Mentoring Training

Overview: The National Research Mentoring Network (NRMN)


Better mentoring for better science.

The National Research Mentoring Network (NRMN) is a nationwide consortium of biomedical professionals and institutions collaborating to provide all trainees across the biomedical, behavioral, clinical and social sciences with evidence-based mentorship and professional development programming. NRMN’s program models emphasize the benefits and challenges of diversity, inclusivity and culture within mentoring relationships, and more broadly the research workforce. The mentor training offers a number of benefits and advantages for those who participate:

  • Strong mentorship has been linked to enhanced mentee productivity, self-efficacy, career satisfaction, and is an important predictor of the academic success of scientists in training. 1-6
  • The curriculum is based on proven mentor training curricula; even experienced mentors learn strategies for more effective mentoring from the training.
  • Federal funding agencies are calling for evidence-based mentor training and the use of Individual Development Plans (IDPs) in particular, which is covered in the research mentor training.
  • Participant feedback will help improve the curricula for future mentors who attend this training.
  • By participating in research mentor training, mentors will receive resources and materials on how to be a more effective research mentor.
  • Mentors will have the opportunity to discuss mentoring challenges among peers, share best mentoring practices, read relevant literature, review structured documents for mentoring success (e.g., compacts and individual development plans), and create a mentoring philosophy.
  • Mentors will learn to communicate more effectively, consider issues of human diversity, promote professional development and independence, and develop a reflective approach to mentoring.

Supporting Ohio State Mentors


In May 2018, a group of four faculty and staff members from Ohio State participated in the NRMN-CAN Facilitating Mentor Training Workshop. They joined five others who were trained in 2017.

  • This NIH funded program allows participants from the Big Ten Academic Alliance institutions to learn evidence-based approaches to mentor training and gain the knowledge, confidence, and facilitation skills needed to implement training and customize an implementation plan for their own campus.
  • Participants commit to implementing mentor training at their campuses after the training. Ohio State’s participation has resulted in an increasing number of trainers in the College of Medicine, Arts and Sciences, and Engineering.

To learn more about this event, go here.

As the training capacity increases, a more systematic approach for training graduate students, postdoctoral scholars, and faculty will be possible. In the interim, any questions or inquiries can be directed to Dr. Marcela Hernandez (Hernandez.16@osu.edu).


References:
  1. Feldman MD, Arean PA, Marshall SJ, Lovett M, O’Sullivan P. Does mentoring matter: Results from a survey of faculty mentees at a large health sciences university. Med Educ Online. 2010;15:10.3402/meo.v15i0.5063.
  2. Ramanan RA, Phillips RS, Davis RB, Silen W, Reede JY. Mentoring in medicine: Keys to satisfaction. Am J Med. 2002;112(4):336-341.
  3. Sambunjak D, Straus SE, Marusic A. A systematic review of qualitative research on the meaning and characteristics of mentoring in academic medicine. JGIM: Journal of General Internal Medicine. 2010;25(1):72-78.
  4. Steiner JF, Curtis P, Lanphear BP, Vu KO, Main DS. Assessing the role of influential mentors in the research development of primary care fellows. Acad Med. 2004;79(9):865-872.
  5. Nagda, BA, Gregerman, SR, Jonides, J, Hippel, Wv, & Lerner, JS (1998) Undergraduate student-faculty research partnerships affect student retention. Review of Higher Education, 22, 55–72.
  6. Seymour, E, Hunter, A-B, Laursen, SL, & DeAntoni, T. (2004). Establishing the benefits of undergraduate research for undergraduates in the sciences: First findings from a three-year study. Science Education, 88, 493–594.