Abstract
The need to specifically mentor graduate and medical students performing biomedical and biobehavioral research in communication skills is increasingly being highlighted to increase intention to pursue academic research careers, including physician-scientist careers. This study used data collected from 354 research faculty in 33 states across the USA to examine beliefs and perceived barriers about mentoring in scientific communication (writing, presenting, and informal discussion about science), with the goal of advancing evidence-based recommendations for mentoring interventions. Latent profile analysis (LPA) identified four mentor profiles, based on beliefs regarding mentoring responsibility, expected outcomes, and barriers in scientific communication mentoring. Problem-Solvers, who acknowledged trainee problems but reported high efficacy in overcoming them, offered the highest levels of supportive and instructive mentoring. Since mentoring messages and actions influence trainee career development significantly, our results have important implications for faculty development to advance effective mentoring, especially in scientific communication.