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Characteristics of Effective Mentors

Effective mentors share a number of characteristics. The profile sketched below is based on a synthesis of observations described by many mentors and authors. While any single mentor may not possess all of the characteristics, effective mentors have many of these qualities. Effective mentors have a strong knowledge base and demonstrated skills in their field. Their work demonstrates superior achievement. Skilled mentors: Are continual, visible learners. Set high standards for themselves. Enjoy and are enthusiastic about their field and teaching in general. Continue to update their knowledge and skills in the field. Model professional growth, focusing on improving student learning. Are considered by peers to be experts in the field. Use a variety of techniques and skills to achieve their goals. Effective mentors earn the respect of their colleagues because they: Listen to and communicate effectively with others. Exhibit a good feeling about their own accomplishments and about the teaching profession. Recognize excellence in others and encourage it. Enjoy intellectual engagement and like to help others. Place great value on the development of critical thinking skills. Exercise good judgment in decisions concerning themselves and the welfare of others. Are sensitive to the needs of others, and generally recognize when others require support, direct assistance or independence.

Selecting Mentors The selection process for mentors should include one or more of the following recommendation processes: Principal Recommendations:

A principal's recommendation is important in the selection of a mentor. However, it is important to be clear about the tone and spirit of a principal's recommendation. For example, does the principal simply recommend an educator "serve as a mentor" or does he/she work to initiate "good matches" between protgs and trained and enthusiastic educators? Or does the principal express a desire to support the mentor because he or she wants the mentor to "learn more about good teaching"? The latter example should raise a red flag for program implementation. Peer Recommendations: Peer recommendations, based on a judgment that the candidate has desired mentor characteristics, will be most helpful. Self-Nomination/recommendation: This is actually one of the best methods of recommendation, if structured as follows: Clearly define the mentor responsibilities. Hold an informational meeting for any prospective mentor candidates. Explain how the program will work, how the role of the mentor is defined, what the expectations are, and what mentors are expected to do throughout the mentoring process. Acknowledge that not everyone should choose to serve as a mentor.

Matching Mentors and Beginning Educators Successful matching of mentors with protgs is a critical aspect of a positive mentoring relationship. While matching criteria are not always perfectly aligned, it is important to the success of the relationship to follow matching guidelines as closely as possible. Suggested matching criteria, in the order of preference, include but are not limited to: Similar job assignment (subject/content area). Close physical proximity or means of regular contact. Opportunities for common meeting times. Gender matching if the protg believes that this is important. Realize that appropriate matches with beginning educators may sometimes be difficult to attain. When there is not an ideal match, it may be necessary to seek out mentors from among other staff, retired educators, other districts or professional organizations. Each district should establish a survey or checklist process for matching mentors and new teachers. Once mentor-protg matches have been formed, ongoing monitoring of the matches should facilitate any needed adjustments.

TRAINEE AND MENTOR SELECTION CRITERIA Trainee Selection: The regionalized CRCA program will select and nurture promising fellows training in various clinical disciplines and junior faculty that are initiating their academic careers at TUHSC and Xavier University. The main criteria for selection has been and will continue to be a clear commitment to a career in clinical research and a demonstration of academic qualifications and potential to pursue a rigorous program of training and faculty development. In addition, there must be a clear commitment on the part of the candidates academic supervisor to protect the candidates time consistent with the demands of the CRCA Program, the mentored research, and the trainees goals. For fellows in training in clinical specialties the program leadership will work closely with fellowship program directors to identify qualified candidates as they initiate their clinical fellowships in order to allow for an early assessment of academic potential and career goals. Given the structure of most clinical fellowship training programs, fellows who qualify for the CRCA program initiate their formal K30 curriculum early in the second year and complete their training in clinical research at the end of the third year of clinical fellowship. Thus, a commitment to a 3-year fellowship that combines the required clinical competencies with the clinical research curriculum is mandatory. The potential K30 trainees are considered by the CRCA Core Faculty upon receipt of a personal statement of academic career goals, curriculum vitae, and a detailed letter of recommendation and commitment from the clinical fellowship program director that should include the following items: A. Academic qualifications of the candidate and prior experience in research (if any). B. Evidence of scholarship during medical school and residency training, such as a thesis or dissertation, peer-reviewed publications, and clinical case reports. C. Record of special academic and/or research grants or scholarships during medical school, residency and fellowship training. D. Identification of a field of clinical research for which the candidate has demonstrated interest and potential in the judgment of the fellowship program director. E. Identification of potential mentors that are willing to make a commitment to the academic development of the trainee and a commitment of protected time for the fellow. The CRCA program Core Faculty assesses the documentation described above and, if satisfied with the qualifications and potential of the candidate, schedules a formal interview for the prospective trainee with two members of the Internal Advisory Committee. The interview focuses primarily on an expansion of the candidates stated commitment to a career in clinical research and evaluates the candidates insight into his/her own strengths and needs for scholarly development. After a thorough evaluation, the Core Faculty makes a final decision regarding acceptance or rejection of the candidate. The program leadership communicates the final recommendation to the fellowship program director in writing and summarizes the basis for rejection if such is the case.

For Junior Faculty in clinical specialties the process of selection is similar, with the understanding that a rigorous institutional process of academic evaluation has already taken place prior to the faculty appointment. Nevertheless, letters of support from the candidates departmental chairperson and clinical section chief are required and include the elements described above (A-E). A statement of departmental and institutional commitment to protect the candidates time while he/she pursues the clinical research curriculum and mentored research is required specifically addressing the duration of the program and the necessary shielding from clinical service responsibilities, as appropriate. Mentor Selection and Training: The success of our training program in clinical research depends on the matching of high-quality trainees with well-qualified and experienced mentors. While the design of a formal curriculum of courses, as proposed in this application, is important in order to provide a solid theoretical background to the K30 fellows, the guidance of a mentor is paramount for the academic advancement of junior faculty choosing a career in clinical research. Thus, our program places a very high priority on the selection of mentors based on the needs and interests of our trainees. In order to qualify as mentors, faculty members at TUHSC and Xavier University will now have to demonstrate the following: -reviewed extramural research support for biomedical or population research with sufficient funding to support the work of trainees in a way that allows for the generation of pilot/preliminary data for an independent research grant application; -reviewed journals; information on the career path of former trainees; e such that an environment conducive to scientific inquiry is provided; - and/or extramural investigators that can enhance the experience of junior faculty trainees; interact with trainees on a regular and consistent basis, during the conception of a research proposal and during its implementation, such that methodological approaches and data analyses are rigorously scrutinized and relevant feedback is provided to the trainees; trainees and recommendations for further development and advancement when appropriate; consistent with the career goals of the trainee and will be designed in consultation with the K30 Program leadership The K30 Program Director and the Core Faculty will review the proposed mentors credentials and will assess the goodness of fit for individual trainees, as well as determine if additional mentors with special expertise are desirable for the success of the proposed research plan and Roadmap. Once a mentor is selected, a formal process of

information and training will take place such that the mentors become familiar with the overall goals of the K30 program, its academic course requirements and options for individual trainees. The benchmarks to be reached and the expectations of the program leadership with regard to the training of fellows and junior faculty in clinical research will be communicated. At the end of this process, the program leadership must be satisfied with the level of commitment expressed by the proposed mentor and an academic contract will be signed and filed for documentation. The IAC will also meet periodically with each trainee to get feedback as to the adequacy of the mentor-trainee relationship such that alternative arrangements can be made if deemed appropriate. Likewise, the program leadership will be receptive to the opinions of mentors that recommend such alternative arrangements in the best interest of individual trainees. Evaluation of Trainees and Mentors: The CRCA program will emphasize the importance of establishing an individual Roadmap for the trainees with specified timelines and benchmarks to be observed and achieved. The mentors will have the primary responsibility for monitoring adherence to the roadmap and facilitating the development of the trainees into successful clinical investigators. Likewise, the trainees are expected to perform at a high level in academic course work as well as in their mentored clinical research projects. Each trainee meets quarterly with a member of the IAC. The trainees are evaluated on the basis of the following criteria: A. Consistent and satisfactory academic performance in the courses taken for credit as part of the K30 curriculum, whether they elect to pursue a Masters degree or a certificate of special competence in Clinical Research. B. Trainees will be required to perform at a B level or above, in agreement with the standard academic requirements of the Tulane School of Public Health and Tropical Medicine. C. A grade of B-minus in one course will result in placement on academic probation. A second grade of B-minus will constitute ground for dismissal from the program based on unsatisfactory academic performance. D. Consistent and satisfactory performance in the mentored research project that is selected for the trainee and that is to be completed over a 2-year period. The mentor and collaborating clinical/basic investigators will be responsible for supervising and monitoring the regular involvement of the trainee in laboratory and/or clinical research protocols. E. Submission of quarterly progress reports outlining the progress in data collection, methods development, and overall implementation of the mentored clinical research project. The trainee will be expected to provide a timetable for completion of various phases of the project and to discuss potential pitfalls and how to overcome them. F. Presentation of research seminars as scheduled by the Program Director. The trainees will be evaluated with respect to depth and breath of knowledge of their chosen area of work, scientific creativity, and communication skills. G. Preparation of manuscripts for submission to peer-reviewed journals. It will be expected that at the completion of 2 years of formal training in clinical research

the trainees will have prepared and submitted a minimum of 2 scientific papers, at least one of which will report original research. H. Development of a grant proposal in NIH style to be submitted for review by the CRCA Internal Advisory Committee at the completion of the first year of formal training in clinical research. The mentors will be expected to guide and assist the trainees such that they can achieve the required competencies and fulfill all their academic courses and research requirements stipulated by the K30 program. The following specific items will be monitored in order to evaluate the performance of the mentors: A. Involvement in, and supervision of, all stages of the mentored clinical research project chosen for the trainee. This will include providing feedback and criticisms of the trainees performance on a regular basis, with recommendations for corrective or alternative approaches to be implemented by the trainee. B. Attendance at all seminar presentations by the trainee, such that the mentor can provide his/her own evaluation of the quality of the presentation, as well as being aware of the perception and recommendations of peers. C. Review the quarterly progress reports and provide feedback to the trainee prior to submission to the CRCA program leadership. D. Involvement in the preparation of manuscripts and grant proposals by the trainee, with provision of relevant feedback. E. Responsiveness to the CRCA program leadership and adherence to the requirements of the K30 program. The performance of both trainees and mentors will be considered formally and reviewed at six-month intervals by members of the CRCA Program Internal Advisory Committee, which will meet separately with the trainees and the mentors. Feedback will be provided as appropriate, and recommendations for corrective action, including the dismissal from the program, made to the Core Faculty who will review the evaluation and communicate the appropriate action to both mentor and trainee. The evaluations and actions taken will be retained and reviewed at the annual program retreat by the internal and external advisory committees and core faculty. The CRCA program leadership may recommend the replacement of a mentor if performance is unsatisfactory or a better match is required for the benefit of the trainee. Mentoring Relationship: Each K-30 participant will have two mentors, one departmental specialty mentor and one from the Core Faculty. The mentors will be qualified and committed to the participants career development. The mentor/trainee relationship is designed to last for at least 2 years during which time the Mentors and the program will monitor and promote progress toward the trainees independent research career. Both publications and grant proposals will be the measurable outcomes of the Mentor Relationship. Satisfactory progress will be judged against the Roadmap prepared and approved initially and revised at appropriate intervals

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