Purpose
The purpose of this article was to describe how effective research mentoring, with emphasis on implementation science, may contribute to speech-language pathologists' experiences integrating current evidence into practice in the school-based setting during the clinical fellowship (CF) year. A case example will be used to illustrate mentoring outcomes and provide insight from a 1st year professional, currently in the CF year, who completed a research mentoring program. This case example will detail a faculty-graduate student research mentorship experience and the carryover influence on the new fellow's 1st year of clinical practice.
Conclusion
Research mentoring emphasizing implementation science methods and identified qualities of effective mentoring has the potential to contribute to speech-language pathologists' experiences integrating current evidence into practice in the school-based setting during the CF year. Certainly, outcomes of mentorship experiences are contingent on the quality of mentoring activities and the characteristics of both mentor and mentee. However, it is important to consider that the value of good mentoring may add to the transition from student to professional, particularly with regard to implementing research-supported strategies and techniques into daily practice.
