ArticleThe chronicle of mentoring & coaching2024
Sustained Improvement of Faculty Mentoring Competency with a Mentor Development Program.
Article in The chronicle of mentoring & coaching, 2024. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Cited by 5 papers.
What it found
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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.
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.
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Who cites it
5 citing papers in PubMed.
- A scalable dissemination model for training faculty in mentor development and networking.Medical research archives · 2026Article
- Impact of Faculty Mentor Development Intervention on Mentees' Subjective Career Success.The chronicle of mentoring & coaching · 2025Article
- Cross-Cultural Communication in Mentoring: Impact on Individual Growth.The chronicle of mentoring & coaching · 2025Article
- Effectiveness of a Structured Curriculum-Based Developmental Network Intervention.The chronicle of mentoring & coaching · 2025Article
- Broadening Biomedical Research Workforce Participation through Culturally Responsive Mentoring.Journal of STEM education : innovations and researchArticle
Corrections and comments
PubMed lists nothing against this paper. Absence here is not a guarantee, only a check that was made.
Authors and funding
5 authors.
Funding
Abstract
The greatest challenge to forming faculty developmental networks is the limited availability of skilled mentors, emphasizing the need for mentor development programs. Limited data indicate that mentor development intervention improves mentors' self-reported mentoring competency over the short term. However, the impact on long-term mentoring competency is unknown, constituting a critical gap in the literature. The study used a randomized controlled design with multiple post-test measures to compare the effectiveness of a combined online asynchronous plus virtual synchronous mentor development program vs. an online asynchronous program alone. It tested the hypothesis that mentor development intervention results in greater and sustained improvement in self-assessed mentor competency than the control group in four Southwestern and Mountain West universities. Self-assessed mentor competency was examined using the MCA-21 Mentoring Competency Assessment scale at baseline, and 3-, 12- and 24-months. MCA-21 was rated on a seven-point Likert-type scale as 1, 'Not at all skilled' to 7, 'Extremely skilled'. The composite score was the 21-item average. Linear mixed models examined the intervention effect while accounting for repeated measures, with the main intervention effect operationalized by the intervention x period interaction. 47 intervention and 39 control faculty mentor-mentee dyads, mostly underrepresented in science, were recruited without pre-requirement for research competency. Compared to controls, MCA-21 for intervention mentors improved significantly from baseline at 3-months (Estimate (SE), 0.58 (0.19), 12 months (0.58 (0.21) and 24 months 0.74 (0.23), interaction p ≤0.005). By demonstrating sustained improvement in mentors' competency over 24 months, our findings provide the rationale for academic institutions to invest in faculty mentor development programs and will help the nation support the development of a skilled, diverse academic workforce.
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Registered trials
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.