Mentoring

The National Research Mentoring Network (NRMN) and The Center for the Improvement of Mentored Experiences in Research (CIMER)


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 Center for the Improvement of Mentored Experiences in Research (CIMER) is an NRMN partner and collaborator that has produced curricula for mentor and mentee trainings. 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.

The Ohio State Research Mentoring Initiative: Supporting Ohio State Mentors

In May 2017, a group of four faculty and staff members from Ohio State participated in the NRMN-CAN Facilitating Mentor Training Workshop. They were joined by others who were trained in 2018 and 2019.

This NIH funded program allowed 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 committed 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.

In December of 2020, CIMER facilitated a train the teacher online session for 19 additional faculty and staff who are now part of the facilitating team.

With increased training capacity increases, a more systematic approach for training graduate students, postdoctoral scholars, and faculty is now possible. Any questions or inquiries can be directed to Dr. Marcela Hernandez (Hernandez.16@osu.edu).

See our infographic for a summary of our work here.


Annual Workshop Schedule Here


Meet Our Team


Research Mentoring Drake Institute Endorsement

Our mentoring workshops are now part of an endorsement in Research Mentoring from the Drake Institute on Teaching and Learning. This endorsement can be used to document in your CV that you participated in this activity as well as in training grants, trainee fellowship applications, etc.

In order to obtain this endorsement, you need to attend in person or virtually:

In Person (Not Currently Available):

  • 2 of the 4-hour Better Research through Better Mentoring sessions and the 2.5 hour Addressing Equity and Inclusion in Your Research Mentoring session, or
  • 8-hour Better Research through Better Mentoring sessions and the 2.5 hour Addressing Equity and Inclusion in Your Research Mentoring session

Virtual:

  • 2 of the 4-hour (offered 2 hour blocks over 2 days) Better Research through Better Mentoring sessions and the 2 hour Addressing Equity and Inclusion in Your Research mentoring session

In addition, participants have to complete a short self-reflection. For guidance on how to write the self-reflection, see the rubric.

We will be giving retroactive credit for any sessions you have completed prior to August 2019 that count towards this endorsement.

Learn more about the endorsement here


Additional Resources

The Science of Effective Mentoring in STEMM – Online Guide

Top 10 Tips to Maximize Your Mentoring

Mastering Your Ph.D: Mentors, Leadership, and Community

MentorNet

Optimizing the Practice of Mentoring: An Online Curriculum for the Professional Development of Research Mentors


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.