Wiskur Brandt, Sood Akshay, Myers Orrin, Shore Xin, Soller Brian, Mickel Natasha, Dominguez Nora, Tigges Beth
University of Oklahoma.
University of New Mexico.
Chron Mentor Coach. 2024 Jun;8(1):178-192. doi: 10.62935/eu1891.
This study evaluated faculty mentoring competencies of 94 mentor-mentee pairs across institutions using the Mentoring Competency Assessment (MCA-21). Results indicated consistent mentor self-assessments and mentee evaluations of mentors across sites, with no significant association of gender or race/ethnicity on competency scoring. Mentees rated mentors higher than mentor's self-assessments. The greatest self-assessment disparities were within the female clinical educator and female assistant professor mentor groups - they rated their competency lower than the male tenure track and male professor groups, identifying the influence of mentors' gender, rank, and track on self-assessment of their mentoring competency. Results highlight the subjective elements inherent in mentor competency evaluations. Additional multi-site, longitudinal studies of the mentor-mentee dyad could identify precise training needs to enhance mentoring.
本研究使用指导能力评估（MCA - 21）对跨机构的94对导师-学员配对的教师指导能力进行了评估。结果表明，各机构的导师自我评估与学员对导师的评价一致，能力评分在性别或种族/民族方面无显著关联。学员对导师的评分高于导师的自我评估。最大的自我评估差异存在于女性临床教育工作者和女性助理教授导师组中——他们对自身能力的评分低于男性终身教职和男性教授组，这表明导师的性别、职级和职业发展轨迹对其指导能力自我评估有影响。结果凸显了导师能力评估中固有的主观因素。对导师-学员二元组进行更多的多机构纵向研究，可能会确定提高指导效果所需的精确培训需求。
