title: Evaluating and giving feedback to mentors: new evidence-based approaches.
abstract: A comprehensive mentoring program includes a variety of components. One of the most important is the ongoing assessment of and feedback to mentors. Scholars need strong active mentors who have the expertise, disposition, motivation, skills, and the ability to accept feedback and to adjust their mentoring style. Assessing the effectiveness of a given mentor is no easy task. Variability in learning needs and academic goals among scholars makes it difficult to develop a single evaluation instrument or a standardized procedure for evaluating mentors. Scholars, mentors, and program leaders are often reluctant to conduct formal evaluations, as there are no commonly accepted measures. The process of giving feedback is often difficult and there is limited empirical data on efficacy. This article presents a new and innovative six-component approach to mentor evaluation that includes the assessment of mentee training and empowerment, peer learning and mentor training, scholar advocacy, mentee-mentor expectations, mentor self-reflection, and mentee evaluation of their mentor.
authors.affiliation: Department of Family and Community Medicine, Feinberg School of Medicine, Northwestern University, Chicago, Illinois, USA. lauren-taylor@northwestern.edu
authors.forename: Lauren
authors.initials: L
authors.lastname: Anderson
authors.forename: Karin
authors.initials: K
authors.lastname: Silet
authors.forename: Michael
authors.initials: M
authors.lastname: Fleming
mesh_terms: D005178:Faculty; D030141:Feedback, Psychological; D017144:Focus Groups; D006801:Humans; D007398:Interpersonal Relations; D007407:Interviews as Topic; D007858:Learning; D008611:Mentors / Q000523:psychology*; D010379:Peer Group; D011209:Power, Psychological; D016730:Program Development; D015397:Program Evaluation; D012649:Self Concept; D013334:Students / Q000523:psychology*; D014481:United States