Efficacy of a mentor academy program: a case study

ABSTRACT

The purpose of our study was to report the long-term impact or training efficacy of mentor training from the perspective of mentees at a single institution. Twelve mentees representing seven faculty graduates of a mentor training program were interviewed. Data were analyzed using grounded theory. Training resulted in improved goal setting and meeting frequency and increased attentiveness to career development. Results related to communication styles shared expectations, difficult conversations, and promoting scientific independence were mixed. Changes to instructional practices and the implementation of active learning experiences are recommended to enhance the efficacy of the program and to address mentee’s professional developmental needs.

KEYWORDS:

• Mentor training
• mentoring skills
• mentee perceptions
• training efficacy
• grounded theory
• qualitative analysis

Disclosure statement

No potential conflict of interest was reported by the authors.

Additional information

Notes on contributors

Linda S Behar-Horenstein

Linda S Behar-Horenstein, PhD, is Professor Emeritus, University of Florida. Her research interests include faculty development, cultural competency, and the assessment of behavioral, cognitive, and attitudinal change among healthcare faculty, staff, and trainees.

Huan Kuang

Huan Kuang is a PhD student in the Research and Evaluation Methodology program at the University of Florida. Her research interests are statistical and measurement methods as applied to educational and social science studies.