Research Mentoring Research Articles

Piloting a research mentorship programme in a low-resource setting in Zimbabwe

Piloting a research mentorship programme in a low-resource setting in Zimbabwe

From smooth brains to rocky mountains: Quentin Pittman in a Quintessentially Canadian career.

From smooth brains to rocky mountains: Quentin Pittman in a Quintessentially Canadian career.

Prevalence, risk and protective factors of burnout among Korean hospitalists.

Burnout among healthcare professionals is a critical factor which affects patient safety, treatment outcomes, and the quality of care. This is especially important for hospitalists who manage inpatient care, yet no studies have been conducted on this issue in Korea. This study aimed to investigate burnout and psychiatric symptoms among hospitalists in Korea, as well as to identify the risk and protective factors associated with these issues. A cross-sectional online survey was conducted targeting all hospitalists in Korea (n=303), and 24.1% (n=79) completed the survey. The Maslach Burnout Inventory-Human Services Survey was used to measure burnout; the Depression, Anxiety, and Stress Scales was used to assess psychiatric symptoms; and the Insomnia Severity Index was used to evaluate sleep disturbances. Risk and protective factors against burnout were assessed using a 5-point Likert scale. More than half of the respondents reported high graded burnout for two domains: depersonalization (50.6%) and reduced personal accomplishment (57%). Conflicts with caregivers, excessive workload, and long working hours were common risk factors for both burnout domains. The satisfaction with nonclinical work was identified as protective factor in depersonalization, and the availability of a research mentor and cap on daily inpatient load per hospitalist were protective factors in reduced personal accomplishment. In the correlation analysis, the maximum number of inpatients and hospitalists per hospital was a significant factor in reducing burnout. This study revealed a high graded burnout rate of more than 50% in depersonalization and reduced personal accomplishments domain among Korean hospitalists, and found the risk and protective factors against burnout. The development of targeted interventions to mitigate burnout based on this study could enhance the mental well-being of healthcare professionals and improve the overall quality of medical care.

National dissemination of an online research mentor training intervention: Evidence of an asynchronous model to promote learning outcomes and behavior change

National dissemination of an online research mentor training intervention: Evidence of an asynchronous model to promote learning outcomes and behavior change

Barriers to undergraduate medical students’ research engagement in Pakistan: a qualitative exploration

BackgroundEngaging in research is a critical component of medical education, fostering critical thinking and evidence-based practices. Despite its importance, undergraduate medical students in Pakistan face significant barriers to research engagement. This study explores the challenges hindering their participation in research activities.MethodsA qualitative research design was employed, utilizing semi-structured interviews with 45 undergraduate medical and dental students from a public medical university in Pakistan. Participants were purposefully selected to provide diverse perspectives. Data were analyzed thematically to identify recurring barriers and challenges.ResultsFour key themes emerged: (1) Time constraints, as academic workloads and clinical rotations left limited time for research; (2) Lack of extrinsic motivation, knowledge, and research ability, including insufficient training and limited institutional incentives; (3) Inadequate financial assistance and poor maintenance of research facilities, with students highlighting a lack of funding and outdated infrastructure; and (4) Lack of support from research mentors and training, emphasizing the need for effective mentorship and structured research programs. These barriers collectively hinder students' ability to engage meaningfully in research.ConclusionsThe study highlights the urgent need for systemic reforms in medical education, including integrating research training into curricula, improving mentorship programs, providing financial and infrastructural support, and incentivizing research participation. Addressing these challenges can foster a culture of inquiry, empowering students to contribute to advancements in medical science.

Brands as Mentors: Extending the Brand-Consumer Relationship Paradigm

Brands are increasingly focusing on strong relationships with consumers as a means of driving long-term performance. Numerous forms of such relationships have been addressed, from casual interactions to romantic love. Surprisingly, mentorship has largely been overlooked in marketing as a performance-enhancing form of brand relationship, despite the prevalence of mentorship research in other fields such as organizational behavior. Through two studies, this research illuminates how co-production strategies (product and consumer-generated promotions) can be used to bolster consumer perceptions of brand mentorship and increase affective commitment toward brands. The results suggest that perceptions of mentorship differ in meaningful ways among competing brands. Additionally, several facets of brand mentorship are shown to influence affective commitment, but the role of co-production in this process is less straightforward. Implications for marketing theory and practice are indicated. Specifically, brand mentorship may be best conveyed as part of an overall brand persona rather than integrated into individual product experiences.

Study of an effective machine learning-integrated science curriculum for high school youth in an informal learning setting

PurposeThis study evaluates the effectiveness of a machine learning (ML) integrated science curriculum implemented within the Science Research Mentorship Program (SRMP) for high school youth at the American Museum of Natural History (AMNH) over 2 years. The 4-week curriculum focused on ML knowledge gain, skill development, and self-efficacy, particularly for under-represented youth in STEM.BackgroundML is increasingly prevalent in STEM fields, making early exposure to ML methods and artificial intelligence (AI) literacy crucial for youth pursuing STEM careers. However, STEM fields, particularly those focused on AI research and development, suffer from a lack of diversity. Learning experiences that support the participation of under-represented groups in STEM and ML are essential to addressing this gap.ResultsParticipant learning was assessed through pre- and post-surveys measuring ML knowledge, skills, and self-efficacy. Results from the implementation of the curriculum show that participants gained understanding of ML knowledge and skills (p < 0.001, d = 1.083) and self-efficacy in learning ML concepts (p = 0.004, d = 0.676). On average, participants who identified as female and non-white showed greater learning gains than their white male peers (ML knowledge: p < 0.001, d = 1.191; self-efficacy: p = 0.006, d = 0.631), decreasing gaps in ML knowledge, skills, and self-efficacy identified in pre-survey scores.ConclusionsThe ML-integrated curriculum effectively enhances students’ understanding and confidence in ML concepts, especially for under-represented groups in STEM, and provides a model for future ML education initiatives in informal science settings. We suggest that policy makers and school leaders take into account that high school age youth can learn ML concepts through integrated curricula while maintaining an awareness that curriculum effectiveness varies across demographic groups.

Empowering Underrepresented Minority Students: a STEM-Focused Research Internship Program Bridging the Path to Graduate and Professional Success

Abstract The goal of this Research Education Program (REP) is to increase diversity in science, technology, engineering, math, and medicine (STEMM) fields. However, few programs include research internship opportunities and summer education programs for student participants. In our REP we integrated a research internship program into the summer curriculum and provided stipends aimed to alleviate the financial stress for underrepresented minority (URM) students, allowing them to focus on research, academics, and professional development. More than 90% of research mentors were satisfied with interns’ ability in various aspects of STEM research, including integrating research with academic work, developing research skills, engaging in research, formulating scientific hypotheses, implementing constructive feedback, and their readiness to become independent researchers. Over 80% of student interns reported satisfaction with the positive impact of the internship program on their professional development in scientific research, oral presentation, and written communication skills. This improvement was attributed to experiences such as preparing posters and manuscripts, collaborating in teams, working independently, and engaging in overall program activities. There was a significant positive association (r(9) = .60, P &lt; 0.05) between student satisfaction and research mentors' evaluation of their satisfaction with students' performance during the research internship program.

Students’ Readiness in Conducting Research: Basis for an Intervention Plan

This research examined the readiness level of third-year students from Eastern Samar State University - Guiuan Campus for research, with an emphasis on their awareness of handling technical research writing and completing the key parts of a research paper. This study utilized a descriptive - correlational research design, and through an adapted survey questionnaire, the researchers gathered the data from 307 respondents. First, the participants seemed to be at a moderate level of preparedness (overall mean = 3.69) for technical aspects of writing, and (mean = 3.64) for the writing of the major parts of a research paper. Students all similarly had a higher degree of preparedness related to the technical aspects such as formatting research papers (mean = 3.81) or selecting research designs (mean = 3.88) but faced difficulty conceptualizing research problems and theories, more specifically when doing grounded theory research (mean = 3.45). A set of challenges that affected students' preparedness were also identified, and they found financial barriers (mean = 3.67) to be the most significant followed by poor digital literacy (mean = 3.21). A moderate correlation (r = 0.444) was found between students challenges and their preparedness for technical writing, while a strong correlation (r = 0.543) was seen between the challenges students faced to their preparedness to writing the major parts of a research paper. This shows that with a higher degree of challenges students experienced a lower degree of preparedness, indicating clear institutional support is needed. In this light, the study proposed the intervention program which included workshops on conceptualizing a research study, digital literacy, financial aide and mentorship programs to help engage students in a way to understand and explore possible challenges to their preparedness for research, as well as improve their overall readiness to conduct research, and ultimately do quality research for high quality researched based studies.

Illuminating the Shadows of Neuroscience: How Curiosity and Courage Redefine Research Models and Mentorship.

Scientific progress often hinges on the courage to question conventional models and embrace exploratory research. This commentary examines the importance of curiosity-driven science by drawing on historical and contemporary examples, from Darwin's unconventional research methodologies to modern neuroscience investigations that challenge the constraints of traditional laboratory environments. An over-reliance on predictable, controlled conditions-particularly in select rodent models-has potentially limited the translational impact of neuroscience. By exploring novel research paradigms, including raccoon neural investigations and rodent-driven vehicles (ROVs), the value of expanding research models to incorporate diverse species and environments is examined. As neuroscience advances, the field must move beyond the metaphorical lamp post, venturing into uncharted territory to fully capture the complexity of neurobiological variables. By fostering a culture of discovery over predictability-supported by innovative and exploratory mentoring approaches-we can illuminate new frontiers in neuroscience and develop transformative insights for mental health and beyond.

Faculty Perspectives on Engaging Undergraduates in Agricultural and Applied Economics Research

Preparing the next generation of agricultural economists is critical to providing solutions to the numerous challenges faced within agriculture. Although undergraduates benefit from undergraduate research (UR), there is limited understanding of why and how faculty incorporate undergraduates in their research programs. To examine this issue, this study seeks to increase: (1) understanding of the motivations, (2) perceived support for, and (3) anticipated outcomes of agricultural economists who engage in UR. Based on an online survey distributed to U.S. faculty, results provide a perspective of the motivations of research mentors to engage in UR, prevailing advising models, and objectives, and perceived positive externalities to the field of agricultural economics. Intrinsic and extrinsic motivations may play an important role in faculty willingness to provide UR opportunities. Additionally, institutional bodies can alleviate the difficulties researchers face when engaging undergraduates, thereby increasing the overall interest of faculty and students in agricultural and applied economics to engage in research

Research Verification in the Application Review Process for Orthopaedic Surgery Residency.

The integrity of applications submitted by medical students applying for orthopaedic surgery residency has been a topic of concern within the medical community in recent years. Although research misrepresentation is a recognized issue, there is limited information on how orthopaedic surgery residency programs verify the research contributions listed by medical students during the application process. The purpose of this study is to identify if and how orthopaedic surgery residency programs verify the research section of an application. A 28-question anonymous survey was distributed in March 2024 to program directors, assistant program directors, and research directors in the department of orthopaedic surgery at participating Collaborative Orthopaedic Educational Research Group (COERG) programs. The survey was open for three weeks and assessed the respondents' background, their application review practices, and the reasoning behind these practices. There were a total of 10 respondents: eight identified as male (80%), one identified as female (10%), and one identified as a transgender female (10%). Six of 10 (60%) respondents did not verify research listed on orthopaedic surgery residency applications. Only three (30%) verified both posters and publications, and one (10%) participant verified publications only. Of those who verified research, the most common verification process was both checking PubMed/similar platforms (three, 33%) and contacting research mentors or collaborators (three, 33%). Six (60%) respondents were at least somewhat concerned with research misrepresentation, and eight (80%) felt that verification of research on Electronic Residency Application Service (ERAS) applications should be standard practice. The primary reason cited by programs that did not verify research was the significant time investment required to establish a consistent process, accounting for eight (47%) responses. Four (40%) respondents felt that incorporating research verification into the application review process would extend each review by 31 minutes to an hour. Orthopaedic surgery residency programs are generally concerned with research misrepresentation among applicants; however, most programs are not yet actively verifying research reported in the ERAS application. The primary concern among programs is the time required for verification. There is a need for the creation of standardized research verification practices that can be adopted by all programs. Programs may consider implementing more efficient verification strategies or prioritizing confirmation of an applicant's most significant research achievements to ensure a fair and accurate evaluation of applicants.

211 Building a community of practice among research managers supporting mentorship research

Objectives/Goals: The National Research Mentoring Network Coordination Center (NRMN CC) received funding from NIH to create an Online Community of Practice (OCoP) for Research Managers (RM). These RM contributed to advancing the research on the science of mentorship in STEMM. In a Proof of Concept, RM explored various aspects of their mentorship research support work. Methods/Study Population: An OCoP met 18 times across the 5-year grant to share experiences working to advance the science of mentorship in STEMM. Topics, frequency, and length of meetings were selected based upon several needs assessments surveys from the RM community. RM were invited to join the OCoP based on their roles as the point people for administrative activities in research projects (e.g., finances, budgets, training, and project management). RM often supervised staff, collected data, monitored IRB protocol compliance, and conducted research. RM played a pivotal role in the gathering and sharing of common measures across the 11 U01 studies to allow for greater confidence in research findings on mentorship (McConnell, 2021). Results/Anticipated Results: Our primary goal was to provide a supportive community for RM contributing to mentorship research and data sharing. The results from several needs assessments exemplified a request for this support from the community to engage in an OCoP focused on their professional development. Therefore, the OCoP served as a starting point to explore the duties, functions, roles and responsibilities of RM, and extended into providing professional development. Although the number of RM attending decreased as the grant entered the no-cost extension phase, a subgroup of RM expressed interest in continuing the OCoP to focus on dissemination of research findings, further supporting the need for this community. Discussion/Significance of Impact: RM supported 11 research projects and contributed to the data collection for over 6,000 participants. Few opportunities exist to create an OCoP for large scale data collection on experiences with mentorship in STEMM. RM were pivotal in their role with the NRMN to enhance the training and career development of individuals from diverse backgrounds.

152 Competency-based training in translational research: A curriculum crosswalk for enhanced mentorship in NIH Career Development Programs

Objectives/Goals: This poster details the development, implementation, and assessment of a comprehensive competency-based curriculum crosswalk and training plan aimed at enhancing the mentorship and skill development of translational research mentees within the National Institutes of Health (NIH) KL2 and TL1 Career Development Award programs. Methods/Study Population: The Center for the Improvement of Mentored Experiences in Research (CIMER) Mentoring Up for Early Career Investigators program, first developed by the University of Wisconsin-Madison, was further adapted by the Frontiers Clinical and Translational Science Institute (Frontiers CTSI). A competency crosswalk illustrates connections between a training curriculum and expected competencies. Developing a competency-based training crosswalk is a strategic approach designed to align mentoring practices with established NIH competencies, including the Seven Characteristics of a Translational Scientist, Mentoring Competency Assessment, Responsible Conduct of Research, Translational Teams, and TeamMAPPS. Results/Anticipated Results: The KL2 and TL1 Award Programs serve as ideal platforms for applying the developed curriculum. Implementing a competency-based, evidence-based, and culturally responsive curriculum for research mentee training has shown substantial benefits. Our pilot tests and full-scale implementation within the KL2 and TL1 Award Programs have demonstrated marked improvements in mentee competencies, such as technical skills, research design, and professional development as shown through evaluation feedback. Integrating the new Frontiers CTSI curriculum has fostered more effective and supportive mentoring relationships. Mentees have reported high satisfaction levels with the training program, particularly appreciating the interactive didactics, continuous feedback mechanisms, and reflective practices. Discussion/Significance of Impact: By adopting these recommendations, Clinical and Translational Science Awards (CTSA) and similar programs can improve research mentorship quality and impact, fostering a diverse cohort of skilled researchers. Implementing these strategies in CTSA mentorship programs offers a model for broader application in research training.

159 Benefits of career development grant coaching groups for early career clinical and translational investigators beyond funding success

Objectives/Goals: We reorganized the University of Illinois Chicago, Center for Clinical and Translational Science education programs in part to extend assessment beyond funding success. We evaluated the impact of early career grant coaching on applicants’ perceived preparedness for grant submission, confidence in securing grants, and self-reported benefits. Methods/Study Population: Modeled after the National Research Mentoring Network, groups of ~5 investigators who wanted to submit a career development grant proposal met weekly for ~12 weeks with a senior faculty coach to refine aims pages, biosketches, and career development plans using a real-time peer review process. To evaluate impact, we assessed perceived preparedness (“How prepared do you feel to submit your grant proposal?”) and funding confidence (“How confident do you feel in your proposal’s funding chances?”) on entrance and exit surveys using a visual analog scale (max 100 points). Exit surveys also included an open-ended question: “What did you learn or accomplish during the coaching group?” We used paired t-tests to evaluate pre-to-post participation changes and reviewed free responses for additional context. Results/Anticipated Results: From June 2023 to September 2024, 21 people (12 postdocs/1 research assistant professor/7 tenure-track assistant professors/1 other; 13 female) were enrolled in 4 sessions. Seven people did not finish the sessions and were lost to follow-up. For the 14 participants who completed both the entry and exit survey, perceived preparedness for grant submission increased from 30.1 ± 23.5 to 67.1 ± 24.6 (p = 0.001). Funding confidence in securing funding also increased from 40.8 ± 19.1 to 64.0 ± 20.7 (p = 0.003). Participants valued the structure and accountability of the groups and reported other benefits, such as improved writing skills. Opportunities for feedback were also appreciated, with one participant stating, “I learned to face my fear of constructive criticism.” Discussion/Significance of Impact: Coaching improved perceived preparedness for grant submission and confidence in securing funding for participants’ current submissions and provided potentially durable benefits such as receiving and positively responding to constructive feedback. The impact of such programs likely exceeds the short-term financial return on investment.

153 Development and implementation of a Pilot Summer Training Program for clinical research professionals

Objectives/Goals: Skilled clinical research professionals are essential to efficient and effective research teams, but many undergraduate students are not aware of staff-level careers in the field. To address this, the Michigan Institute for Clinical and Health Research launched the Clinical and Health Research Professional (CHRP) Pathways Program. Methods/Study Population: The 10-week hybrid CHRP Pathways Program was piloted in Summer 2024. Undergraduate students interested in research careers were recruited from local universities and community colleges. The program consisted of 8 hours/week of didactic curriculum guided by ECRPTQ competencies and 32 hours/week of mentored work experience on research teams. Classroom activities were completed with participants from a partner program within the university. Surveys were administered at 3 weeks and 10 weeks along with an end-of-program focus group to assess acceptability and self-reported learning outcomes. Results/Anticipated Results: The pilot CHRP Pathways Program enrolled 3 students and was well-received by participating students and mentor research teams. Students agreed that they would recommend the program to their classmates. Students indicated that the program helped them understand the role of a study coordinator, provided insight into research career paths, and helped them form professional relationships. Self-reported confidence levels in a range of research competencies increased. Two students who completed the 10-week program chose to continue working part-time with their research teams while continuing their undergraduate studies. Discussion/Significance of Impact: Experiences like the CHRP Pathways Program provide valuable exposure to staff-level research career opportunities for students engaged in health science studies. They can address an existing workforce gap by equipping college graduates with relevant work experience and basic research competencies.

What do clinicians perceive as the effective implementation strategies for TREAT journal clubs? A qualitative study

BackgroundJournal clubs have long been recognised as a potential tool for supporting evidence-based practice skills and culture, however they can be challenging to implement and sustain in clinical settings. While the TREAT journal club format was developed to address some of these challenges; it is unclear which strategies are most helpful in supporting ongoing sustainability. To further this enquiry, the aim of this study was to identify clinician’s perspectives of the most effective implementation strategies for supporting sustainable TREAT journal club attendance, culture and satisfaction.MethodsClinicians, clinician-facilitators, and research mentors were recruited from six allied health journal clubs who participated in the TREAT journal club format within a single hospital and health service. Participants were invited to attend focus groups at 10 months and 16-months following participation in their journal club. Focus group questions explored which strategies participants felt were most effective during implementation of the journal club, what outcomes they led to and what if any contextual factors influenced these outcomes. Data analysis involved an inductive and deductive approach and the formation of context- mechanism-outcome configurations drawing from elements of a realist evaluation.ResultsEighteen focus groups were conducted separately with 47 clinician participants, 12 clinician-facilitators, and 6 research mentors. Strategies reported to be the most effective related to clinical relevance and application of the topic, group participation (i.e., group prioritisation of topics, group discussion), consistency, structure (i.e., protected time, structured appraisal tool, timetabling) and mentoring. These were further synthesised within 11 context-mechanism-outcome configurations which identified contexts that influenced outcomes. For example, clinicians reported smaller and single profession journal clubs enhanced outcomes relating to attendance, culture and practice changes when implementing the strategy of discussing the article’s application to practice.ConclusionClinicians report several strategies which may enhance journal club attendance and satisfaction, EBP culture, and knowledge and skills of clinicians when implementing a TREAT journal club for up to 16-months. Findings emphasise the importance of journal club topics being identified and prioritised by clinicians as a group to maximise relevance and clinician buy-in. Strategies discussed may be useful for services to consider when implementing journal clubs, taking into consideration specific contexts.

Greater faculty mentor brilliance beliefs predict lower science identity in first-generation college student researchers

Students who are the first in their family to go to college represent an essential pool of STEM talent, yet they are often underrepresented in STEM fields. In this study, we examined how faculty research mentors’ beliefs about whether brilliance is required for success (brilliance beliefs) shape students’ beliefs about who is allowed to be successful in STEM and, in turn, the extent to which they see science as an important part of who they are. Data from 3 universities involving 117 faculty mentors and 670 student researchers demonstrated that first-generation college students working with faculty mentors who held lesser brilliance beliefs expressed broader views about who can be successful in STEM and subsequently identified more as scientists three months later. Further, the more students identified as scientists the more they reported commitment to pursuing STEM careers. There were not statistically significant relationships between faculty brilliance beliefs and continuing-generation students’ beliefs about who can be successful in STEM nor their science identity. These findings indicate that within faculty-led research labs – where participation is essential for STEM career advancement – faculty beliefs about who can participate and be successful in STEM can either undermine or promote equitable opportunities for first-generation college students to develop an identity in science that would motivate long-term STEM persistence.

ATGL links insulin dysregulation to insulin resistance in adolescents with obesity and hepatosteatosis.

BACKGROUNDThis study examined the underlying cellular mechanisms associated with insulin resistance (IR) and metabolic disease risk within subcutaneous adipose tissue (SAT) in youth with obesity and IR compared with those without IR.METHODSThirteen adolescents who were insulin sensitive (IS) and 17 adolescents with IR and obesity underwent a 3-hour oral glucose tolerance test and MRI to measure abdominal fat distribution and liver fat content. Lipolysis was determined by glycerol turnover ([2H5]-glycerol infusion) and adipose triglyceride lipase (ATGL) phosphorylation (Western blot) from SAT samples biopsied prior to and 30-minutes following insulin infusion during a hyperinsulinemic-euglycemic clamp (HEC).RESULTSGlycerol turnover suppression during the HEC (first step) was lower in participants with IR compared with those with IS. Prior to insulin infusion, activated ATGL (reflected by the p-ATGL (Ser406)-to-ATGL ratio) was greater in participants with IR compared with those with IS and suppressed in response to a 30-minute insulin exposure in participants with IS, but not in those with IR. Lastly, greater ATGL inactivation is associated with greater glycerol suppression and lower liver fat.CONCLUSIONSInsulin-mediated inhibition of adipose tissue lipolysis via ATGL is dysregulated among adolescents with IR compared with those with IS, thereby serving as a vital mechanism linking glucose and insulin dysregulation and ectopic lipid storage within the liver.FUNDINGThis work was supported by funding from the NIH (R01-HD028016-25A1, T32- DK-007058, R01-DK124272, RO1-DK119968, R01MD015974, RO1-DK113984, P3-DK045735, RO1-DK133143, and RC2-DK120534) and the Robert E. Leet and Clara Guthrie Patterson Trust Mentored Research Award.

Qualitative Research Leaders: Evaluation of Pilot Global Pipeline Program.

Qualitative research methods are central to understanding many public health problems. However, capacity building for qualitative research is globally skewed toward high-income countries, with a significant skills deficit in low- and middle-income countries (LMICs). To address this imbalance and provide a model program, we developed the Qualitative Research Leaders (QRL) program, a pipeline program to increase qualitative research capacity in LMIC institutions and foster leadership in qualitative research. The QRL program is a collaboration between Emory University and Vanderbilt University in the United States and two LMIC institutions Kilimanjaro Christian Medical College in Tanzania and the Public Health Foundation of India. The program had five phases conducted over 12 months: 1) mentored study design sessions, 2) an in-country skill-building workshop, 3) mentored proposal development sessions, 4) a residential grant writing program in the United States, and 5) mentor matching for field implementation. Program evaluation results showed that the QRL program was effectively designed, and scholars valued the program components, learning formats, and session content. The program increased scholars' knowledge, skills, and confidence as mentors in qualitative research. Furthermore, scholars demonstrated leadership in initiating postprogram research, mentoring, and teaching in qualitative research. Overall, scholars felt that the program could be extended to enable more time to internalize new knowledge and develop skills, and the role of in-country mentors could be expanded to further support scholars during fieldwork. In this article, we describe the components of the QRL program and its implementation, results of our program evaluation, and lessons learned for developing similar pipeline training programs.