TY - JOUR
T1 - Early Career Mentoring for Translational Researchers
T2 - Mentee Perspectives on Challenges and Issues
AU - Keller, Thomas E.
AU - Collier, Peter J.
AU - Blakeslee, Jennifer E.
AU - Logan, Kay
AU - McCracken, Karen
AU - Morris, Cynthia
N1 - Funding Information:
This publication was supported by the Oregon Clinical & Translational Research Institute (OCTRI), grant number (UL1TR000128) from the National Center for Advancing Translational Sciences (NCATS) at the National Institutes of Health (NIH). The content is solely the responsibility of the authors and does not necessarily represent the official views of NIH.
PY - 2014/7
Y1 - 2014/7
N2 - Background: The education and training of early career biomedical translational researchers often involves formal mentoring by more experienced colleagues. Purposes: This study investigated the nature of these mentoring relationships from the perspective of mentees. The objective was to understand the challenges and issues encountered by mentees in forming and maintaining productive mentoring relationships. Methods: Three focus groups (n = 14) were conducted with early career researchers who had mentored career development awards. Thematic analysis identified, categorized, and illustrated the challenges and issues reported by mentees. Results: The range of mentee challenges was reflected in five major categories: (a) network-finding appropriate mentors to meet various needs; (b) access-structuring schedules and opportunities to receive mentoring; (c) expectations-negotiating the mechanics of the mentoring relationship and its purpose; (d) alignment-managing mentor-mentee mismatches regarding interests, priorities, and goals; and (e) skills and supports-developing the institutional supports to be successful. Conclusions: Mentoring relationships created for academic training and career development contend with tasks common to many other relationships, namely, recognizing compatibility, finding time, establishing patterns, agreeing to goals, and achieving aims. Identifying challenges faced by mentees can facilitate the development of appropriate trainings and supports to foster mentoring relationships in academic and career settings. © 2014
AB - Background: The education and training of early career biomedical translational researchers often involves formal mentoring by more experienced colleagues. Purposes: This study investigated the nature of these mentoring relationships from the perspective of mentees. The objective was to understand the challenges and issues encountered by mentees in forming and maintaining productive mentoring relationships. Methods: Three focus groups (n = 14) were conducted with early career researchers who had mentored career development awards. Thematic analysis identified, categorized, and illustrated the challenges and issues reported by mentees. Results: The range of mentee challenges was reflected in five major categories: (a) network-finding appropriate mentors to meet various needs; (b) access-structuring schedules and opportunities to receive mentoring; (c) expectations-negotiating the mechanics of the mentoring relationship and its purpose; (d) alignment-managing mentor-mentee mismatches regarding interests, priorities, and goals; and (e) skills and supports-developing the institutional supports to be successful. Conclusions: Mentoring relationships created for academic training and career development contend with tasks common to many other relationships, namely, recognizing compatibility, finding time, establishing patterns, agreeing to goals, and achieving aims. Identifying challenges faced by mentees can facilitate the development of appropriate trainings and supports to foster mentoring relationships in academic and career settings. © 2014
KW - career development
KW - mentee perspectives
KW - mentoring relationships
KW - research training
UR - http://www.scopus.com/inward/record.url?scp=84904244608&partnerID=8YFLogxK
UR - http://www.scopus.com/inward/citedby.url?scp=84904244608&partnerID=8YFLogxK
U2 - 10.1080/10401334.2014.883983
DO - 10.1080/10401334.2014.883983
M3 - Article
C2 - 25010230
AN - SCOPUS:84904244608
SN - 1040-1334
VL - 26
SP - 211
EP - 216
JO - Teaching and Learning in Medicine
JF - Teaching and Learning in Medicine
IS - 3
ER -