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. 2025 Apr 28;9(1):e113. doi: 10.1017/cts.2025.84

Table 2.

Self-reported gains in mentoring skills, quality, and confidence, and in perceived effectiveness at meeting mentee expectations, after completion of OPM training

Item N Before training mean (SD) After training mean (SD) Mean
difference
(SD)* 		95% CI of the difference
Lower Upper
Skills a
  1. Defining the value of mentoring for research career development
 1036 4.63
(1.27)		 5.70
(0.93)		 1.07
(0.99)		 1.01 1.13
  1. Recognizing the pros and cons of different mentoring models
 1032 4.16
(1.37)		 5.64
(0.93)		 1.49
(1.24)		 1.41 1.56
  1. Fulfilling the career-enhancing functions of being a research mentor
 1032 4.59
(1.32)		 5.67
(0.96)		 1.08
(1.04)		 1.02 1.15
  1. Fulfilling the psychosocial functions of being a research mentor
 1026 4.46
(1.34)		 5.50
(1.01)		 1.04
(1.02)		 0.98 1.10
  1. Applying a proactive, structured approach to mentoring
 1026 4.23
(1.37)		 5.55
(0.98)		 1.33
(1.13)		 1.26 1.40
  1. Navigating the different phases of a mentoring relationship
 1025 4.15
(1.42)		 5.48
(1.00)		 1.33
(1.17)		 1.26 1.41
  1. Applying specific strategies to enhance the quality of my mentoring relationships
 1028 4.12
(1.32)		 5.40
(0.98)		 1.28
(1.08)		 1.22 1.35
  1. Addressing challenges that might arise in my research mentoring relationships
 1018 4.18
(1.34)		 5.40
(1.00)		 1.22
(1.09)		 1.15 1.29
  1. Engaging in difficult conversations with my mentees
 1021 4.07
(1.45)		 5.18
(1.15)		 1.11
(1.09)		 1.04 1.17
  1. Routinely reflecting on and adapting my mentoring practices
 1023 4.15
(1.40)		 5.35
(1.02)		 1.20
(1.11)		 1.13 1.27
  1. Leveraging existing resources and tools to support my mentoring practices
 1017 3.98
(1.38)		 5.30
(1.08)		 1.32
(1.20)		 1.24 1.39
Overall Mentoring Quality b 1027 4.60
(1.15)		 5.47
(0.90)		 0.87
(0.90)		 0.82 0.93
Confidence in Mentoring b 1030 4.63
(1.19)		 5.50
(0.92)		 0.87
(0.88)		 0.82 0.92
Meeting Mentees’ Expectations c 1027 4.64
(1.09)		 5.33
(0.89)		 0.68
(0.91)		 0.63 0.74
*

p < 0.001 for the difference in mean scores between pre and post training for all items using paired t-tests.

a

Retrospective pre-post (1–7 scale: 1 = not at all skilled, 4 = moderately skilled, 7 = extremely skilled).

b

Retrospective pre-post (1–7 scale: 1 = very low, 4 = average, 7 = very high).

c

Retrospective pre-post (1–7 scale: 1 = not at all, 4 = moderately, 7 = completely).

OPM = Optimizing the Practice of Mentoring (online training module).