Evaluating and Giving Feedback to Mentors: New Evidence-Based Approaches

Lauren Anderson*, Karin Silet, Michael Fleming

*Corresponding author for this work

Research output: Contribution to journalArticlepeer-review

26 Scopus citations

Abstract

A comprehensive mentoring program includes a variety of components. One of the most important is the ongoing assessment of and feedback to mentors. Scholars need strong active mentors who have the expertise, disposition, motivation, skills, and the ability to accept feedback and to adjust their mentoring style. Assessing the effectiveness of a given mentor is no easy task. Variability in learning needs and academic goals among scholars makes it difficult to develop a single evaluation instrument or a standardized procedure for evaluating mentors. Scholars, mentors, and program leaders are often reluctant to conduct formal evaluations, as there are no commonly accepted measures. The process of giving feedback is often difficult and there is limited empirical data on efficacy. This article presents a new and innovative six-component approach to mentor evaluation that includes the assessment of mentee training and empowerment, peer learning and mentor training, scholar advocacy, mentee-mentor expectations, mentor self-reflection, and mentee evaluation of their mentor.

Original languageEnglish (US)
Pages (from-to)71-77
Number of pages7
JournalClinical and Translational Science
Volume5
Issue number1
DOIs
StatePublished - Feb 2012

Keywords

  • Evaluation
  • Mentors
  • Outcomes

ASJC Scopus subject areas

  • Neuroscience(all)
  • Biochemistry, Genetics and Molecular Biology(all)
  • Pharmacology, Toxicology and Pharmaceutics(all)

Fingerprint Dive into the research topics of 'Evaluating and Giving Feedback to Mentors: New Evidence-Based Approaches'. Together they form a unique fingerprint.

Cite this