Deriving Competencies for Mentors of Clinical and Translational Scholars

Irving Institute for Clinical and Translational Research, Columbia University Medical Center, New York, New York, USA.
Clinical and Translational Science (Impact Factor: 1.43). 06/2012; 5(3):273-80. DOI: 10.1111/j.1752-8062.2011.00366.x
Source: PubMed


Although the importance of research mentorship has been well established, the role of mentors of junior clinical and translational science investigators is not clearly defined. The authors attempt to derive a list of actionable competencies for mentors from a series of complementary methods. We examined focus groups, the literature, competencies derived for clinical and translational scholars, mentor training curricula, mentor evaluation forms and finally conducted an expert panel process in order to compose this list. These efforts resulted in a set of competencies that include generic competencies expected of all mentors, competencies specific to scientists, and competencies that are clinical and translational research specific. They are divided into six thematic areas: (1) Communication and managing the relationship, (2) Psychosocial support, (3) Career and professional development, (4) Professional enculturation and scientific integrity, (5) Research development, and (6) Clinical and translational investigator development. For each thematic area, we have listed associated competencies, 19 in total. For each competency, we list examples that are actionable and measurable. Although a comprehensive approach was used to derive this list of competencies, further work will be required to parse out how to apply and adapt them, as well future research directions and evaluation processes.

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Available from: Harold Alan Pincus, Oct 09, 2015
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    • "A number of programs have focused on improving the quality of mentoring through systematic mentor training [9-12]. Although the findings of these training programs are encouraging, we argue that mentoring as a construct is limited for four main reasons. "
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    ABSTRACT: Background Approaches to training biomedical scientists have created a talented research community. However, they have failed to create a professional workforce that includes many racial and ethnic minorities and women in proportion to their representation in the population or in PhD training. This is particularly true at the faculty level. Explanations for the absence of diversity in faculty ranks can be found in social science theories that reveal processes by which individuals develop identities, experiences, and skills required to be seen as legitimate within the profession. Methods/Design Using the social science theories of Communities of Practice, Social Cognitive Career Theory, identity formation, and cultural capital, we have developed and are testing a novel coaching-based model to address some of the limitations of previous diversity approaches. This coaching intervention (The Academy for Future Science Faculty) includes annual in-person meetings of students and trained faculty Career Coaches, along with ongoing virtual coaching, group meetings and communication. The model is being tested as a randomized controlled trial with two cohorts of biomedical PhD students from across the U.S., one recruited at the start of their PhDs and one nearing completion. Stratification into the experimental and control groups, and to coaching groups within the experimental arms, achieved equal numbers of students by race, ethnicity and gender to the extent possible. A fundamental design element of the Academy is to teach and make visible the social science principles which highly influence scientific advancement, as well as acknowledging the extra challenges faced by underrepresented groups working to be seen as legitimate within the scientific communities. Discussion The strategy being tested is based upon a novel application of the well-established principles of deploying highly skilled coaches, selected and trained for their ability to develop talents of others. This coaching model is intended to be a complement, rather than a substitute, for traditional mentoring in biomedical research training, and is being tested as such.
    BMC Medical Education 08/2014; 14(1):160. DOI:10.1186/1472-6920-14-160 · 1.22 Impact Factor
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    • "Metafora " văii " explică obstacolele care împiedică ştiinţa biomedicală să-şi atingă potenţialul şi riscurile de a eşua în tentativa de a traduce cunoştinţele în beneficiul pacienţilor. Impedimentele pot fi reprezentate şi de lipsa de acces la materiale biologice din biobănci [9] şi de pregătirea deficitară în ştiinţa translaţională a generaţiei de cercetători tineri [10]. Riscurile principale de eşec al translatării acestei ştiinţe sunt date de întârzierile în stabilirea diagnosticului şi instituirea tratamentului [11] [12]. "
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    ABSTRACT: The paper presents the current status and future perspectives of the research activity in the Center of General Surgery and Liver transplantation “Dan Setlacec” of Fundeni Clinical Institute (CCGTH „ Dan Setlacec”), focusing on the implementation of the concept of “translational medicine” within the framework of our center. This objective was fulfilled by setting-up a Center of research in translational medicine for the first time in Romania, whose activity has to be continuously adapted to the national and international research system in order to insure future development.
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    • "We have found that identifying the expectations of both scholar and mentor early in the relationship guides articulation and alignment of those expectations.5–7 Research mentoring and career mentoring are not necessarily mutually exclusive but may involve different emphasis and strengths on the part of a mentor. "
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    ABSTRACT: Initiatives to hasten the translation of basic science discoveries to clinical care have necessitated the development of new approaches to interdisciplinary collaboration and training of future investigators. This has been nowhere more important than in the study of sex differences with implications for extension into areas of gender medicine. Clearly, gaining better understanding of the role that sex and gender play in health and disease is essential to the implementation of truly individualized medicine. This case report will describe our experiences in developing the Mayo Clinic Building Interdisciplinary Research Programs in Women's Health (BIRCWH) program, an interdisciplinary research and training program in women's health and sex and gender differences. We identify both our successes and the barriers we have encountered in order that others who are developing similar programs might benefit from our experiences.
    09/2013; 2(5):109-112. DOI:10.7453/gahmj.2013.057
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