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Mentoring Medical Education Research: Guidelines from a Narrative Review

Medical Science Educator volume 32, pages 723–731 (2022)Cite this article

Abstract

Mentorship is critical to develop research scholars. Current literature provides mentorship guidance for biomedical research; however, mentorship for educational research is scarce. We explored literature to offer evidence-based guidance for medical education research mentors. A librarian searched peer-reviewed literature from 2001 to 2021 to identify guidelines for research mentors. Thirty-five articles were included in this narrative review. Our results identified attributes of mentors, overlapping roles, and barriers and benefits of mentoring. The structures and processes related to mentoring are reviewed and applicability to medical education research mentorship is summarized.

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Authors and Affiliations

  1. Office of Medical Education, University of North Carolina School of Medicine, 108 Taylor Hall, CB 7321, Chapel Hill, NC, 27599, USA

    Gary L. Beck Dallaghan

  2. Department of Family Medicine, University of North Carolina School of Medicine, Chapel Hill, NC, USA

    Catherine L. Coe

  3. Health Sciences Library, University of North Carolina at Chapel Hill, Chapel Hill, NC, USA

    Sarah Towner Wright

  4. Department of Radiology, University of North Carolina School of Medicine, Chapel Hill, NC, USA

    Sheryl G. Jordan

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  1. Gary L. Beck Dallaghan
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  2. Catherine L. Coe
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Correspondence to Gary L. Beck Dallaghan.

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Beck Dallaghan, G.L., Coe, C.L., Wright, S. et al. Mentoring Medical Education Research: Guidelines from a Narrative Review. Med.Sci.Educ. 32, 723–731 (2022). https://doi.org/10.1007/s40670-022-01565-2

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