VCU NIGMS Mentoring supplement

培养导师的指导技能：总结

Developing Coaching Skills for Mentors: Summary Virginia Commonwealth University (VCU) has a demonstrated commitment to training students from diverse and underrepresented backgrounds. This commitment is reflected across training programs within VCU including the portfolio of NIGMS-funded training awards. Critical to training individuals of all backgrounds is empowerment. Using coaching skills in mentoring interactions builds independence and confidence and has been demonstrated to increase retention of junior faculty from underrepresented backgrounds. Similar reports for increased retention and achievement have been documented when coaching models are applied in undergraduate medical education. Further, reports that coaching can decrease burnout and increase progress to independence, highlight key benefits of adding coaching skills to the tools available to VCU’s mentors. Mentor trainings and activities currently in place at VCU focus on many essential skills including cultural awareness, the need to build independence, clear communication, and transparency; however, there are no existing resources accessible to our mentors that teach and develop coaching skills. The development and refinement of coaching skills will provide a new skill set for mentoring trainees. Given the multi-faceted training roles and departmental affiliations of our mentors, the impact of the proposed pilot program will cut across programs, departments, and schools at VCU. In addition, to ensure impact across the university, faculty recruitment to the Coaching Skills for Mentors program will be deployed across actively funded NIGMS training award programs at VCU. We propose to enhance the mentoring relationships within our NIGMS-funded training programs at VCU through training 20 active mentors in the FUEL coaching model and providing ongoing support through the year of the supplement funding to promote incorporation and proficiency of this new skill set. The FUEL model is a defined framework for coaching-based interactions that begins with Framing the conversation, followed by Understanding the current state, Exploring the desired state, and Laying out a success plan. Although some efforts have already been initiated for using coaching models in biomedical training, these have been more aligned with advice-giving than coaching. In addition, published reports of previous efforts to use coaching in academic settings note that a clear framework was not provided, which limited coaching confidence. By teaching our mentors the FUEL model and providing ongoing support throughout the year, the probability of success will be bolstered. By the end of the program, mentors will be equipped to influence elevated learning and performance of trainees through transformational coaching skills.