Martina Camille Anne, Mutrie Andria, Ward Denham, Lewis Vivian
Department of Public Health Sciences, Division of Social and Behavioral Sciences, University of Rochester School of Medicine and Dentistry, Rochester, New York, USA.
Clin Transl Sci. 2014 Oct;7(5):413-9. doi: 10.1111/cts.12176. Epub 2014 May 29.
In this report, we describe a six-year experience (2007-2012) in a single CTSA awardee institution on the development, implementation and evaluation of a hybrid online mentoring curriculum that is applicable to CTSA trainees at various levels (graduate, medical students, and junior faculty) of career training. The curriculum offers convenience, engagement, and financial sustainability. Overall, we found high levels of satisfaction with the curriculum and mentoring experience among both protégés and mentors. Qualitative data showed remarkable consensus of 14 of the 15 domains of mentoring that form the framework of the mentoring curriculum: (1) accessibility, (2) selectivity, (3) engagement/support, (4) teaching/training, (5) clarity of performance/expectations, (6) sponsorship/sharing power judiciously, (7) demystifying the system (academia), (8) challenging/encouraging risk taking, (9) affirming, (10) providing exposure/visibility, (11) being an intentional role model, (12) protecting, (13) providing feedback, (14) self-disclosure, and lastly (15) counseling, with the fifteenth domain "counseling" being the most controversial. Quantitative survey data of both mentors and protégés indicated a high degree of overall satisfaction in their mentor-protégé dyad with 86% (59) of protégés and 86% (55) of mentors responding good or excellent to the "quality of time spent." Mentors and protégés were most satisfied in the area of research, with 93% (62) of protégés and 96% (57) of mentors finding discussions in research very to somewhat useful for their own career advancement. Along with wide acceptability, this format is a useful option for institutions where face-to-face time is limited and education budgets are lean.
在本报告中，我们描述了一所获得临床与转化科学奖（CTSA）的机构在2007年至2012年这六年期间，针对适用于不同职业培训水平（研究生、医学生和初级教员）的CTSA学员开发、实施和评估混合式在线指导课程的经验。该课程具有便利性、参与性和财务可持续性。总体而言，我们发现学员和导师对课程及指导体验的满意度都很高。定性数据显示，构成指导课程框架的15个指导领域中的14个领域达成了显著共识：（1）可及性，（2）选择性，（3）参与/支持，（4）教学/培训，（5）绩效/期望的清晰度，（6）明智地保荐/分享权力，（7）揭开系统（学术界）的神秘面纱，（8）挑战/鼓励冒险，（9）肯定，（10）提供接触机会/知名度，（11）成为有意为之的榜样，（12）保护，（13）提供反馈，（14）自我表露，最后（15）咨询，其中第十五个领域“咨询”最具争议性。导师和学员的定量调查数据表明，他们对师徒配对的总体满意度很高，86%（59名）的学员和86%（55名）的导师对“相处时间质量”的评价为良好或优秀。导师和学员在研究领域的满意度最高，93%（62名）的学员和96%（57名）的导师认为研究方面的讨论对他们自己的职业发展非常有用或有些用处。除了广泛的可接受性之外，这种形式对于面对面时间有限且教育预算紧张的机构来说是一个有用的选择。
