In It for the Long-Term: Defining the Mentor-Protege Relationship in a Clinical Research Training Program

Purpose To define the characteristics of effective mentor-protege relationships in a Clinical Research Training Program (CRTP) and to assess the agreement among mentors and proteges regarding those attributes. Method The authors administered an anonymous survey to proteges who completed the Albert Einstein College of Medicine's CRTP during its first seven years (20002006) and their mentors. Statements included aspects of mentoring thought to be important within the program, such as availability (Statement 1) and oversight of the thesis process (Statements 2-4). Additional statements were related both to career development (e. g., looking out for the best interests of the scholar and assisting in negotiations for a faculty position after program completion [Statements 5 and 6]) and to the expectation that the mentor would continue to be a resource for the protege in years to come (Statement 7). The authors assessed overall agreement among mentors and proteges, using matched pair analysis. Results Overall response was 70.7% (133/188), with fewer matched pairs (n = 50, 50%). Seventy-five percent of respondents agreed strongly or somewhat with all statements. Analysis indicated significant agreement with Statements 2, 4, 6, and 7. Median scores from proteges did not differ whether their mentor responded (paired) or not (unpaired); however, mentor-protege pairs had significantly greater agreement with Statements 3-7 than unpaired mentors and proteges (P < .01). Conclusions Mentors and proteges seemed to agree that mentors within a CRTP demonstrated effective mentor attributes, including fostering a long-term relationship with the protege