Randomized controlled trial of a group peer mentoring model for U.S. academic medicine research faculty.

INTRODUCTION

Midcareer is a critical transition point for biomedical research faculty and a common dropout point from an NIH-funded career. We report a study to assess the efficacy of a group peer mentoring program for diverse biomedical researchers in academic medicine, seeking to improve vitality, career advancement, and cross-cultural competence.

METHODS

We conducted a stratified randomized controlled trial with a waitlist control group involving 40 purposefully diverse early midcareer research faculty from 16 states who had a first-time NIH R01 (or equivalent) award, a K training grant, or a similar major grant. The yearlong intervention (2 to 3 days quarterly) consisted of facilitated, structured, group peer mentoring. Main study aims were to enhance faculty vitality, self-efficacy in achieving research success, career advancement, mentoring others, and cultural awareness and appreciation of diversity in the workplace.

RESULTS

Compared to the control group, the intervention group's increased vitality did not reach statistical significance ( = 0.20), but perceived change in vitality was 1.47 standard deviations higher ( = 1.47, = 0.03). Self-efficacy for career advancement was higher in the intervention group ( = 0.41, = 0.05) as was self-efficacy for research ( = 0.57, = 0.02). The intervention group also valued diversity higher ( = 0.46, = 0.02), had higher cognitive empathy ( = 0.85, = 0.03), higher anti-sexism/racism skills ( = 0.71, = 0.01), and higher self-efficacy in mentoring others ( = 1.14, = 0.007).

CONCLUSIONS

The mentoring intervention resulted in meaningful change in important dimensions and skills among a national sample of diverse early midcareer biomedical faculty. This mentoring program holds promise for addressing the urgencies of sustaining faculty vitality and cross-cultural competence.