Mentoring up for early career investigators: Empowering mentees to proactively engage in their mentoring relationships.

Introduction: Effective mentorship is recognized as critical for the professional development of clinical and translational investigators. Evidence-based mentorship training prompted the development of training for mentees at early career stages who are navigating both mentor and mentee roles. The curriculum titled, Mentoring Up for Early Career Investigators, recognizes the importance of building mentee self-efficacy across proactive mentorship skills and competencies. Methods: Mentoring Up for Early Career Investigators curriculum is based on the research mentor training approach in Entering Mentoring. Pilot implementations of Mentoring Up at the University of Wisconsin-Madison and University of Pennsylvania had positive training outcomes for KL2 Scholars. Subsequently, Mentoring Up was implemented and evaluated at several other institutions. For 26 implementations longer than 4 hours, data were collected on trainee demographics, satisfaction with training, skill gains across mentorship competencies, and the intent to change mentoring behaviors following training. Results: 88% of participants rated the mentee training as valuable. Significant skill gains were reported across all mentorship competencies following training. 77% reported specific plans to change or augment their mentoring behaviors because of the training. The majority aligned with mentorship skill competencies (aligning expectations, effective communications) or mentoring up strategies (voicing needs, setting boundaries, communicating proactively). Conclusion: Mentoring Up training is effective in advancing mentee skills and promoting strategies to be more proactive in getting their mentoring needs met. Mentoring Up offers an expansion to the suite of mentorship education and resources to support the career advancement of all in the translational science workforce.

Of bonds and boundaries: what is the modern role of anthropomorphism in primatological studies?

Anthropomorphism (and its obverse, zoomorphism) continues to shift and propel us toward changing perspectives on ourselves and other animals. Discussions of anthropomorphism in primate behavior are ostensibly about our use and definition of terms, but ultimately reflect our views of what is unique to humans or unknowable in other animals. Primatologists doing long-term fieldwork report on the bonds that are inevitably formed through familiarity with their study subjects and how anecdotes and anthropomorphism help them to gain a contextualized view of animal lives. This fuller view of animal society serves as an aid to understanding different rationalities and provides a more effective modern role for anthropomorphism than does seeking to demonstrate isomorphic capacities in alloprimates. Although most ordinary language terms are accepted among primatologists, "primate culture" serves as an example of a term and a concept that overreached acceptable anthropomorphic limits when defined to accord with definitions of modern human culture. Comparing similar behavioral forms as the product of similar selective pressures acting on specific early traits, producing homoplasies through convergent evolution, provides a nonanthropomorphic basis for seeking similarities in human and alloprimate behavior.

Building a Sustainable National Infrastructure to Expand Research Mentor Training.

An evidence-based research mentor training (RMT) curricular series has been shown to improve the knowledge and skills of research mentors across disciplines and career stages. A train-the-trainer model was used in the context of several targeted approaches aimed at sustainability to support national dissemination of RMT and expand the network of facilitators prepared to implement the curricula. These infrastructure elements included 1) an expansion initiative to increase the number of trained facilitators able to deliver train-the-trainer workshops nationwide; 2) adaptation of RMT curricula for multiple audiences and career stages to increase accessibility; 3) implementation resources to support facilitators and help them overcome implementation barriers; and 4) standardized evaluation of training. This approach to dissemination and implementation has resulted in the preparation of nearly 600 trained facilitators, a large percentage of whom have implemented mentor training for more than 4000 graduate student, junior faculty, and senior faculty mentors. Implications for and challenges to building and sustaining the national dissemination of RMT are discussed.

Sources for Imanishi Kinji's views of sociality and evolutionary outcomes.

Prior to the contribution of genetics or the modern evolutionary synthesis (MES)to natural selection theory, social ecologists searched for factors in addition to natural selection that could influence species change. The idea that sociality, not just biology, was important in determining evolutionary outcomes was prevalent in research in social ecology in the 1920s and 1930s. The influence of 'tradition' (or the transmission of learned behaviours between generations) and the view that animals are active in selecting their own environments,rather than passive organisms acted upon by chance, were given as much attention as natural selection theory in European ecology,while animal aggregation and cooperation studies were pursued in America. Imanishi Kinji's personal library and his scientific notes and papers reveal that he was well aware of this literature and had been profoundly influenced by these earlier viewpoints prior to writing his view of nature in his first book, Seibutsu no Sekai (The World of Living Things,1941). Evidence is presented to show that he developed his theories based partly on early western debates in social ecology while finding inspiration and a way to express his views in the writings of philosopher Nishida Kitaro and, perhaps, General J C Smuts. One of Imanishi's lasting contributions is in the demonstrated results of over 40 years of subsequent ecological and ethological research by Imanishi and those trained by him that maintained the broader viewpoints on evolution that had been dropped from the western corpus of research by the 1950s. The current attempt to again get beyond natural selection theory is reflected in debates surrounding genetic and cultural evolution of cooperation,the biology of 'traditions' and the idea of 'culture' in animal societies.

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. Data indicate that our approach results in high satisfaction and significant confidence gains among attendees. Of the 195 diverse attendees trained in our workshops since Fall 2010, 44% report implementation at 39 different institutions, collectively training more than 500 mentors. Further, mentors who participated in the RMT sessions led by our trained facilitators report high facilitator effectiveness in guiding discussion. Implications and challenges to building the national capacity needed for improved research mentoring relationships are discussed.

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. The intervention was an eight-hour, case-based curriculum focused on six mentoring competencies. The primary outcome was the change in mentors' self-reported pretest to posttest composite scores on the Mentoring Competency Assessment (MCA). Secondary outcomes included changes in the following: mentors' awareness as measured by their self-reported retrospective change in MCA scores, mentees' ratings of their mentors' competency as measured by MCA scores, and mentoring behaviors as reported by mentors and their mentees. RESULTS: A total of 283 mentor-mentee pairs were enrolled: 144 mentors were randomized to the intervention; 139 to the control condition. Self-reported pre-/posttest change in MCA composite scores was higher for mentors in the intervention group compared with controls (P < .001). Retrospective changes in MCA composite scores between the two groups were even greater, and extended to all six subscale scores (P < .001). More intervention-group mentors reported changes in their mentoring practices than control mentors (P < .001). Mentees working with intervention-group mentors reported larger changes in retrospective MCA pre-/posttest scores (P = .003) and more changes in their mentors' behavior (P = .002) than those paired with control mentors. CONCLUSIONS: This RCT demonstrates that a competency-based research mentor training program can improve mentors' skills.

A research mentor training curriculum for clinical and translational researchers.

PURPOSE: To design and evaluate a research mentor training curriculum for clinical and translational researchers. The resulting 8-hour curriculum was implemented as part of a national mentor training trial. METHOD: The mentor training curriculum was implemented with 144 mentors at 16 academic institutions. Facilitators of the curriculum participated in a train-the-trainer workshop to ensure uniform delivery. The data used for this report were collected from participants during the training sessions through reflective writing, and following the last training session via confidential survey with a 94% response rate. RESULTS: A total of 88% of respondents reported high levels of satisfaction with the training experience, and 90% noted they would recommend the training to a colleague. Participants also reported significant learning gains across six mentoring competencies as well as specific impacts of the training on their mentoring practice. CONCLUSIONS: The data suggest the described research mentor training curriculum is an effective means of engaging research mentors to reflect upon and improve their research mentoring practices. The training resulted in high satisfaction, self-reported skill gains as well as behavioral changes of clinical and translational research mentors. Given success across 16 diverse sites, this training may serve as a national model.

Survey of mentoring programs for KL2 scholars.

There is limited information on how academic institutions support effective mentoring practices for new investigators. A national semistructured telephone interview was conducted to assess current "state of the art" mentoring practices for KL2 scholars among the 46 institutions participating in the Clinical Translational Science Awards (CTSA) Consortium. Mentoring practices examined included: mentor selection, articulating and aligning expectations, assessing the mentoring relationship, and mentor training. Telephone interviews were conducted in winter/fall 2009, with 100% of the CTSAs funded (n=46) through 2009, participating in the survey. Primary findings include: fi ve programs selected mentors for K scholars, 14 programs used mentor contracts to define expectations, 16 programs reported formal mentor evaluation, 10 offered financial incentives to mentors, and 13 offered formal mentoring training. The interviews found considerable variation in mentoring practices for training new investigators among the 46 CTSAs. There was also limited consensus on"what works" and what are the core elements of "effective mentoring practices. Empirical research is needed to help research leaders decide on where and how to place resources related to mentoring