Precision mentoring (PM): a proposed framework for increasing research capacity in health-related disciplines

ABSTRACT

Problem

Research productivity is expected of academic faculty, and mentoring can facilitate it. This paper presents a framework for using mentoring to develop researchers in health disciplines.

Approach

We utilized recent literature reviews, and experience developing researchers at an emerging research institution within the Research Centers for Minority Institutions (RCMI) program, to propose a precision mentoring (PM) framework for research development.

Outcomes

Although we cannot precisely determine how much improvement was due to the PM framework, over the 4 years of our program, the quality and quantity of pilot project proposals (PPP) has increased, the number of external proposals submitted and funded by PPP investigators has increased, and the number of faculty participating in our program has increased. Surveys distributed to our 2021–22 PPP applicants who did not receive funding (n = 5/6 or 86.7%) revealed that new investigators most frequently sought mentoring related to career guidance (e.g., institutional culture, pre-tenure survival strategies), grant proposal basics (e.g., working with funding agencies, reviewing aims, balancing priorities, and enhancing scientific rigor), and identifying funding opportunities.

Next Steps

We recommend shifting the mentoring paradigm such that: (a) mentees are pre-screened and re-screened for their current skill set and desired areas of growth; (b) mentoring occurs in teams vs. by individuals; (c) mentors are trained and rewarded, and (d) attention is paid to enhancing institutional culture.

KEYWORDS:

• Faculty development
• research success
• faculty of color
• new faculty
• diversity

Authors contributions

All authors contributed to the model conception and design. The first draft of the manuscript was written by Lynda Ransdell and Heidi Wayment. Figure preparation for explaining the model was completed by Lynda Ransdell and Heidi Wayment. All authors commented on all versions of the manuscript. All authors read and approved the final manuscript.

Disclosure statement

No potential conflict of interest was reported by the author(s).

Additional information

Funding

This research was supported in part by an NIMHD center grant to the Southwest Health Equity Research Collaborative at Northern Arizona University [U54MD012388]. Additional support was provided by the Simulation-Based Education in Navajo Nation and Rural Northern Arizona Grant (U4EHP39475).