Explore Our Framework: Characteristics and Actions that Foster Effective Mentee-Mentor Relationships
The literature offers several definitions and frameworks of qualities, attributes, and actions that lead to successful mentoring relationships. After analyzing these frameworks and reflecting on our own experience of developing curriculum, courses, and longitudinal programs on mentorship, we consolidated the core ideas and created a comprehensive list of key characteristics and actions that foster effective mentee-mentor relationships [PDF]. For each characteristic or action, we explain how strong mentors and empowered mentees demonstrate them in practice.
Mentees, mentors, and mentoring program leaders can use this framework for self-assessment, skill and infrastructure building, advocacy, and more. Explore the lists below for examples of how to leverage this framework.
- Identify your mentoring needs.
- Self-assess your strengths and areas in need of support from mentoring relationships.
- Recognize your responsibilities within a mentoring relationship.
- Set goals and milestones for your mentoring relationships.
- Advocate for the support that you need.
- Build structure for peer mentoring groups.
- Recognize the value you bring to a mentoring relationship.
- Self-assess your strengths and areas in need of support within mentoring relationships.
- Recognize your responsibilities within a mentoring relationship.
- Reflect on the principles and write your mentoring philosophy.
- Identify goals and objectives and build infrastructure for your mentoring program.
- Create assessments.
Navigate through the list of characteristics and actions to learn what they look like in practice. The hyperlinks in the tables below connect to relevant information and exercises throughout this website.
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References
Berk, R., Berg, J., Mortimer, R., Walton-Moss, B., & Yeo, T. (2005). Measuring the Effectiveness of Faculty Mentoring Relationships. Academic Medicine, 80(1), 66–71.
Bredella, M. A., Alvarez, C., O’Shaughnessy, S. A., Lavigne, S. D., Brink, J. A., & Thrall, J. H. (2021). Radiology Mentoring Program for Early Career Faculty—Implementation and Outcomes. Journal of the American College of Radiology, 18(3), 451–456.
Dilmore, T. C., Rubio, D. M., Cohen, E., Seltzer, D., Switzer, G. E., Bryce, C., Primack, B., Fine, M. J., & Kapoor, W. N. (2010). Psychometric Properties of the Mentor Role Instrument when Used in an Academic Medicine Setting. Clinical and Translational Science, 3(3), 104–108.
Fleming, M., House, S., Hanson, V. S., Yu, L., Garbutt, J., McGee, R., Kroenke, K., Abedin, Z., & Rubio, D. M. (2013). The Mentoring Competency Assessment: Validation of a New Instrument to Evaluate Skills of Research Mentors. Academic Medicine, 88(7), 1002–1008.
Holliday, Emma B., MD, Jagsi, Reshma, MD, DPhil, Thomas, Charles R., MD, Wilson, Lynn D., MD, MPH, & Fuller, Clifton D., MD, PhD. (2014). Standing on the Shoulders of Giants: Results From the Radiation Oncology Academic Development and Mentorship Assessment Project (ROADMAP). International Journal of Radiation Oncology, Biology, Physics, 88(1), 18–24.
Huskins, W. C., Silet, K., Weber-Main, A. M., Begg, M. D., Fowler, Jr, Vance G., Hamilton, J., & Fleming, M. (2011). Identifying and Aligning Expectations in a Mentoring Relationship. Clinical and Translational Science, 4(6), 439–447.
Meagher, E., Taylor, L., Probsfield, J., & Fleming, M. (2011). Evaluating Research Mentors Working in the Area of Clinical Translational Science: A Review of the Literature. Clinical and Translational Science, 4(5), 353–358.
Pfund, C., Byars-Winston, A., Branchaw, J., Hurtado, S., & Eagan, K. (2016). Defining Attributes and Metrics of Effective Research Mentoring Relationships. AIDS and Behavior, 20(Suppl 2), 238–248.
Ripley, E., Markowitz, M., Nichols-Casebolt, A., Williams, L., & Macrina, F. (2012). Training NIH K Award Recipients: The Role of the Mentor. Clinical and Translational Science, 5(5), 386–393.
Sambunjak, D., Straus, S. E., & Marusic, A. (2010). A Systematic Review of Qualitative Research on the Meaning and Characteristics of Mentoring in Academic Medicine. Journal of General Internal Medicine, 25(1), 72–78.
Schaefer, M., Pander, T., Pinilla, S., Fischer, M. R., von der Borch, P., & Dimitriadis, K. (2015). The Munich-Evaluation-of-Mentoring-Questionnaire (MEMeQ) – A Novel Instrument for Evaluating Proteges’ Satisfaction with Mentoring Relationships in Medical Education. BMC Medical Education, 15(1), 201–201.
St-Onge, C., Young, M., & Varpio, L. (2019). Development and Validation of a Health Profession Education-Focused Scholarly Mentorship Assessment Tool. Perspectives on Medical Education, 8(1), 43–46.
Thorndyke, L. E., Gusic, M. E., & Milner, R. J. (2008). Functional Mentoring: A Practical Approach with Multilevel Outcomes. The Journal of Continuing Education in the Health Professions, 28(3), 157–164.
Yukawa, M., Gansky, S. A., O’Sullivan, P., Teherani, A., & Feldman, M. D. (2020). A New Mentor Evaluation Tool: Evidence of Validity. PloS One, 15(6), e0234345–e0234345.