Evidence map›Paper›PMID 35862583›Full record

ArticleCBE life sciences education2022

Evaluation of a Culturally Responsive Mentorship Education Program for the Advisers of Howard Hughes Medical Institute Gilliam Program Graduate Students.

Christine Pfund, Fátima Sancheznieto, Angela Byars-Winston, Sonia Zárate, Sherilynn Black, Bruce Birren, Jenna Rogers, David J Asai

Abstract read
In one paragraph

Article in CBE life sciences education, 2022. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Cited by 28 papers, 1 of them a synthesis that pooled it.

0numbers the graph read from it
0cells of the map it votes in
28citing papers in PubMed, 1 pooled it
–field-weighted citation impact
1 · What the graph read from it

What it found

Each row is one number read from the abstract, on the scale the paper reported it, with its interval. Left of the dashed line favours the treatment, right favours the comparator. Under each row is the sentence it came from. New to these charts? A ten-minute tutorial.

The abstract states no effect estimate the extractor could read, or names no intervention and outcome on the map, so this paper lights no cell and moves no belief. It is still indexed, cited and linked below.

2 · The registry

The trial behind it

Trials whose registry record cites this paper, or whose number appears in the abstract. A trial that started after this paper was published is citing it as background, not reporting it.

Neither the registry nor the abstract names a trial number. If this is a trial report, that itself is worth knowing.

3 · Its place in the literature

Who cites it

28 citing papers in PubMed, 1 synthesis or guideline pooled it.

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  6. An innovative DEI approach for emerging HIV investigators on Latino health.Journal of clinical and translational science · 2026
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4 · The record

Corrections and comments

PubMed lists nothing against this paper. Absence here is not a guarantee, only a check that was made.

5 · Who and what money

Authors and funding

8 authors.

Christine PfundCenter for the Improvement of Mentored Experiences in Research, Wisconsin Center for Education.
Fátima SancheznietoInstitute for Clinical and Translational Research, and.
Angela Byars-WinstonDepartment of Medicine, University of Wisconsin-Madison, Madison, WI 53706.
Sonia ZárateScience Education, Howard Hughes Medical Institute, Chevy Chase, MD 20815.
Sherilynn BlackOffice of the Provost and Division of Medical Education, Duke University, Durham, NC 27708.
Bruce BirrenDiversity, Education, and Outreach Office and Genomic Center for Infectious Diseases, Broad Institute of MIT and Harvard, Cambridge, MA 02142.
Jenna RogersCenter for the Improvement of Mentored Experiences in Research, Wisconsin Center for Education.
David J AsaiScience Education, Howard Hughes Medical Institute, Chevy Chase, MD 20815.

Funding

Howard Hughes Medical Institute
6 · The paper itself

Abstract

Effective mentorship is critical to the success of trainees in research career pathways, significantly impacting their research productivity, academic and research self-efficacy, and career satisfaction. Research faculty may be unaware of or unprepared to address mentor-mentee dynamics in mentoring relationships, especially those that go beyond traditional scientific skill development. Addressing mentorship dynamics can be even more challenging for mentors from well-represented backgrounds working with mentees from historically excluded racial/ethnic groups. The Howard Hughes Medical Institute supports programmatic interventions, like the Mentorship Skills Development (MSD) course, an innovative program that aims to advance the mentorship competencies and cultural diversity awareness of mentors. Between 2015 and 2020, more than 200 faculty mentors participated in the MSD. Quantitative and qualitative data reveal significant gains in mentorship skills and cultural awareness, with mentors reporting increases in their confidence to have conversations around race and culture with their mentees. More than 85% reported actual or intended changes to their cultural responsiveness or mentorship behaviors. Importantly, behavioral changes were also observed by their mentees. These data indicate that culturally responsive mentorship education can increase knowledge and efficacy in effective mentorship practices and improve mentorship experiences of both mentors and mentees.

Indexed as

MentoringStudents, MedicalFacultyHumansMentorsProgram Evaluation

Identifiers

PMID35862583
PMCPMC9582832

What OpenQuestion holds

Textmetadata
LicenceCC BY-NC-SA
Read underepoch 390

Registered trials

None linked

Read under generation 80e0d062 · epoch 390. Bibliography from PubMed, PubMed Central and OpenAlex; grants from NIH RePORTER; trial links from ClinicalTrials.gov; estimates, votes and beliefs from the OpenQuestion graph.