TY - JOUR
T1 - Translating mentoring interventions research into practice
T2 - Evaluation of an evidence-based workshop for research mentors on developing trainees' scientific communication skills
AU - Dahlstrom, Erin K.
AU - Bell, Christine
AU - Chang, Shine
AU - Lee, Hwa Young
AU - Anderson, Cheryl B.
AU - Pham, Annie
AU - Pribbenow, Christine Maidl
AU - Cameron, Carrie A.
N1 - Publisher Copyright:
© 2022 Dahlstrom et al. This is an open access article distributed under the terms of the Creative Commons Attribution License, which permits unrestricted use, distribution, and reproduction in any medium, provided the original author and source are credited.
PY - 2022/2
Y1 - 2022/2
N2 - A key part of keeping doctoral and postdoctoral trainees in STEM research careers is mentoring. Our previous research indicates that mentoring trainees in scientific communication (SC) skill development increases research career intention through two social-cognitive constructs, self-efficacy in and outcome expectations for acquiring SC skills, as well as science identity. While many mentor training interventions exist, no programs focus on developing SC skills specifically. The "Scientific Communication Advances Research Excellence"(SCOARE) program trains mentors to address trainee scientific communication (SC) skill development as an innovative approach to increase trainee research career persistence. The SCOARE training is a half-day workshop for faculty mentors of research trainees at five sites nationally. Informed by previous research, workshop content focuses on practical, effective mentoring strategies to develop trainee speaking and writing skills. Anonymous evaluation data collected after each workshop indicates participant satisfaction and reported positive increases in skills and knowledge in applying new and various techniques when mentoring trainees (skills) and how linguistic bias influences our perception of others (knowledge). This article outlines the research-based development of the SCOARE program, the first two years' of workshop evaluations showing positive increases in skills and knowledge, and lessons learned to increase participant satisfaction with the program.
AB - A key part of keeping doctoral and postdoctoral trainees in STEM research careers is mentoring. Our previous research indicates that mentoring trainees in scientific communication (SC) skill development increases research career intention through two social-cognitive constructs, self-efficacy in and outcome expectations for acquiring SC skills, as well as science identity. While many mentor training interventions exist, no programs focus on developing SC skills specifically. The "Scientific Communication Advances Research Excellence"(SCOARE) program trains mentors to address trainee scientific communication (SC) skill development as an innovative approach to increase trainee research career persistence. The SCOARE training is a half-day workshop for faculty mentors of research trainees at five sites nationally. Informed by previous research, workshop content focuses on practical, effective mentoring strategies to develop trainee speaking and writing skills. Anonymous evaluation data collected after each workshop indicates participant satisfaction and reported positive increases in skills and knowledge in applying new and various techniques when mentoring trainees (skills) and how linguistic bias influences our perception of others (knowledge). This article outlines the research-based development of the SCOARE program, the first two years' of workshop evaluations showing positive increases in skills and knowledge, and lessons learned to increase participant satisfaction with the program.
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U2 - 10.1371/journal.pone.0262418
DO - 10.1371/journal.pone.0262418
M3 - Article
C2 - 35108289
AN - SCOPUS:85123972771
SN - 1932-6203
VL - 17
JO - PloS one
JF - PloS one
IS - 2 February
M1 - e0262418
ER -