PDF(Pubmed)
Abstract：
BACKGROUND: Mentoring is vital to career development in academic medicine, and communication underlies all aspects of the mentoring relationship. Although training research mentors has been shown to be effective, few academic medicine faculties have received training in how to mentor. The investigators developed a novel intervention, the Mentor Communication Skills Training for Oncology Faculty (\"Comskil Mentor Training\") and examined feasibility and preliminary efficacy.
METHODS: The study was a single arm pre-post intervention design. The intervention (Comskil Mentor Training) was offered in one virtual 3-hour session and included a didactic lecture with exemplary skill demonstration videos, facilitator-led small group role plays with trained actors, and evaluation. 19 faculty members from 12 departments participated in the training.
RESULTS: All participants completed the training. Overall, the training was rated favorably, with more than 80% of participants indicating that they \"agreed\" or \"strongly agreed\" with training evaluation. From pre- to post-training, significant improvement was seen in participants\' overall self-efficacy to communicate with mentees, as well as participants\' overall use of communication skills and mentoring-specific language.
CONCLUSIONS: Our findings support the feasibility and preliminary efficacy of a virtually delivered experiential mentor communication skills training program for multidisciplinary clinical and research faculty in oncology.
METHODS: The study was a single arm pre-post intervention design. The intervention (Comskil Mentor Training) was offered in one virtual 3-hour session and included a didactic lecture with exemplary skill demonstration videos, facilitator-led small group role plays with trained actors, and evaluation. 19 faculty members from 12 departments participated in the training.
RESULTS: All participants completed the training. Overall, the training was rated favorably, with more than 80% of participants indicating that they \"agreed\" or \"strongly agreed\" with training evaluation. From pre- to post-training, significant improvement was seen in participants\' overall self-efficacy to communicate with mentees, as well as participants\' overall use of communication skills and mentoring-specific language.
CONCLUSIONS: Our findings support the feasibility and preliminary efficacy of a virtually delivered experiential mentor communication skills training program for multidisciplinary clinical and research faculty in oncology.
摘要：
背景：指导对于学术医学的职业发展至关重要，沟通是指导关系的所有方面的基础。尽管培训研究导师已被证明是有效的，很少有学术医学院接受过如何指导的培训。研究人员开发了一种新颖的干预措施，肿瘤学学院导师沟通技巧培训（“Comskil导师培训”），并检查了可行性和初步疗效。
方法：本研究采用单臂干预前后设计。干预（ComskilMentorTraining）是在一个虚拟的3小时课程中提供的，其中包括一个带有示范性技能演示视频的说教讲座，主持人领导的小团体角色扮演与训练有素的演员，和评价。来自12个部门的19名教师参加了培训。
结果：所有参与者都完成了培训。总的来说,培训得到了好评，超过80%的参与者表示他们“同意”或“强烈同意”培训评估。从培训前到培训后，参与者与受训者沟通的整体自我效能感有了显著改善，以及参与者全面使用沟通技巧和指导特定语言。
结论：我们的研究结果支持为肿瘤学多学科临床和研究教师提供的经验性导师沟通技能培训计划的可行性和初步有效性。
方法：本研究采用单臂干预前后设计。干预（ComskilMentorTraining）是在一个虚拟的3小时课程中提供的，其中包括一个带有示范性技能演示视频的说教讲座，主持人领导的小团体角色扮演与训练有素的演员，和评价。来自12个部门的19名教师参加了培训。
结果：所有参与者都完成了培训。总的来说,培训得到了好评，超过80%的参与者表示他们“同意”或“强烈同意”培训评估。从培训前到培训后，参与者与受训者沟通的整体自我效能感有了显著改善，以及参与者全面使用沟通技巧和指导特定语言。
结论：我们的研究结果支持为肿瘤学多学科临床和研究教师提供的经验性导师沟通技能培训计划的可行性和初步有效性。
