Mentorship is a vital part of the training provided in the K and T programs funded by the Clinical and Translational Science Awards (CTSA). However, the inputs, indicators, and outcomes associated with a successful mentoring relationship remain poorly understood. In this review, we critically examine the current body of literature on mentorship in a CTSA context. We conducted a comprehensive search of the literature for relevant research articles. We included articles that were contextualized within a CTSA hub, examined a mentorship program, and conducted evaluation research. Through an initial search of online databases and by reviewing reference sections of relevant articles, we identified 141 potentially relevant articles. Twenty-five of these articles met our inclusion criteria. We identified three categories of research: nationwide institutional surveys of CTSA mentorship programs, mentored research training programs, and mentor training programs. While the findings highlighted the effectiveness of mentor training and mentored training programs, there is a notable lack of assessment of mentoring inputs and indicators. Based on our review, we propose a model for the evaluation of CTSA mentorship that includes measurable inputs, indicators, and outcomes. This model provides a holistic framework for evaluators and CTSA program directors to better understand their mentorship programs.

The potential for physicians, clinicians, and health professionals to contribute to the advancement of medical therapies through clinical research is significant. Yet, a lack of exposure to, or practical training in, the conduct of clinical research can inhibit health profession trainees from considering research careers, thus perpetuating the already limited influx of new talent. To enhance the sustainability of career pathways into research for all trainees, including those from traditionally underrepresented communities, trainees must experience early exposure to research concepts through robust training and hands-on opportunities. In 2015, the Duke Office of Clinical Research created a Research Immersion elective for Duke’s Master in Biomedical Sciences program, which prepares students for additional health professional training. The course trained students through didactic and practical experiences, with a unique interprofessional mentorship team including both principal investigator and clinical research professional mentors. Following eight cohorts of iterative course optimization, students’ confidence increased in all 24 research competencies assessed. A cross-sectional analysis of post-course outcomes in May 2024 revealed 40.4% of students had continued in research after the program and 60.6% had continued their health professions education. We attributed this success to applied learning and clear expectations and guidelines to support the mentor-student relationship.

South Africa has seen a surge in child offending. Child offenders commit violent crimes such as armed robbery, housebreaking, rape and murder. Conversely, not all child offenders commit violent crimes. Many child offenders are detained for minor charges such as shoplifting, theft and possession of illegal substances. Most of these children face numerous levels of adversity, including poverty, dysfunctional households and limited parental involvement. Responses to child criminal behaviour accentuate rehabilitation through measures such as diversion. Narrative accounts of children in conflict with the law who underwent mentorship programmes, as a diversion initiative, are scarce and underrepresented. Through a qualitative inquiry, 13 children who completed the National Youth Development Outreach (NYDO) Centre’s Mentoring Diversion Programme were interviewed and data were analysed thematically. Findings provided insight into the participants’ background and context, the mentor–mentee relationship, responsibility, effectiveness of the programme, and aftercare support. This paper contributes to scientific research and is conducive to curtailing child offending.

World-renowned New Theatre Quarterly celebrates its fifty years of publication and its 200th issue, this being the last under the editorship of Maria Shevtsova. Simon Trussler, founder of Theatre Quarterly in 1971 (which closed for lack of funding in 1981) always considered New Theatre Quarterly, established with Cambridge University Press in 1985 – and with Clive Barker as co-editor – to be simply a continuation of TQ. Maria Shevtsova fully agreed. Forty issues of TQ, combined with one hundred and sixty editions of NTQ, gives the magic figure 200. The logistics of things, however, means that the number 160 appears on the cover of the present issue (the ‘New’ in New Theatre Quarterly standing for the newly resurgent journal on the back of its predecessor). This present issue also celebrates Maria Shevtsova’s twenty years of co-editorship with Simon Trussler, together with five more years of sole editorship of the journal following his death in 2019 (commemorated in NTQ 142, May 2020; see also their respective editorials, ‘One Hundred Issues and After’, in NTQ 100, November 2009).

Twenty-five years of absolute commitment and tireless work call for recognition and thanks. Assistant editor Philippa Burt here discusses with Shevtsova her vision for the journal, and how her scholarship, research, teaching, as well as her numerous academic and outreach activities in multiple media, connected with her editorial commitment. This conversation took place on 19 June 2024.

Balancing on a tightrope twenty feet above the ground is outside the comfort zones of many health law professors. Being there forces you to consider in new ways yourself, your skills, and your surroundings. Fears arise, and yet you must still act. And you must trust that the person who offered you this opportunity cared about you and your well-being, and that they would ensure there was a way to get from where you began to the other side.

I applied to law school as a means to an end. To “fix the system,” to make a difference, to advocate for meaningful change that improves health and well-being of others. Charity Scott accomplished, in her academic career, what I have not. At least thus far, I have chosen to follow a different path, dipping in and out of my original mission. Charity, by contrast, was focused and centered, never deviating from her integrity, purpose, kindness, advocacy, and brilliance. She gracefully married the intellectual enterprise of legal education with an unwavering mission to improve individual lives — of students, colleagues, clients, practitioners, and public servants. She was among pioneers in the health law field. She pioneered the medical-legal partnership model. She made a difference.

The Advancing the Science of Mentorship: Future Directions for Sustainable Implementation and Evaluation of Mentorship Education for the Clinical and Translational Science Workforce conference was held in Madison, Wisconsin, in April 2023. The conference provided an engaging and scholarly forum for clinical and translational researchers from diverse backgrounds and career stages (including leaders at Clinical and Translational Science Award (CTSA) hubs and affiliated institutions) with a professional interest and commitment to improving and diversifying workforce development and fostering a climate of inclusive excellence through best practices in mentorship. Outcomes from the conference include an online resource and a new Community of Practice.

The hidden curriculum (HC), or implicit norms and values within a field or institution, affects faculty at all career stages. This study surveyed affiliates of a junior faculty training program (n = 12) to assess the importance of HC topics for junior faculty, mentors, and institutional leaders. For non-diverse junior faculty and their mentors, work-life balance, research logistics, and resilience were key HC topics. Coping with bias and assertive communication were emphasized for diverse junior faculty and mentors. Institutional norms and vision were essential for leaders, while networking was important for all groups. Future research should explore HC needs and potential interventions.

Translational research (TR) is the movement of fundamental scientific discoveries into healthcare settings and population health policy, and parallels the goals of DOHaD research. Unfortunately, there is little guidance on how to become a translational researcher. To understand the opinions of DOHaD trainees towards TR, we conducted a workshop at the DOHaD World Congress 2022. We found that trainees were enthusiastic for their work to have translational impact, and that they feel that holistic, multidisciplinary solutions may lead to more generalisable research. However, there lacks support for TR career pathways, which may stall the execution of the long-term vision of the DOHaD agenda. We put forward recommendations for trainees to clarify their purpose in pursuing TR and for seeking relevant people and patronages to support their training paths. For mentors, training institutions, and scientific societies, we recommend developing TR-specific programmes, and implementing training opportunities, networking events, and funding to support these endeavours.