Erratum: Re-validation of the mentoring competency assessment to evaluate skills of research mentors: The MCA-21 - CORRIGENDUM.

[This corrects the article DOI: 10.1017/cts.2022.

Evaluation of a Virtual Culturally Aware Mentoring Workshop for Biomedical Faculty.

The Culturally Aware Mentoring (CAM) workshop was developed to help biomedical faculty gain awareness and skills to work more effectively with racially and ethnically minoritized mentees. The purpose of this paper is to present evaluation findings from a national cluster randomized comparative study in which CAM was delivered in an online format. We evaluated data from the primary arm of this study, which included 231 biomedical faculty from 12 universities.

Revalidation of the Mentoring Competency Assessment to evaluate skills of research mentors: The MCA-21.

Introduction: The Mentoring Competency Assessment (MCA) is an example of a validated instrument for measuring mentor skills for postsecondary Science, Technology, Engineering, Mathematics, and Medicine research. The purpose of this study was to revalidate the MCA scale using a larger, more diverse population since the original MCA was validated on a small sample of predominantly senior white male faculty.

Methods: The MCA was completed by 1626 mentors from a survey data set of 1759 respondents who participated in eight or more hours of face-to-face -based training between 2010 and 2019.

Culturally aware mentorship: Lasting impacts of a novel intervention on academic administrators and faculty.

National efforts to address the diversity dilemma in Science, Technology, Engineering, and Math (STEM) often emphasize increasing numbers of historically underrepresented (HU) students and faculty, but fall short in instituting concrete changes for inclusion and belonging. Therefore, increasing the pool of senior faculty who wish to become guides and advocates for emerging scientists from HU populations is an essential step toward creating new pathways for their career advancement. As a step toward achieving this goal, we created a novel eight-hour intervention on Culturally Aware Mentoring (CAM), a program of the National Research Mentoring Network (NRMN) targeted to faculty and administrators.

The role of mentors in addressing issues of work-life integration in an academic research environment.

Introduction: There is growing evidence for both the need to manage work-life conflict and the opportunity for mentors to advise their mentees on how to do this in an academic research environment.

Methods: A multiphase approach was used to develop and implement an evidence-informed training module to help mentors guide their mentees in issues of work-life conflict. Analysis of existing data from a randomized controlled trial (RCT) of a mentor training curriculum (n = 283 mentor/mentee dyads) informed the development of a work-life mentoring module which was incorporated into an established research mentor training curriculum and evaluated by faculty at a single academic medical center.

Building national capacity for research mentor training: an evidence-based approach to training the trainers.

Research mentor training (RMT), based on the published Entering Mentoring curricula series, has been shown to improve the knowledge and skills of research mentors across career stages, as self-reported by both the mentors engaged in training and their mentees. To promote widespread dissemination and empower others to implement this evidence-based training at their home institutions, we developed an extensive, interactive, multifaceted train-the-trainer workshop. The specific goals of these workshops are to 1) increase facilitator knowledge of an RMT curriculum, 2) increase facilitator confidence in implementing the curriculum, 3) provide a safe environment to practice facilitation of curricular activities, and 4) review implementation strategies and evaluation tools.

Training mentors of clinical and translational research scholars: a randomized controlled trial.

Purpose: To determine whether a structured mentoring curriculum improves research mentoring skills.

Method: The authors conducted a randomized controlled trial (RCT) at 16 academic health centers (June 2010 to July 2011). Faculty mentors of trainees who were conducting clinical/translational research ≥50% of the time were eligible.