National dissemination of an online research mentor training intervention: Evidence of an asynchronous model to promote learning outcomes and behavior change
Engaging, accessible, evidence-based interventions are needed to support the professional development of research mentors within the clinical and translational sciences. This article reports on the usage and impact of the University of Minnesota Clinical and Translational Science Institute’s online...
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| Format: | Article |
| Language: | English |
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Cambridge University Press
2025-01-01
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| Series: | Journal of Clinical and Translational Science |
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| Online Access: | https://www.cambridge.org/core/product/identifier/S2059866125000846/type/journal_article |
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| author | Anne Marie Weber-Main Kimberly Spencer Emma Dums So Hee Hyun Christine Pfund |
| author_facet | Anne Marie Weber-Main Kimberly Spencer Emma Dums So Hee Hyun Christine Pfund |
| author_sort | Anne Marie Weber-Main |
| collection | DOAJ |
| description | Engaging, accessible, evidence-based interventions are needed to support the professional development of research mentors within the clinical and translational sciences. This article reports on the usage and impact of the University of Minnesota Clinical and Translational Science Institute’s online mentor training module, Optimizing the Practice of Mentoring (OPM). Among the 1,124 OPM users in our contemporary evaluation sample (Feb 2019–June 2022), retrospective pre-to-post gains were observed in respondents’ self-rated mentorship skills (11 items), perceptions of the overall quality of mentoring they provide, and mentoring confidence. A high proportion (83%) of users reported making or intending to make changes in their mentoring practices as a result of the training. Example behavior changes included a greater focus on aligning expectations, more proactive attention to the relationship (overall and its distinct phases), increased usage of active communication skills, adoption of tools such as Individual Development Plans, and ongoing self-reflection. Over a 10-year period, 4,011 unique individuals registered for the module, representing over 650 different institutions (a majority being affiliated with past or current Clinical and Translational Science Hubs). OPM has the versatility to be employed as a standalone, asynchronous approach for mentor development or as one curricular component of more comprehensive, multimodal programs. |
| format | Article |
| id | doaj-art-e7f43aa90e4f4675957dda416a0b17ae |
| institution | DOAJ |
| issn | 2059-8661 |
| language | English |
| publishDate | 2025-01-01 |
| publisher | Cambridge University Press |
| record_format | Article |
| series | Journal of Clinical and Translational Science |
| spelling | doaj-art-e7f43aa90e4f4675957dda416a0b17ae2025-08-20T03:08:51ZengCambridge University PressJournal of Clinical and Translational Science2059-86612025-01-01910.1017/cts.2025.84National dissemination of an online research mentor training intervention: Evidence of an asynchronous model to promote learning outcomes and behavior changeAnne Marie Weber-Main0https://orcid.org/0000-0002-2059-4681Kimberly Spencer1https://orcid.org/0000-0002-5556-2727Emma Dums2https://orcid.org/0009-0000-3345-674XSo Hee Hyun3https://orcid.org/0000-0002-6982-9541Christine Pfund4https://orcid.org/0000-0001-5081-0288Department of Medicine, University of Minnesota, Minneapolis, MN, USA Clinical and Translational Science Institute, University of Minnesota, Minneapolis, MN, USAInstitute for Clinical and Translational Research, University of Wisconsin–Madison, Madison, WI, USA Center for the Improvement of Mentored Experiences in Research, University of Wisconsin– Madison, Madison, WI, USAInstitute for Clinical and Translational Research, University of Wisconsin–Madison, Madison, WI, USA Center for the Improvement of Mentored Experiences in Research, University of Wisconsin– Madison, Madison, WI, USAInstitute for Clinical and Translational Research, University of Wisconsin–Madison, Madison, WI, USA Center for the Improvement of Mentored Experiences in Research, University of Wisconsin– Madison, Madison, WI, USAInstitute for Clinical and Translational Research, University of Wisconsin–Madison, Madison, WI, USA Center for the Improvement of Mentored Experiences in Research, University of Wisconsin– Madison, Madison, WI, USAEngaging, accessible, evidence-based interventions are needed to support the professional development of research mentors within the clinical and translational sciences. This article reports on the usage and impact of the University of Minnesota Clinical and Translational Science Institute’s online mentor training module, Optimizing the Practice of Mentoring (OPM). Among the 1,124 OPM users in our contemporary evaluation sample (Feb 2019–June 2022), retrospective pre-to-post gains were observed in respondents’ self-rated mentorship skills (11 items), perceptions of the overall quality of mentoring they provide, and mentoring confidence. A high proportion (83%) of users reported making or intending to make changes in their mentoring practices as a result of the training. Example behavior changes included a greater focus on aligning expectations, more proactive attention to the relationship (overall and its distinct phases), increased usage of active communication skills, adoption of tools such as Individual Development Plans, and ongoing self-reflection. Over a 10-year period, 4,011 unique individuals registered for the module, representing over 650 different institutions (a majority being affiliated with past or current Clinical and Translational Science Hubs). OPM has the versatility to be employed as a standalone, asynchronous approach for mentor development or as one curricular component of more comprehensive, multimodal programs.https://www.cambridge.org/core/product/identifier/S2059866125000846/type/journal_articlementoringprofessional developmentasynchronousmentor trainingworkforce development |
| spellingShingle | Anne Marie Weber-Main Kimberly Spencer Emma Dums So Hee Hyun Christine Pfund National dissemination of an online research mentor training intervention: Evidence of an asynchronous model to promote learning outcomes and behavior change Journal of Clinical and Translational Science mentoring professional development asynchronous mentor training workforce development |
| title | National dissemination of an online research mentor training intervention: Evidence of an asynchronous model to promote learning outcomes and behavior change |
| title_full | National dissemination of an online research mentor training intervention: Evidence of an asynchronous model to promote learning outcomes and behavior change |
| title_fullStr | National dissemination of an online research mentor training intervention: Evidence of an asynchronous model to promote learning outcomes and behavior change |
| title_full_unstemmed | National dissemination of an online research mentor training intervention: Evidence of an asynchronous model to promote learning outcomes and behavior change |
| title_short | National dissemination of an online research mentor training intervention: Evidence of an asynchronous model to promote learning outcomes and behavior change |
| title_sort | national dissemination of an online research mentor training intervention evidence of an asynchronous model to promote learning outcomes and behavior change |
| topic | mentoring professional development asynchronous mentor training workforce development |
| url | https://www.cambridge.org/core/product/identifier/S2059866125000846/type/journal_article |
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