| Question 1: The factors affecting mentoring with individuals between high-income and lower-income countries include “immediate influences”, “institutional influences”, “societal influences”, and “global influences”. The “immediate influences” include: |
| Reference: | Conceptual Framework of Mentoring in Low- and Middle-Income Countries to Advance Global Health, S Prasad, E Sopdie, D Meya, A Kalbarczyk, and PJ Garcia, Am. J. Trop. Med. Hyg., 100(Suppl 1), pp. 9–14, 2019. |
| Choice A: | Acceptance/endorsement/encouragement of the mentee’s and mentor’s superiors. |
| Choice B: | Global economic, political considerations including the impact of the global pandemic. |
| Choice C: | Interactions between the mentor and mentee that might be affected by gender, age, language, religious congruences, cultural backgrounds, ethnicities, vulnerabilities, resources, and worldview. |
| Choice D: | The national socio-political and cultural circumstances. |
| Question 2: Mentoring an individual from another country or setting requires (choose all that apply): |
| Reference: | Womack VY, Wood CV, House SC, Quinn SC, Thomas SB, McGee R, et al. (2020) Culturally aware mentorship: Lasting impacts of a novel intervention on academic administrators and faculty. PLoS ONE 15(8): e0236983. https://doi.org/10.1371/journal.pone.0236983
Pfund C et al. (2021) Reassess–Realign–Reimagine: A Guide for Mentors Pivoting to Remote Research Mentoring. CBE—Life Sciences Education (20):es2, 1–6, Spring 2021 |
| Choice A: | Telling them what are the goals and roles |
| Choice B: | Using your existing mentoring approach as you are the expert |
| Choice C: | Expecting them to adhere to your agreed upon timeline |
| Choice D: | Being able to adapt goals and timelines to reflect growing understanding of factors impacting productivity and newly identified gaps |
| Question 3: 3. Through a professional organization which is developing a virtual mentoring program, you have been asked to mentor a young researcher from Nigeria who has not published before to bring their master’s thesis to publication. You read the thesis and realize there is a lot of work needed. Do you |
| Reference: | Womack VY, Wood CV, House SC, Quinn SC, Thomas SB, McGee R, et al. (2020) Culturally aware mentorship: Lasting impacts of a novel intervention on academic administrators and faculty. PLoS ONE 15(8): e0236983. https://doi.org/10.1371/journal.pone.0236983
Pfund C et al. (2021) Reassess–Realign–Reimagine: A Guide for Mentors Pivoting to Remote Research Mentoring. CBE—Life Sciences Education (20):es2, 1–6, Spring 2021 |
| Choice A: | Tell her it is too much time and she needs to fix it before you can mentor her |
| Choice B: | Get a copy editor involved |
| Choice C: | Open a discussion on the steps to reach publication, where she thinks help is needed and develop a plan including how and where you can support and what time commitment she can make |
| Question 4: Psychosocial mentorship is distinct from research/work supervision or academic advising. The goal of psychosocial mentoring is to |
| Reference: | The Science of Effective Mentoring in STEMM (2019), from www.nationalacademies.org/MentorshipinSTEMM
Christine Pfund, Janet L. Branchaw, Melissa McDaniels, Angela Byars-Winston, Steven P. Lee, and Bruce Birren, Reassess–Realign–Reimagine: A Guide for Mentors Pivoting to Remote Research Mentoring, CBE—Life Sciences Education, Vol. 20, No. 1, https://doi.org/10.1187/cbe.20-07-0147 |
| Choice A: | ensure that mentor and mentee have co-created common expectations and alignment |
| Choice B: | provide emotional support for discussing mentees’ concerns |
| Choice C: | develop mentees’ communications and other professional skills |
| Choice D: | communicate the mentor’s mentoring style and approach |
| Question 5: Personal narrative sharing is an approach to: |
| Reference: | The Science of Effective Mentoring in STEMM (2019), from www.nationalacademies.org/MentorshipinSTEMM
Christine Pfund, Janet L. Branchaw, Melissa McDaniels, Angela Byars-Winston, Steven P. Lee, and Bruce Birren, Reassess–Realign–Reimagine: A Guide for Mentors Pivoting to Remote Research Mentoring, CBE—Life Sciences Education, Vol. 20, No. 1, https://doi.org/10.1187/cbe.20-07-0147 |
| Choice A: | ensure that mentor and mentee are aware of their cultural and historical differences so as not to inadvertently upset each other through inappropriate comments |
| Choice B: | build a sense of trust and respect for each other’s cultural heritage and affirm different backgrounds as assets in the relationship |
| Choice C: | start the mentoring relationship on a positive footing of collegiality and friendship |
| Choice D: | allow mentor and mentee to state their values and identify where they align |
| Question 6: The reason guidelines for conversations are used in both one-on-one and group mentorship discussion is: |
| Reference: | The Science of Effective Mentoring in STEMM (2019), from www.nationalacademies.org/MentorshipinSTEMM
Christine Pfund, Janet L. Branchaw, Melissa McDaniels, Angela Byars-Winston, Steven P. Lee, and Bruce Birren, Reassess–Realign–Reimagine: A Guide for Mentors Pivoting to Remote Research Mentoring, CBE—Life Sciences Education, Vol. 20, No. 1, https://doi.org/10.1187/cbe.20-07-0147 |
| Choice A: | to ensure that challenging and insulting comments are not made, especially by mentors in positions of power |
| Choice B: | to clarify the roles each person plays and in what order they are to speak |
| Choice C: | to ensure a common agreement to principles that respect all voices and perspectives and especially place accountability on the impact of one’s words above their intent. |
| Choice D: | to position the importance of listening above speaking |
