The interpersonal and relational dimensions of mentoring have been identified as critical components of effective mentorship. However, no scale currently exists to assess this specific aspect of the relationship. This study introduces a new instrument, the mentorship working alliance (MWA) – mentee version, and presents initial evidence supporting its validity in evaluating the interpersonal elements of mentoring relationships.

Through a series of pilot tests and revisions, we developed a 12-item scale that assesses two dimensions of the MWA: relational quality (6 items), which captures how a mentee feels about the relationship, and relational effectiveness (6 items), which reflects the mentee’s perception of their mentor’s actions in facilitating or advancing the working relationship. To evaluate the scale’s construct validity and reliability, we conducted a confirmatory factor analysis (CFA) and internal consistency reliability analysis on a sample of 345 graduate students.

CFA provided evidence for the validity of the two-dimensional MWA scale, which assesses relational quality and relational effectiveness, with Cronbach’s alpha coefficients of 0.96 and 0.89, respectively. All parameter estimates for individual items were significant, with standardized factor loadings ranging from 0.66 to .83.

The MWA scale – mentee version enables researchers to assess the interpersonal dimensions of mentoring relationships, offering valuable insights into the components of effective mentorship. By introducing this scale, we pave the way for further investigation into how mentorship interventions influence the MWA, thereby enhancing the overall quality of mentoring experiences. Additionally, we offer recommendations for future studies.

Mentorship is critical for faculty success, satisfaction, and engagement. However, many faculty, particularly underrepresented racial/ethnic (UR) faculty, lack access to high-quality mentoring. In an effort to improve mentoring for all faculty, we developed and implemented a formally structured faculty mentor training program (FMTP) across UC San Diego Health Sciences, which included institutional support, mentorship training, and department/division mentorship programs.

FMTP impact was evaluated using three primary outcome variables: mentoring quality, mentoring behaviors, and institutional climate. Participants’ self-assessed mentoring competencies were measured using validated instruments.

A total of 391 (23%) of Health Sciences faculty participated in FMTP. Participation rate was higher for women than men (30% versus 17%) and highest for UR faculty (39%). FMTP was implemented in 16 of 19 departments. Self-reported mentoring improved for FMTP participants with mentoring quality (p = 0.009) and meeting mentees’ expectations (p = 0.01) continuing to improve for up to 2 years after training. However, participants were unsure if they were meeting UR mentees’ expectations. FMTP participants were significantly more satisfied with mentoring quality (p < 0.001) compared to non-participants, with the greatest increase in satisfaction reported by UR faculty (38–61%). UR faculty reported improved overall morale (51–61%) and a perception that the environment was supportive for UR faculty (48–70%).

The implementation of a system-wide formal structured FMTP was associated with improved faculty satisfaction, quality of mentoring, and institutional climate, especially for UR faculty.

Innovative evidence-based interventions are needed to equip research mentors with skills to address cultural diversity within research mentoring relationships. A pilot study assessed initial outcomes of a culturally tailored effort to create and disseminate a novel intervention titled Culturally Aware Mentoring (CAM) for research mentors.

Intervention development resulted in 4 products: a 6 hour CAM training curriculum, a facilitator guide, an online pretraining module, and metrics to evaluate the effectiveness of CAM training.

Participants were 64 research mentors from 3 US research-intensive universities. Quantitative pretraining and posttraining evaluation survey data were collected.

Participants found high value and satisfaction with the CAM training, reported gains in personal cultural awareness and cultural skills, and increased intentions and confidence to address cultural diversity in their mentoring.

Study findings indicate that the CAM training holds promise to build research mentors’ capacity and confidence to engage directly with racial/ethnic topics in research mentoring relationships.