Identifying and aligning expectations in a mentoring relationship.
The mentoring relationship between a scholar and their primary mentor is a core feature of research training. Anecdotal evidence suggests this relationship is adversely affected when scholar and mentor expectations are not aligned. We examined three questions: (1) What is the value in assuring that the expectations of scholars and mentors are mutually identified and aligned? (2) What types of programmatic interventions facilitate this process? (3) What types of expectations are important to identify and align? We addressed these questions through a systematic literature review, focus group interviews of mentors and scholars, a survey of Clinical and Translational Science Award (CTSA) KL2 program directors, and review of formal programmatic mechanisms used by KL2 programs. We found broad support for the importance of identifying and aligning the expectations of scholars and mentors and evidence that mentoring contracts, agreements, and training programs facilitate this process. These tools focus on aligning expectations with respect to the scholar's research, education, professional development and career advancement as well as support, communication, and personal conduct and interpersonal relations. Research is needed to assess test the efficacy of formal alignment activities.
Division of Pediatric Infectious Diseases, Mayo Clinic; Rochester, Minnesota, USA. huskins.charles@mayo.edu
W Charles
WC
Huskins
Karin
K
Silet
Anne Marie
AM
Weber-Main
Melissa D
MD
Begg
Vance G
VG
Fowler
John
J
Hamilton
Michael
M
Fleming
D003142:Communication; D017144:Focus Groups; D006801:Humans; D007398:Interpersonal Relations; D008611:Mentors; D016730:Program Development; D015397:Program Evaluation; D014146:Training Support; D057170:Translational Research, Biomedical / Q000193:education* / Q000379:methods*; D014495:Universities