Table 4.
Proposed Content for “Mentor/Trainee Responsibilities”
| Topic (Subtopics indented) | Percentage of panelists rating item as “important” or “very important” (Mean score) |
|
|---|---|---|
| Teaching | Assessing | |
| 1. Definitions and expectations of the mentor/trainee relationship | 100* (3.75) | 36 (2.36) |
| a. Defining research advisors, mentors, and trainees—across a variety of settings including degree programs, postdoctoral training, and jobs |
42 (2.50) | N/A† |
| b. Boundaries of the mentor/trainee relationship | 100* (3.58) | 45 (2.36) |
| 2. Power relationships and the potential problems they involve | 100* (3.58) | 40 (2.50) |
| a. Power structures and hierarchical relationships within science and the mentor-trainee relationship |
92* (3.33) | 25 (2.08) |
| b. Friendships and mentoring relationships | 42 (2.50) | N/A† |
| c. Harassment, sexual and other types | 67* (3.08) | 42 (2.42) |
| 3. Scientific responsibilities of the mentor | 100* (3.42) | 50 (2.58) |
| a. Promoting professional research skills, including identifying research questions, writing proposals, conducting research, and publishing |
92* (3.17) | 33 (2.42) |
| b. Fostering research compliance (IRB, IUCUC, etc.), RCR, and integrity | 100* (3.58) | 75* (3.08) |
| c. Finding funding and negotiating grants and contracts | 33 (2.25) | N/A† |
| d. Sharing discipline-specific wisdom on how to operate in the field | 33 (2.33) | N/A† |
| 4. Non-scientific responsibilities or roles of the mentor | 67* (2.92) | 42 (2.08) |
| a. Career counseling, including trainees with science and non-science career goals |
42 (2.42) | N/A† |
| b. Conflict resolution | 67* (3.00) | 25 (2.00) |
| c. Fostering autonomy with trainees while accomplishing mentor’s goals | 67* (2.92) | 25 (2.17) |
| d. Management skills | 42 (2.50) | N/A† |
| 5. Responsibilities of trainees within the mentor-trainee relationship | 100* (3.42) | 45 (2.45) |
| a. Work with integrity | 100* (3.42) | 42 (2.42) |
| b. Willingness to blow whistle or challenge misconduct and questionable conduct |
100* (3.50) | 36 (2.36) |
| 6. How to get the most out of the mentor/trainee experience | 58 (2.67) | N/A† |
| a. Optimal characteristics of mentors and trainees | 58 (2.58) | N/A† |
| b. Effective mentoring strategies and characteristics | 83* (3.08) | 27 (2.27) |
| c. Contracting for a good mentoring relationship | 33 (2.33) | N/A† |
| 7. Addressing challenges and problems in the mentor-trainee relationship | 100* (3.25) | 27 (2.27) |
| a. Conscientious refusal | 58 (2.58) | 8 (1.83) |
| b. Importance of clear communication of expectations | 100* (3.25) | 33 (2.42) |
| c. Dealing with diversity of cultures, races, and other personal traits | 92* (3.25) | 42 (2.33) |
Legend:
*
Item achieved a “consensus” by receiving a rating of important or very important from two-thirds of panelists
†
Not applicable because these items were eliminated after round 2 and their importance of being assessed was not measured