Creating More Effective Mentors: Mentoring the Mentor.
Creating More Effective Mentors: Mentoring the Mentor.
复制标题
DOI：
10.1007/s10461-016-1364-3
复制
发表时间：
2016-09
影响因子：
4.4
通讯作者：
Johnson M
中科院分区：
文献类型：
--
作者：
Gandhi M;Johnson M
鉴于艾滋病毒感染者的多样性，增加艾滋病毒生物医学研究队伍的多样性势在必行。越来越多的经验和实验证据支持强有力的导师在学术研究环境中对受训者和早期职业调查人员的发展和成功的重要性，特别是对多样化的受训者。在这种讨论中经常遗漏的是，需要强有力的指导培训计划，以确保指导人员接受关于指导工具和技术的最佳实践培训。最近的实验证据表明，在对导师的最佳实践进行结构化和正规化的培训后，导师和被导师对导师能力的看法有所改善。我们在加州大学旧金山分校举办了为期两天的“指导导师”研讨会，培训来自全国各地的中高级艾滋病毒研究人员(主要从艾滋病研究中心(CFAR)招聘)，了解有效指导的最佳实践、工具和技术。讲习班的内容是利用社会认知职业理论(SCCT)的原则设计的，其中包括与来自代表性不足群体的早期职业调查人员合作的专门培训，包括关于无意识偏见、微攻击性和多样性补充的培训。讲习班已举办3次(2012年9月、2013年10月和2015年5月)，并计划进行年度培训。在每次研讨会之前和之后，使用经过验证的工具来衡量指导能力。在辅导的六个领域--具体而言，有效沟通、协调期望、评估理解、培养独立性、处理多样性和促进发展--的辅导能力技能都有所改善，在“辅导导师”培训讲习班前后，参与者可通过一种经过验证的衡量工具进行评估。定性评估表明，学员对多样性的微侮辱和无意识偏见有了更高的认识，并承诺通过导师-学员关系提高认识和减轻这些影响。我们为艾滋病毒研究人员/导师举办的“导师辅导”讲习班提供了一个正式和结构化的课程，内容涉及有效辅导的最佳做法、工具和技术，以及减轻辅导关系中的无意识偏见的方法，以及在机构一级与多样化的被导师的偏见。我们发现，通过参与者在每次研讨会后的自我报告来评估，指导技能在数量和质量上都有了改善，并计划了额外的计划，通过专注于目标指导结果(助学金、论文、学术保留)的纵向长期评估。指导培训可以提高指导技能，并可能改善接受最佳指导的受训者的结果。
Given the diversity of those affected by HIV, increasing diversity in the HIV biomedical research workforce is imperative. A growing body of empirical and experimental evidence supports the importance of strong mentorship in the development and success of trainees and early career investigators in academic research settings, especially for mentees of diversity. Often missing from this discussion is the need for robust mentoring training programs to ensure that mentors are trained in best practices on the tools and techniques of mentoring. Recent experimental evidence shows improvement in mentor and mentee perceptions of mentor’s competency after structured and formalized training on best practices in mentoring. We developed a 2-day “Mentoring the Mentors” workshop at UCSF to train mid-level and senior HIV researchers from around the country (recruited mainly from Centers for AIDS Research (CFARs)) on best practices, tools and techniques of effective mentoring. The workshop content was designed using principles of Social Cognitive Career Theory (SCCT) and included training specific to working with early career investigators from underrepresented groups, including training on unconscious bias, microaggressions, and diversity supplements. The workshop has been held 3 times (September 2012, October 2013 and May 2015) with plans for annual training. Mentoring competency was measured using a validated tool before and after each workshop. Mentoring competency skills in six domains of mentoring -specifically effective communication, aligning expectations, assessing understanding, fostering independence, addressing diversity and promoting development - all improved as assessed by a validated measurement tool for participants pre- and-post the “Mentoring the Mentors” training workshops. Qualitative assessments indicated a greater awareness of the micro-insults and unconscious bias experienced by mentees of diversity and a commitment to improve awareness and mitigate these effects via the mentor-mentee relationship. Our “Mentoring the Mentors” workshop for HIV researchers/mentors offers a formal and structured curriculum on best practices, tools and techniques of effective mentoring, and methods to mitigate unconscious bias in the mentoring relationship and at the institutional level with mentees of diversity. We found quantitative and qualitative improvements in mentoring skills as assessed by self-report by participants after each workshop and plan additional programs with longitudinal longer-term assessments focused on objective mentee outcomes (grants, papers, academic retention). Mentoring training can improve mentoring skills and are likely to improve outcomes for optimally-mentored mentees.