Spencer Kimberly, McDaniels Melissa, Hyun So Hee, Rogers Jenna Griebel, Utzerath Emily, Pfund Christine
Center for the Improvement of Mentored Experiences in Research, Wisconsin Center for Education Research, University of Wisconsin-Madison, Madison, WI, USA.
Institute for Clinical and Translational Research, University of Wisconsin-Madison, Madison, WI, USA.
J Clin Transl Sci. 2025 Feb 26;9(1):e67. doi: 10.1017/cts.2025.41. eCollection 2025.
Mentorship education has been shown to positively impact the experiences of mentors and mentees. , an evidence-based mentor training curriculum, has been widely implemented to train research mentors across the country, including the mentors of clinical and translational scientists. , a train-the-trainer based workshop, has been used as a dissemination strategy to increase the number of facilitators prepared to implement mentor training in their local contexts. The objective of this research was to examine individual and institutional factors promoting and limiting mentor training implementation efforts of trained facilitators.
Using the Consolidated Framework for Implementation Research (CFIR), we examined self-reported data from surveys administered annually to participants. Data analyses included -tests to compare differences between the implementer and non-implementer groups and binary logistic regression to determine which factors best predict implementation status.
Factors associated with the inner setting domain were found to have the most impact on implementation efforts, with administrative support, leadership support, and interest from potential participants being the most significant predictors of implementation. Additionally, those who implemented were more likely to report receiving institutional support compared with those who did not implement the intervention. Those who did not implement were more likely to report the presence of perceived institutional barriers.
The CFIR model provides a useful framework for understanding factors that promote and limit implementation outcomes of an evidence-based research mentor training intervention. Findings emphasize the role of institutional support to promote the implementation of research mentor training.
指导教育已被证明对指导者和被指导者的经历有积极影响。一种基于证据的指导者培训课程已在全国广泛实施，用于培训研究指导者，包括临床和转化科学家的指导者。一种基于培训培训者的工作坊已被用作一种传播策略，以增加准备在当地实施指导者培训的促进者数量。本研究的目的是考察促进和限制受过培训的促进者实施指导者培训工作的个人和机构因素。
我们使用实施研究综合框架（CFIR），检查了每年对参与者进行调查的自我报告数据。数据分析包括t检验，以比较实施者和非实施者群体之间的差异，以及二元逻辑回归，以确定哪些因素最能预测实施状态。
发现与内部环境领域相关的因素对实施工作影响最大，行政支持、领导支持和潜在参与者的兴趣是实施的最重要预测因素。此外，与未实施干预的人相比，实施干预的人更有可能报告获得机构支持。未实施干预的人更有可能报告存在感知到的机构障碍。
CFIR模型为理解促进和限制基于证据的研究指导者培训干预实施结果的因素提供了一个有用的框架。研究结果强调了机构支持在促进研究指导者培训实施方面的作用。
