Development of a Mentorship Strategy: A Knowledge Translation Case Study

Autor/inn/en	Straus, Sharon E.; Graham, Ian D.; Taylor, Mark; Lockyer, Jocelyn
Titel	Development of a Mentorship Strategy: A Knowledge Translation Case Study
Quelle	In: Journal of Continuing Education in the Health Professions, 28 (2008) 3, S.117-122 (6 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0894-1912
DOI	10.1002/chp.179
Schlagwörter	Mentors; Program Effectiveness; Foreign Countries; Researchers; Case Studies; Transfer of Training; Administrators; Financial Support; Intervention; Career Development; Faculty Recruitment; Labor Turnover; Teacher Persistence; College Faculty; Medical Education; Continuing Education; Canada + Suchen Sie Ihr Suchwort? Ausland; Researcher; Forscher; Case study; Fallstudie; Case Study; Training; Transfer; Ausbildung; Finanzielle Förderung; Berufsentwicklung; Fakultät; Medizinische Ausbildung; Weiterbildung; Kanada
Abstract	Introduction: There are many theories and frameworks for achieving knowledge translation, and the assortment can be confusing to those responsible for planning, evaluation, or policymaking in knowledge translation. A conceptual framework developed by Graham and colleagues provides an approach that builds on the commonalities found in an assessment of planned-action theories. This article describes the application of this knowledge to action framework to a mentorship initiative in academic medicine. Mentorship influences career success but is threatened in academia by increased clinical, research, and administrative demands. Methods: A case study review was undertaken of the role of mentors, the experiences of mentors and mentees, and mentorship initiatives in developing and retaining clinician scientists at two universities in Alberta, Canada. This project involved relevant stakeholders including researchers, university administrators, and research funders. Results: The knowledge to action framework was used to develop a strategy for mentorship for clinician researchers. The framework highlights the need to identify and engage stakeholders in the process of knowledge implementation. A series of initiatives were selected and tailored to barriers and facilitators to implementation of the mentorship initiative; strategies for evaluating the knowledge use and its impact on outcomes were developed. Discussion: The knowledge to action framework can be used to develop a mentorship initiative for clinician researchers. Future work to evaluate the impact of this intervention on recruitment and retention is planned. (Contains 1 figure and 1 table.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10