Billings, Heather A

Purpose To implement and evaluate a faculty mentorship skill development curriculum within a radiation oncology department at a single academic medical center. Methods A three-part faculty development curriculum consisting of three 45-minute facilitated workshops was implemented for physician faculty mentors. The curriculum was designed to support mentors in navigating mentoring relationships, aligning expectations, and fostering mentee independence. Content was informed by evidence-based mentorship frameworks and adult learning principles, including models developed by the Center for the Improvement of Mentored Experiences in Research, social cognitive theory, and principles of psychological safety and self-efficacy. Faculty participants representing a range of academic ranks and mentoring experience levels participated voluntarily. Pre- and post-curriculum self-assessment surveys evaluated participant understanding and implementation of mentorship skills, as well as perceptions of common mentorship challenges, using a 5-point Likert scale (1 = strongly disagree to 5 = strongly agree). Descriptive statistics were used to analyze responses. Results Curriculum content progressed from foundational mentorship concepts, including mentor roles, mentoring networks, and stages of mentoring relationships, to communication strategies, expectation alignment, and promotion of mentee independence. Educational methods included brief didactic instruction, case-based discussion, guided reflection, and peer-to-peer learning. Survey data demonstrated improvement in participant self-assessment scores across all evaluated mentorship domains, including mentoring across differences, supporting mentee goal achievement, confidence as a mentor, providing constructive feedback, awareness of mentorship challenges, setting clear expectations, and understanding core mentorship competencies. Participants also reported reduced perceived challenges related to mentorship, with the largest improvements observed in setting boundaries, mentoring across differences, and addressing sensitive topics. Conclusions This faculty mentorship development curriculum was feasible to implement and demonstrated favorable early improvements in self-reported mentorship knowledge, confidence, and perceived ability to navigate common mentorship challenges. Further longitudinal evaluation is needed to assess sustained implementation of mentorship skills and longer-term impact on mentoring relationships.

Effective translation relies on high performance teams integrating diverse disciplines to bring new drugs, medical devices, diagnostics or behavioral interventions into improved health. Despite substantial advancements informed by the Science of Team Science (SciTS), challenges remain in effective translational team (TT) operations, while limited institutional, scholarly, and practitioner legitimacy of team science expertise constrains efforts to address them. Here, we describe an essential member of the TT, the Team Science Professional (TSP). Serving as a team educator and facilitator of team interventions, the TSP plays a pivotal role in facilitating effective team performance. Current challenges faced by this nascent profession are defining career pathways and establishing competencies needed for expert performance. To address these challenges, the authors, representing a spectrum of academic universities organized as a special interest group (SIG) of the Association of Clinical and Translational Science (ACTS), propose a suite of individualized, standardized and pathway-selective micro-credentials (digital badges). Digital badges in “Team Science (TS) Fundamentals,” “TS Practitioner,” “TT Trainer” and “TT Intervention Expert” are described, along with preliminary feasibility and usability evaluations of the submission process. These stackable credentials provide a customizable, portable recognition of skills and help advance career pathways for TSPs. In so doing, the Digital Badge Initiative will enhance the capacity of translational science “Hubs” such as those supported by Clinical and Translational Science Awards to conduct effective and rigorous translation. Moving forward, the ACTS TSP SIG will be examining the impact of digital badging on standardization and its effect on career recognition and retention.

Abstract Problem Faculty at academic health centers have many competing demands on their time, leading to high work stress, burnout, and limited capacity to meaningfully improve their teaching, evaluation, feedback, and other education-related skills. Faculty development provides a useful mechanism to assist faculty in enhancing their knowledge and skills in these areas, but engaging faculty can be a challenge. Approach To promote engagement, the authors developed a multipronged, pragmatic approach to faculty development. They created: (1) brief videos leveraging micro-learning strategies; (2) prepackaged workshops for use during existing faculty meetings; (3) a newsletter to raise awareness of faculty development opportunities; (4) a searchable, web-based catalog to facilitate rapid retrieval of faculty development content; and (5) an academy to acknowledge engagement of individual faculty members, provide certificates, and promote a culture that prioritizes our education mission. Outcomes Since they launched the new approach in 2017, they have developed 41 microlearning videos, 15 prepackaged workshops, and 24 issues of the newsletter. Between January 2017 and May 2021, the videos generated more than 150,055 views; the workshops were downloaded 2,850 times; and the issues of the newsletter, emailed bimonthly to 3,500 members of the faculty, had an open rate that increased from 30% in 2017 to 70% in 2021. The Academy of Educational Excellence, which was launched in 2018, grew to more than 490 members. Preliminary feedback suggests faculty and education leaders are highly satisfied with the faculty development resources and approaches to engagement. Next Steps Next steps include obtaining more user satisfaction data and evaluating whether education-related knowledge and skills have improved among faculty participants.