Short-Term Impact of Faculty Mentor Development on Mentees' Scholarly Productivity.

Mentoring and mentor development, while interconnected, serve distinct purposes within the academic community. Although the effects of mentoring programs for mentees are well-documented, the impact of mentor development programs on mentee outcomes is less explored. This study investigates the effect of a faculty mentor development program on mentee scholarly productivity.

Sustained Improvement of Faculty Mentoring Competency with a Mentor Development Program.

The greatest challenge to forming faculty developmental networks is the limited availability of skilled mentors, emphasizing the need for mentor development programs. Limited data indicate that mentor development intervention improves mentors' self-reported mentoring competency over the short term. However, the impact on long-term mentoring competency is unknown, constituting a critical gap in the literature.

Perceptions in Mentorship: The Mentor-Mentee Competency Discrepancy.

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.

Mentoring Network Questionnaire Support Scales Reliable and Valid with University Faculty.

The Developmental Network Questionnaire (DNQ) is used in business to self-assess relationships with developers, or people who support one's career. The Mentoring Network Questionnaire (MNQ) is an online modification of the DNQ and includes two scales that rate developer's contributions to career or psychosocial help. The psychometrics of these scales for different populations are unreported.

Inter-Rater Reliability of the Mentor Behavioral Interaction Rubric.

An objective assessment of a mentor's behavioral skills is needed to assess the effectiveness of mentor training interventions in academic settings. The Mentor Behavioral Interaction (MBI) Rubric is a newly developed, content-valid, observational measure of a mentor's behavioral skill during single-episode interactions with a mentee. The purpose of this study was to assess the inter-rater reliability (IRR) of the MBI Rubric when used to assess video-recorded mentor-mentee interactions.

Gender Differences in Self-reported Faculty Developmental Networks.

Scholars have long recognized gender variation in social relationship dynamics. However, how gender shapes developmental networking relationships for career advancement, particularly among university faculty members, is understudied. This area of research is important since women comprise an increasing proportion of faculty and yet report receiving less mentoring and lower career satisfaction, productivity, and advancement than their male counterparts.

Curriculum-based Faculty Training in Networking: Knowledge and Self-efficacy Outcomes.

Although the advantages of developmental networks are well-known, most faculty do not know how to participate in such networks actively. Additionally, institutions face challenges in teaching faculty the best practices of networking. This deficiency constitutes a critical gap in the literature, which may slow career advancement for faculty, particularly from underrepresented groups.

Barriers and Challenges for Career Milestones Among Faculty Mentees.

'Critical' career milestones for faculty (e.g., tenure, securing grant funding) relate to career advancement, job satisfaction, service/leadership, scholarship/research, clinical or teaching activities, professionalism, compensation, and work-life balance.

Mentoring Award: Importance, Availability and Association With Mentoring Outcomes.

Intrinsic and extrinsic awards may motivate mentors and thus strengthen the organizational mentoring climate (OMC). Several institutions offer extrinsic awards for mentoring to recognize exceptional mentorship by individuals who support junior faculty in their career development. Mentees, peers, or institutions may nominate mentors for these awards.

Organizations' Mentoring Culture is Associated With Mentoring Climate and Involvement.

Organizational culture is the shared, often unspoken, basic values, beliefs, and assumptions. Underlying culture influences organizational climate, the observable policies, practices, and procedures that faculty experience. Yet little is known about mentoring culture and climate in higher education.

Development and Content Validity Testing of the Mentor Behavioral Interaction Rubric.

Many mentor training interventions in higher education focus on improving interactions between mentors and mentees. Existing measures of interactions are based on reported perceptions of the mentor or mentee. However, there are currently no objective assessments of the mentor's behavioral skill.

Developmental Networks Among Mentors and Mentees Involved in a Mentoring Intervention.

The growing application of social network-based theories and methods (Burt et al., 2013) in scholarship on mentoring illustrates that mentoring goes beyond dyadic relationships comprising a senior mentor and a junior protégé (Higgins & Kram, 2001). However, limited data exist on the state of developmental networks of university faculty.

Faculty Rating of the Importance and Availability of Organizational Mentoring Climate.

Organizational climate is the shared perception of and the meaning attached to the policies, practices, and procedures employees experience. University faculty can assess their organizational mentoring climate (OMC) using recently published, reliable, and valid OMC importance (OMCI) and availability (OMCA) scales. Factors affecting the OMC's importance and availability are, however, not known.

Measuring organizational mentoring climate: Importance and availability scales.

Introduction: Although organizational climate may affect faculty's mentoring behaviors, there has not been any way to measure that climate. The purpose of this study was to test the reliability and validity of two novel scales to measure organizational mentoring climate importance and availability at two public research universities.

Methods: We developed 36 content-valid mentoring climate items in four dimensions: Structure, Programs/Activities, Policies/Guidelines, and Values.

Exiting Medicine Faculty Want the Organizational Culture and Climate to Change.

National data indicate about 50% of junior faculty leave a School of Medicine (SOM) within eight years of hire. The long-term goal of the study was to determine innovative strategies for promoting SOM faculty retention. The study objective was to determine factors influencing SOM faculty to exit, and what would encourage them to stay or return.

Assigning mentors for new HSC faculty hires: A preliminary policy evaluation.

Effective practices for selecting mentors for new faculty at academic health centers (AHC) are currently unknown. The University of New Mexico's School of Medicine assigns a mentor to all new faculty at the time of hire. The effectiveness of this policy measure has not been previously evaluated.

Effects of humeral intraosseous epinephrine in a pediatric hypovolemic cardiac arrest porcine model.

Background: Aims of the study were to determine the effects of humerus intraosseous (HIO) versus intravenous (IV) administration of epinephrine in a hypovolemic, pediatric pig model. We compared concentration maximum (Cmax), time to maximum concentration (Tmax), mean concentration (MC) over time and return of spontaneous circulation (ROSC).

Methods: Pediatric pig were randomly assigned to each group (HIO (n=7); IV (n=7); cardiopulmonary resuscitation (CPR)+defibrillation (defib) (n=7) and CPR-only group (n=5)).

Effectiveness of a Faculty Mentor Development Program for Scholarship at an Academic Health Center.

Introduction: Mentors are in short supply at academic health centers (AHCs). The effectiveness of training mentors (without preselection for their research skills) to support faculty mentees in scholarly activities at AHCs is not well known.

Methods: The University of New Mexico Health Sciences Center has a two-component program to develop effective mentors for scholarship for faculty mentees.

Willingness of women to participate in obstetrical and pediatric research involving biobanks.

Use of biobanks for future genetic/genomic testing has increased. Biospecimens are increasingly being collected from infants/children; however, little is known about attitudes towards collection of biospecimens from postpartum women and their child. Using a hypothetical consent, this study investigated willingness to participate and attitudes, beliefs, and concerns related to consent materials requesting the biobanking genetic samples.

Measuring quality and outcomes of research collaborations: An integrative review.

Introduction: Although the science of team science is no longer a new field, the measurement of team science and its standardization remain in relatively early stages of development. To describe the current state of team science assessment, we conducted an integrative review of measures of research collaboration quality and outcomes.

Methods: Collaboration measures were identified using both a literature review based on specific keywords and an environmental scan.

Predictors of Physical Activity in a Predominantly Hispanic Sample of Adolescents.

In the United States, the vast majority of Hispanic high school students do not meet physical activity recommendations. This prospective, observational study tested the Theory of Planned Behavior (TPB) to predict physical activity in a convenience sample of 232 high school students from a predominantly Hispanic, rural-fringe, lower-income community in Southwestern United States. Mindfulness was tested as a moderator of the intention-physical activity relationship.

Validating an Institutional Mentoring Climate Survey at a Health Sciences Center.

Background: The institutional mentoring climate influences the success of mentoring programs. There currently exists no validated survey to assess this climate - a critical gap in this field.

Objective: To establish and validate a survey to assess the institutional climate for mentoring at a Health Sciences Center.

Effectiveness of community outreach and engagement in recruitment success for a prebirth cohort.

Introduction: We describe the effectiveness of community outreach and engagement in supporting recruitment for the US National Children's Vanguard Study between 2009 and 2012.

Methods: Thirty-seven study locations used 1 of 4 strategies to recruit 18-49-year-old pregnant or trying to conceive women: (1) Initial Vanguard Study used household-based recruitment; (2) Direct Outreach emphasized self-referral; (3) Enhanced Household-Based Recruitment enhanced Initial Vanguard Study strategies; and (4) Provider-Based Recruitment recruited through healthcare providers. Outreach and engagement included advance letters, interactions with healthcare providers, participation in community events, contacts with community organizations, and media outreach.

Mirror, Mirror on the Wall: Children's Preferences and Self-Perceptions of Weight in a Rural Hispanic Community.

Introduction: Although studies have documented parents' misperceptions regarding their children's weight, studies examining preadolescent children's self-perceptions of weight-in particular, Hispanic children's self-perceptions of weight-are limited.

Method: A convenience sample of 424 children from a rural community, aged 8 to 11 years and in grades 3 through 5, participated in this cross-sectional, descriptive, nonexperimental study. Using the Children's Body Image Scale, the children were asked to select a figure representing their actual body perception and a figure representing their ideal body perception.

Adherence to the Women's Preventive Services Guidelines in the Affordable Care Act.

Objective: To assess the adherence of women's health providers in New Mexico to the Women's Preventive Services Guidelines and to examine how providers' knowledge, attitudes, and external barriers are associated with adherence.

Design: Cross-sectional, descriptive survey.

Setting: New Mexico.