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10-01-2019 | Show and Tell | Uitgave 1/2019 Open Access

Perspectives on Medical Education 1/2019

Development and validation of a health profession education-focused scholarly mentorship assessment tool

Perspectives on Medical Education > Uitgave 1/2019
Christina St-Onge, Meredith Young, Lara Varpio
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Electronic supplementary material

The online version of this article (https://​doi.​org/​10.​1007/​s40037-018-0491-0) contains supplementary material, which is available to authorized users.
The views expressed in this article are those of the authors and do not necessarily reflect the official policy or position of the Uniformed Services University of the Health Sciences, the Department of Defense, or the US government.



PhD-trained researchers working in health professions education (HPE) regularly engage in one-on-one, or one-on-few, scholarly mentorship activities. While this work is often a formal expectation of these scientists’ roles, rarely is there formal institutional acknowledgement of this mentorship. In fact, there are few official means through which a research scientist can document the frequency or quality of the scholarly mentorship they provide.



The STHPE assessment tool has appropriate psychometric properties and evidence supporting acceptability. It can be used to document areas of strength and areas for improvement for research scientists engaged in HPE-related scholarly mentorship.

Next steps

At present, the STHPE assessment tool is the only formally developed tool for which there is evidence of validity for use by PhD-trained researchers working in HPE to collect feedback on their scholarly mentorship skills. The STPHE has been used in promotion and tenure packages to document effectiveness and quality of scholarly mentorship.
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