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

Christina St-Onge*, Meredith Young, Lara Varpio

*Corresponding author for this work

Research output: Contribution to journalArticlepeer-review

3 Scopus citations


Problem: 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. Approach: Outcomes: 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.

Original languageEnglish
Pages (from-to)43-46
Number of pages4
JournalPerspectives on Medical Education
Issue number1
StatePublished - 1 Feb 2019
Externally publishedYes


  • Assessment
  • Innovation
  • Scholarly Mentorship


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