Abstract
ProblemPhD-trained researchers working in health professions education (HPE) regularly engage in one-on-one, or one-on-few, scholarly mentorship activities. While this work is often a formal expectation of these scientists’ roles, rarely is there formal institutional acknowledgement of this mentorship. In fact, there are few official means through which a research scientist can document the frequency or quality of the scholarly mentorship they provide.ApproachOutcomesThe STHPE assessment tool has appropriate psychometric properties and evidence supporting acceptability. It can be used to document areas of strength and areas for improvement for research scientists engaged in HPE-related scholarly mentorship.Next stepsAt present, the STHPE assessment tool is the only formally developed tool for which there is evidence of validity for use by PhD-trained researchers working in HPE to collect feedback on their scholarly mentorship skills. The STPHE has been used in promotion and tenure packages to document effectiveness and quality of scholarly mentorship.Electronic supplementary materialThe online version of this article (10.1007/s40037-018-0491-0) contains supplementary material, which is available to authorized users.
Highlights
Health professions education scholarship (HPES) is a collaborative endeavour [1] involving scholars across areas of expertise and formal training—including clinician educators [2] who engage in educational activities and PhDtrained HPES research scientists [2] with knowledge of research methods and theories
Without formal recognition of the educational support offered in these scholarly mentorship collaborations, HPES research scientists are structurally disincentivized from engaging in this work [5]
We describe the development of a tool and validation process we applied to establish the appropriateness of (a) documenting the quality of scholarly mentorship provided by HPES research scientists, and (b)
Summary
Health professions education scholarship (HPES) is a collaborative endeavour [1] involving scholars across areas of expertise and formal training—including clinician educators [2] who engage in educational activities and PhDtrained HPES research scientists [2] with knowledge of research methods and theories. Without formal recognition of the educational support offered in these scholarly mentorship collaborations, HPES research scientists are structurally disincentivized from engaging in this work [5]. Recognizing the scholarly mentorship provided by HPE research scientists requires a means for documenting and evaluating this work.
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