Mentoring Through the Noise: Evidence. Equity. Empowerment.

Centering Evidence-Based Mentoring for Underrepresented Trainees in Medicine

by Nadj L Pierre MD

Mentorship is often described as an art, but for underrepresented minorities in medicine (URiM), effective mentorship must also be a science. Evidence-based, theory-driven mentorship ensures that guidance is not left to chance. It is intentional, structured, and responsive to the systemic realities URiM trainees face (Vargas et al., 2021; Fassett et al., 2025).

Drawing from established theories such as Critical Race Theory (Tsai & Lindo, 2021), Communities of Practice (Weller et al., 2023), and Transformative Learning Theory (Holdren et al., 2022), this guide offers five concrete steps mentors can apply today to elevate their practice.

Step 1: Anchor Your Mentorship in Theory

Why it matters: Without a guiding framework, mentorship risks being inconsistent or biased (Fassett et al., 2025). Theory ensures your advice is informed by research rather than personal anecdote.

How to do it:

• Familiarize yourself with one to two relevant theories. For example:

  • Critical Race Theory to understand and address systemic inequities in medicine.

  • Communities of Practice to foster belonging and shared learning.

  • Transformative Learning Theory to navigate uncomfortable but growth-producing conversations.

• State your framework explicitly with your mentee: “I mentor from a [X theory] perspective, which means I will [specific approach].”

• Revisit these frameworks when planning meetings and setting goals.

Pro Tip: Create a “mentorship compass” document with 3–4 theory-aligned principles to guide every interaction.

Step 2: Build Trust Through Structure

Why it matters: URiM mentees often face higher attrition in unstructured mentoring relationships (Villasenor et al., 2021). Predictable structure communicates reliability.

How to do it:

• Set a regular meeting schedule and stick to it.

• Begin each meeting with a check-in (personal + professional).

• Use a shared document to track goals, progress, and follow-ups.

• Incorporate specific, measurable, attainable, relevant, and time-bound (SMART) goals.

Pro Tip: Share your calendar link so mentees can independently schedule urgent check-ins—this signals accessibility.

Step 3: Validate and Name Systemic Barriers

Why it matters: Research shows URiM mentees benefit when mentors acknowledge systemic inequities rather than ignoring them (Johnson et al., 2025; Tsai & Lindo, 2021).

How to do it:

• When mentees share challenges, connect them to systemic patterns (“What you experienced is a documented form of bias—here’s the literature on it.”).

• Normalize the conversation around racial trauma, microaggressions, and intersectionality.

• Provide institutional resources (ombuds, affinity groups, reporting channels).

Pro Tip: Keep a curated resource bank (articles, toolkits, DEI contacts) to quickly share when needed.

Step 4: Scaffold Skill-Building With Measurable Outcomes

Why it matters: URiM mentees often lack access to “hidden curriculum” knowledge—unspoken rules of advancement (Yu et al., 2024). Structured skill-building closes that gap.

How to do it:

• Break complex skills (e.g., academic writing, networking) into progressive steps.

• Provide feedback that is specific, actionable, and tied to concrete criteria.

• Use deliberate practice: assign tasks between meetings and review them together.

Pro Tip: Align skill-building with upcoming opportunities (conference abstracts, committee roles) so learning is applied in real time.

Step 5: Develop Your Mentees as Future Mentors

Why it matters: Scaling equity requires mentees to become mentors themselves, sustaining the cycle of support (Jaimes & Jaramillo, 2022).

How to do it:

• Invite mentees to co-mentor junior students in low-stakes settings.

• Discuss your own mentoring philosophy and invite them to create theirs.

• Offer leadership opportunities within projects you oversee.

Pro Tip: Encourage mentees to document their mentoring activities for CVs and promotion dossiers.

Putting It All Together

A theory-driven mentor does more than offer advice: they create a learning environment grounded in evidence, sustained by structure, and responsive to inequity. This is not extra work; it is the work. When applied consistently, these five steps transform mentorship from a series of conversations into a system of empowerment.

As Soares et al. (2024) remind us, in times when equity is contested, intentional, evidence-based mentorship is both a shield and a beacon. The noise may be loud, but with theory as your compass, you can ensure your mentees hear what matters most: that they belong, that they are capable, and that the future of medicine needs them.

References

Fassett, K. T., et al. (2025). A rapid review of critical theory in health professions education. BMC Medical Education, 25, 423.

Holdren, S., et al. (2022). A novel narrative medicine approach to DEI training for medical school faculty. Teaching and Learning in Medicine.

Jaimes, C., & Jaramillo, D. (2022). Mentoring for diversity and inclusion in pediatric radiology: Nurturing the next generation. Pediatric Radiology, 52, 1730–1736.

Johnson, S., Konopasky, A., & Wyatt, T. (2025). In their own voices: A critical narrative review of Black women faculty members’ experiences of racial trauma. Teaching and Learning in Medicine, 37(2), 218–228.

Soares, W., et al. (2024). Sustaining equity initiatives in times of uncertainty. Academic Medicine.

Tsai, J., & Lindo, E. G. (2021). Addressing anti-racism in medical education. The New England Journal of Medicine, 384(9), 805–807.

Vargas, J., et al. (2021). Mentoring underrepresented students in medicine: An integrative review. Medical Education Online, 26(1), 1911225.

Villasenor, M., et al. (2021). The impact of structured mentorship programs on URiM retention. Journal of Graduate Medical Education, 13(5), 675–682.

Weller, J., et al. (2023). Communities of practice and situated learning in health professions education. Medical Teacher, 45(3), 295–303.

Yu, A., et al. (2024). Equity-focused mentorship in academic medicine: A systems approach. Journal of General Internal Medicine.