In the mentored research experience, trainees learn how to identify specific cancer quality problems worthy of attention, formulate a research question, identify appropriate theories for conceptualizing the problem, articulate testable hypotheses, design research studies/interventions, collect and analyze data, and communicate research results to scientific, clinical, and policy audiences. In addition, trainees gain valuable experience working with clinicians and scientists from diverse disciplines.

Under the direction of his or her mentoring team, each trainee develops and conducts research in cancer care quality. 

• For pre-doctoral trainees, the major research project is the dissertation. However, pre-doctoral program participants will likely participate in other cancer care quality research projects as well. The highly collaborative, productive, and multidisciplinary cancer research community that exists at UNC-Chapel Hill will provide pre-doctoral program participants with many opportunities to become engaged in ongoing cancer care quality research projects. By the end of the mentored research experience, the pre-doctoral trainee will have completed a doctoral dissertation.
  
  
• For post-doctoral trainees, the major research project is a self-initiated one in which he or she serves as principal investigator. The post-doctoral trainee is expected to build a multi-disciplinary team of investigators to support his or her research project. However, he or she will have primary responsibility for all aspects of the project from research question formulation, hypothesis development, study design, data collection/extraction, data analysis, and scientific communication of study findings. The post-doctoral program participant will work closely with this mentoring team to ensure the success of the project. By the end of the mentored research experience, the post-doctoral trainee will have completed a major research project in which he or she served as principal investigator.
  

Mentoring Team

The CCQTP takes a team approach to mentoring. Each trainee is mentored by a team of program faculty comprised of diverse disciplines. The mentoring team consists of one primary mentor and two secondary mentors. At least one of the mentors must have clinical training.

The primary mentor supervises most directly the trainee's mentored research experience.

• For pre-doctoral trainees, the primary mentor serves as the dissertation chair.

• For post-doctoral program participants, the primary mentor will most likely serve as a key investigator in the trainee's self-initiated research project.
  

The process of matching mentors and trainees begins in the admissions process. As it reviews applications, the admission committee attempts to match program faculty with qualified applicants whose research interests match their own.

Mentoring teams meet with trainees 2-4 times a year to advise them on career issues, review and refine the training plan, monitor progress, and evaluate performance against the plan. The primary mentor and the trainee are likely to meet more frequently given the primary mentor's involvement in the mentored research experience. With approval, program participants can modify their mentoring teams as they refine their career plans and research interests.