Abstract
ABSTRACTThe purpose of our study was to report the long-term impact or training efficacy of mentor training from the perspective of mentees at a single institution. Twelve mentees representing seven faculty graduates of a mentor training program were interviewed. Data were analyzed using grounded theory. Training resulted in improved goal setting and meeting frequency and increased attentiveness to career development. Results related to communication styles shared expectations, difficult conversations, and promoting scientific independence were mixed. Changes to instructional practices and the implementation of active learning experiences are recommended to enhance the efficacy of the program and to address mentee’s professional developmental needs.
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