Biosciences Resources

The AAMC’s Compact Between Biomedical Graduate Students and Their Research Advisors presents guiding principles intended to support the development of positive mentoring relationships between predoctoral students and their research advisors.

https://store.aamc.org/downloadable/download/sample/sample_id/99/

The AAMC’s Compact Between Postdoctoral Appointees and Their Mentors presents guiding principles intended to support the development of positive mentoring relationships between postdoctoral appointees and their mentors.

https://store.aamc.org/downloadable/download/sample/sample_id/96/

The CIMER Library of Mentorship Agreements and Compacts is a useful resource for setting and aligning expectations between mentor and mentee. This library compiles a list of examples and worksheets for a variety of career stages and disciplines.

https://docs.google.com/spreadsheets/d/1eBq02ibBu2h50jI38f6STt9TSfkzoJOts0OWaYDdXYc/edit?gid=117517556#gid=117517556

This lab manual, which is longer than the other examples we provide here, provides an example of how faculty could explicitly outline expectations of their trainees including getting help, communication and documentation, software downloads, human subject research, "lab matters" like meetings, individual expectations by role, funded travel, facilities and equipment, ordering and funding, and FedEx Shipping Labels.

https://docs.google.com/document/d/1HK1jaAShE7HKY4CdTSgri3s7odCPKP4H/edit

This lab manual provides an example of how faculty could explicitly outline expectations of their trainees, what trainees can expect from their PI, and other "nuts and bolts" of lab expectations.

https://docs.google.com/document/d/1Cp8nUOE-hfcMSKJfbDXwh1sUXEcZU0wC/edit

This lab manual provides an example of how faculty could explicitly outline expectations of their trainees including trainees taking ownership over their educational experience, being a team player, developing strong research skills, working to meet deadlines, and communicating clearly.

https://drive.google.com/file/d/1vgUZY43lkqc2aD81yY_niA6slVPDyHgV/view

This lab manual provides an example of how faculty can explicitly outline their expectations for students and staff working in their lab spaces to ensure that everyone is on the same page. It is suggested that PIs review these expectations with their team annually, and also approach the conversation as a collaboration, so that all are involved in thinking about how the team can best work together. Created by Gavin Sherlock, Professor in Genetics at Stanford School of Medicine; adapted from John Boothroyd, the Burt and Marion Avery Professor of Immunology (Emeritus) in the Department of Microbiology and Immunology at Stanford University School of Medicine. 

https://docs.google.com/document/d/17Cmrm71OgWBkIIf8g3YhPmpg6ZA2g2L_6D5XZ_XOxYI/edit?tab=t.0

Continuing Studies offers many courses to build your skill set. For effective communication we recommend considering the following options: 

• BUS 193 - Navigating Workplace Relationships with Power and Grace

• COM 19 - Building Interpersonal Skills: An Experiential Workshop

• COM 70 - Dealing with Conflict: Communication Skills to Manage and Resolve Tension

• COM 95 - Effective Feedback: Driving Growth and Collaboration

OFDD’s one-day Leading Team Science Teams training provides guidance on the characteristics, processes, and dynamics that contribute to a multidisciplinary team’s success while engaging researchers to learn more about how team science should be initiated, conducted, and evaluated. Participants learn to develop strategies to prevent, reduce, and mitigate conflict among researchers in a Team Science. 

https://med.stanford.edu/facultydiversity/faculty-development/workshops/team-science-training.html

Upon request the TMA can provide workshops on Active Listening, Communicating Across Identity Differences, Giving Feedback, Receiving Feedback. The TMA is also happy to create a training tailored to your needs. Please contact Christine Schirmer at cschirmer@stanford.edu to discuss. 

As described by the authors, "this study investigates how different approaches in early-career training (i.e. postgraduate education and postdoc training) nurture organizational and cognitive independence, and how different training approaches are passed down from one generation to the next generation in a local training context.

https://www.tandfonline.com/doi/epdf/10.1080/03075079.2020.1817889?needAccess=true

Scrolling through this Guide for Fostering Independence training takes readers through: 

• The definition of independence in this context

• The benefits and challenges of fostering independence

• Strategies to foster independence

• Mentor roles in professional development 

This one page tip sheet provides strategies for assessing understanding in your learners.

Continuing Studies offers many courses to build your skill set. For professional we recommend considering the following options: 

• BUS 71 - Psychology at Work: Future-Proof Your Career

• BUS 84 - Your Leadership Journey: Self-Reflections and Practices for Growth

This series aims to prime junior faculty at Stanford Medicine with the tools required to hone their unique leadership styles and empower them toward applying these crucial skills within their professional pursuits.

https://med.stanford.edu/facultydiversity/faculty-development/leadership-programs/junior-leadership-bootcamp-series.html

Unconscious Bias

https://online.stanford.edu/courses/som-ycme0027-unconscious-bias-medicine
Through research-backed insights, interactive case studies, and practical self-assessments, this online, self-paced course provides academic professionals with  a comprehensive, science-based approach to understanding and mitigating unconscious bias in everyday interactions.

Upstander

https://stanford.cloud-cme.com/course/courseoverview?P=0&EID=40268
This 30-minute workshop utilizes a psychiatric model which emphasizes the cultural influences and conflict management styles that might influence participants’ willingness to intervene, either directly or indirectly, when faced with discrimination in the workplace

Upstander 2.0

https://stanford.cloud-cme.com/course/courseoverview?EID=40336&P=3000&CaseID=987
As an extension of the Upstander 1.0 Course on Addressing Bias in the Workplace, this CE activity aims to explore bias and workplace microaggressions, empower learners to employ active bystander strategies, address discrimination by patients, and present case studies on an array of scenarios related to the topic.

https://med.stanford.edu/facultydiversity/faculty-development/workshops/professional-education.html

Upon request the OFDD can provide workshops on Implicit Bias, Leading Inclusive Teams, and Building Inclusive Classrooms.

https://stemmteams.stanford.edu/about/

The Center for STEMM Mentorship programs are designed to cultivate the well-being, scientific growth, and personal and professional development of members of STEMM research teams—students, postdocs, staff, and faculty, all together—by advancing whole person-centric, team-oriented mentorship rooted in principles that drive successful academic, industrial, entrepreneurial, and athletic teams.

https://med.stanford.edu/content/sm/coachme.html

The CoachMe courses are designed to build capacity across our institution to deliver quality coaching in medical education and position Stanford Medicine as a leader in this domain.

https://med.stanford.edu/oaa-mentoring/quick-guides/preparing-for-mentoring.html

The OAA has compiled resources on mentoring including:

• Mentoring skills inventory
• Mentoring readiness checklist
• Quick guide for mentoring and emotions
• Quick guide for high performing mentors
• Quick guide for peer mentoring.
• Summary of models for mentoring programs

https://med.stanford.edu/facultydiversity/faculty-development/workshops/professional-education.html

Upon request the OFDD can provide a workshop on Effective Mentorship.

Upon request the TMA can provide workshops on Mentoring Skills. The TMA is also happy to create a training tailored to your needs. Please contact Christine Schirmer at cschirmer@stanford.edu to discuss.