup> year STEM students.</p>","PeriodicalId":74984,"journal":{"name":"The chronicle of mentoring & coaching","volume":"8 1","pages":"23-34"},"PeriodicalIF":0.0,"publicationDate":"2024-06-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC11444674/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142367787","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 0
Scalable Career & Educational Growth Transitions: Developing a Mentoring Network & Engaging with an Online Mentoring Platform. 可扩展的职业和教育成长过渡：发展指导网络和参与在线指导平台。
The chronicle of mentoring & coaching Pub Date : 2024-06-01 DOI: 10.62935/ap0990
Toufeeq Ahmed Syed, Katie Stinson, Erika L Thompson, Zainab Latif, Damaris Javier, Dimiter M Dimitrov, Jennifer Reiley, Jamboor K Vishwanatha
{"title":"Scalable Career & Educational Growth Transitions: Developing a Mentoring Network & Engaging with an Online Mentoring Platform.","authors":"Toufeeq Ahmed Syed, Katie Stinson, Erika L Thompson, Zainab Latif, Damaris Javier, Dimiter M Dimitrov, Jennifer Reiley, Jamboor K Vishwanatha","doi":"10.62935/ap0990","DOIUrl":"10.62935/ap0990","url":null,"abstract":"<p><p>The National Research Mentoring Network's (NRMN) goal is to increase diversity and provide mentoring, networking, and professional development resources to underrepresented populations in STEMM. The virtual, scalable MyNRMN platform includes 15,136 mentees, 7,998 mentors, 3,937 institutions, and 11,832 connections. Our goal was to understand mentee growth and \"transitions\" alongside engagement with mentoring and networking resources in MyNRMN. In this study, we define transition as the act of a person making a change to their MyNRMN profile that includes one of the following profile fields: institution, education level, degree, or career. We hypothesized that diverse networks and engagement in MyNRMN would be significantly associated with positive transitions. We assessed 7,209 user profiles that indicated an education/career change during the study period. Connections between racially homogenous users were associated with decreased positive transitions (b=-0.107, p<0.05). Connections with heterogeneous ethnicities were associated with increased positive transitions (b=0.105, p<0.05). Longevity within MyNRMN platform was associated with increased positive transitions (b=0.424, p<0.05).</p>","PeriodicalId":74984,"journal":{"name":"The chronicle of mentoring & coaching","volume":"8 1","pages":"82-91"},"PeriodicalIF":0.0,"publicationDate":"2024-06-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC11444671/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142362556","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 0
Facilitated Peer Group Mentoring for Underrepresented Biomedical Researchers: Facilitators' Experiences and Implications for Dissemination of a Curriculum. 为代表性不足的生物医学研究人员提供同伴小组指导：促进者的经验和对课程传播的影响。
The chronicle of mentoring & coaching Pub Date : 2024-06-01 DOI: 10.62935/vz1391
Bianca Avila, Friederike Jayes, Enrique Neblett, Susan Pusek, Susan S Girdler, Leonor Corsino
{"title":"Facilitated Peer Group Mentoring for Underrepresented Biomedical Researchers: Facilitators' Experiences and Implications for Dissemination of a Curriculum.","authors":"Bianca Avila, Friederike Jayes, Enrique Neblett, Susan Pusek, Susan S Girdler, Leonor Corsino","doi":"10.62935/vz1391","DOIUrl":"10.62935/vz1391","url":null,"abstract":"<p><p>Peer group mentoring facilitated by senior faculty represents an effective approach. However, for underrepresented biomedical researchers, access to senior faculty from underrepresented racial/ethnic groups is limited. We explored motivations, benefits, and challenges for facilitators enrolled to deploy an intervention in the context of a randomized controlled trial that tested two peer group mentoring strategies for underrepresented early career researchers. Peer group sessions were co-facilitated by two senior underrepresented faculty. Thirty-six faculty were recruited as facilitators over four years. The facilitators' primary motivation was advancing the diversity of the workforce, the primary benefit was satisfaction from helping underrepresented researchers, and the primary challenge was time. Understanding motivations, benefits, and challenges of facilitators informs efforts in recruiting and retaining facilitators and disseminating this curriculum and others like it, to the broader community.</p>","PeriodicalId":74984,"journal":{"name":"The chronicle of mentoring & coaching","volume":"8 1","pages":"141-155"},"PeriodicalIF":0.0,"publicationDate":"2024-06-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC11343489/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142057455","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 0
Psychological Safety: Creating a Transformative Culture in a Faculty Group Peer-Mentoring Intervention. 心理安全：在教师小组同伴指导干预中创建变革性文化。
The chronicle of mentoring & coaching Pub Date : 2024-06-01 DOI: 10.62935/hz7383
Lance D Laird, Kimberly Bloom-Feshbach, Tay McNamara, Brian Gibbs, Linda Pololi
{"title":"Psychological Safety: Creating a Transformative Culture in a Faculty Group Peer-Mentoring Intervention.","authors":"Lance D Laird, Kimberly Bloom-Feshbach, Tay McNamara, Brian Gibbs, Linda Pololi","doi":"10.62935/hz7383","DOIUrl":"https://doi.org/10.62935/hz7383","url":null,"abstract":"<p><p>We investigated psychological safety (PS) in a randomized controlled study of a group peer mentoring intervention. Forty mid-career academic medicine research faculty participated in the year-long C-Change Mentoring & Leadership Institute, completing a survey after the first session and post-intervention. Qualitative data included ethnographic observations, interviews, and participant writings. A codebook thematic analysis used PS as one sensitizing concept. PS mean scores increased from 5.6 at baseline to 6.1 (range 1-7) post-intervention (t=3.03, p=.005, mean difference=0.48, 95% CI=0.33, 0.81). In qualitative analysis, PS resulted from intervention structure, storytelling/listening curriculum, and skilled facilitation, fostering norms that enabled sharing, repaired trust, and nurtured belonging. PS enabled faculty to be authentic, vulnerable, and responsive, and to develop social bonds within a peer community.</p>","PeriodicalId":74984,"journal":{"name":"The chronicle of mentoring & coaching","volume":"8 1","pages":"127-140"},"PeriodicalIF":0.0,"publicationDate":"2024-06-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC11360255/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142115785","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 0
Perceptions in Mentorship: The Mentor-Mentee Competency Discrepancy. 指导中的观念：指导者与被指导者的能力差异。
The chronicle of mentoring & coaching Pub Date : 2024-06-01 DOI: 10.62935/eu1891
Brandt Wiskur, Akshay Sood, Orrin Myers, Xin Shore, Brian Soller, Natasha Mickel, Nora Dominguez, Beth Tigges
{"title":"Perceptions in Mentorship: The Mentor-Mentee Competency Discrepancy.","authors":"Brandt Wiskur, Akshay Sood, Orrin Myers, Xin Shore, Brian Soller, Natasha Mickel, Nora Dominguez, Beth Tigges","doi":"10.62935/eu1891","DOIUrl":"10.62935/eu1891","url":null,"abstract":"<p><p>This study evaluated faculty mentoring competencies of 94 mentor-mentee pairs across institutions using the Mentoring Competency Assessment (MCA-21). Results indicated consistent mentor self-assessments and mentee evaluations of mentors across sites, with no significant association of gender or race/ethnicity on competency scoring. Mentees rated mentors higher than mentor's self-assessments. The greatest self-assessment disparities were within the female clinical educator and female assistant professor mentor groups - they rated their competency lower than the male tenure track and male professor groups, identifying the influence of mentors' gender, rank, and track on self-assessment of their mentoring competency. Results highlight the subjective elements inherent in mentor competency evaluations. Additional multi-site, longitudinal studies of the mentor-mentee dyad could identify precise training needs to enhance mentoring.</p>","PeriodicalId":74984,"journal":{"name":"The chronicle of mentoring & coaching","volume":"8 1","pages":"178-192"},"PeriodicalIF":0.0,"publicationDate":"2024-06-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC11444672/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142362555","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 0
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