Houston Center for Training in Healthcare Quality (CTHQ) January 2015

Needs Assessment for Incoming Research Track Residents
Mentee: Program: Baylor College of Medicine,
Department of Psychiatry and Behavioral Sciences,
Research Track Residency Program
Date: Mentor:
Directions: This form should be used to facilitate a discussion between mentor and mentee regarding mentee’s training needs, and to aid in the development of the mentoring plan. Both mentor and mentee should review the form before the discussion. Each skill has two rating boxes; the first, Current (current skill level), refers to how the mentee currently rates themselves on the topic 1-5 (1=no knowledge/skills [high need], 5=very knowledgeable/skilled [low need]). The second rating box, Desired (desired skill level), refers to how important the mentee feels the item is necessary to their desired skill level 1-5 (1=low importance, 5=high importance). This will provide the mentee/mentor insight into priorities. Finally the mentee and mentor will list obtainable goals for the mentee to gain skills (e.g., conference, brief course, etc.) in each desired domain.
Long-Term Career Plans / Current / Desired / Suggestions for Improvement
Clarity of ideas, goals, jobs/positions, etc. / 1 2 3 4 5 / 1 2 3 4 5
Long Term Research Agenda / Suggestions for Improvement
Clarity of ideas, focus, feasibility, etc. / 1 2 3 4 5 / 1 2 3 4 5
Publishing/Presentation Issues / Suggestions for Improvement
Manuscript development skills (i.e., identifying manuscript focus and scope, writing the sections of the manuscript, choosing a journal, appropriate communications with editors, submitting a manuscript, responding to reviews) / 1 2 3 4 5 / 1 2 3 4 5
Management of writing tasks, productivity / 1 2 3 4 5 / 1 2 3 4 5
Presentation experience (applying for a conference presentation, preparing a poster, preparing a paper presentation) / 1 2 3 4 5 / 1 2 3 4 5
Oral Presentation Skills / 1 2 3 4 5 / 1 2 3 4 5
Funding Issues / Suggestions for Improvement
Application for career awards as PI (knowledge about CDA, understanding of application processes and structure, possible funders, language/lingo, consideration of career vs. project funding in conjunction of larger goals) / 1 2 3 4 5 / 1 2 3 4 5
Application for project funding as PI (R01, R03, merit, etc.) (knowledge about different project mechanisms, understanding of application processes and structure, possible funders, language/lingo) / 1 2 3 4 5 / 1 2 3 4 5
Working with funding agencies as PI (e.g., funding opportunities, NIH/AHRQ/etc., determining which funding agency is most appropriate for a submission, working with project officers and other funding agency personnel) / 1 2 3 4 5 / 1 2 3 4 5
Other grant writing experience and abilities / 1 2 3 4 5 / 1 2 3 4 5
Academic Development / Suggestions for Improvement
Content in areas of interest: Level of knowledge, need for additional education/training (formal, informal; coursework, guided reading, etc.), / 1 2 3 4 5 / 1 2 3 4 5
Method skills for areas of interest: Level of knowledge of research methods needed to pursue research agenda, need for additional education/training (formal, informal; coursework, guided reading, etc.) / 1 2 3 4 5 / 1 2 3 4 5
Mentors: Need/importance of additional mentors (e.g. method, content) within or outside center to address mentee training needs (who? In which department? For what?) The mentor should support the mentee efforts and help in making external contacts. / 1 2 3 4 5 / 1 2 3 4 5
Career Development / Suggestions for Improvement
Development of partnerships needed for impact in research / 1 2 3 4 5 / 1 2 3 4 5
Leadership or Service experiences (within institution, local, regional, and national levels) / 1 2 3 4 5 / 1 2 3 4 5
How to network nationally; create a national reputation / 1 2 3 4 5 / 1 2 3 4 5
Specific Skill Development / Suggestions for Improvement
Writing Skills (clarity of thought, continuity of thought, use of logical sequences of thought, ideas well considered; having characteristics of being succinct, organized, proofed o r spell-checked; use of English language and scientific writing style, etc.) / 1 2 3 4 5 / 1 2 3 4 5
Negotiating Skills (re: authorship, grant applications, % effort, with colleagues or co-investigators, or off-site partners, etc; job searching) / 1 2 3 4 5 / 1 2 3 4 5
Research team management skills (running a research team meeting, leading research teams in making decisions regarding authorship/ownership of data, etc.) / 1 2 3 4 5 / 1 2 3 4 5
Mentoring Skills (with students or interns; project, manuscript, grants, staff or career guidance or other areas that need development) / 1 2 3 4 5 / 1 2 3 4 5
Project management skills (financial management, personnel recruitment, personnel training, personnel management, subject recruitment, developing project materials, etc.) / 1 2 3 4 5 / 1 2 3 4 5
Clinical Education and skills / --- / --- / Clinical education as a competent psychiatrist will be evaluated on all clinical rotations, with appropriate progression through the clinical milestones. Clinical progression with review of the ACGME milestone reportwill be reviewed semi-annually with the clinical program directors.
Other Comments:

IQuESt at the Michael E. DeBakey VA Medical Center and Baylor College of Medicine