Currently accepted at: JMIR Formative Research
Date Submitted: May 31, 2026
Date Accepted: Oct 29, 2026
This paper has been accepted and is currently in production.
It will appear shortly on 10.2196/102860
The final accepted version (not copyedited yet) is in this tab.
Warning: This is an author submission that is not peer-reviewed or edited. Preprints - unless they show as "accepted" - should not be relied on to guide clinical practice or health-related behavior and should not be reported in news media as established information.
Increasing Implementation Research Capability: Formative Evaluation of a Mentoring Programme for Novice Implementation Researchers in Singapore
ABSTRACT
Background:
Mentoring is a key strategy in capacity building for implementation science (IS). The success of mentor-mentee relationships is associated with complex relational and structural challenges, yet few programmes have explored mentoring mechanisms outside of Western contexts. The Centre of Behavioural and Implementation Science Interventions (BISI), a centre to drive IS research in Singapore, launched the Seed Grant programme that paired early-career clinician scientists with experienced mentors to support small-scale IS research projects.
Objective:
This study is a formative evaluation of the programme and aims to i) explore participants’ experiences and needs of the mentoring process; ii) the extent to which intended deliverables were achieved; and iii) participants’ views regarding future development of the program.
Methods:
We conducted a multi-method qualitative study using semi-structured interviews and document review. All individuals involved in the programme (n=10) participated in interviews, including mentors, mentees, programme managers, and mentees' research staff. We triangulated interview findings against materials documenting the programme development and mentoring process. Thematic analysis was performed inductively and supported by reflexive member checking.
Results:
Three overarching themes emerged: (1) factors influencing project progress and mentoring relationships (e.g. logistical challenges, readiness for IS research, role clarity); (2) participants’ expectations and perceived programme outcomes (e.g. mentees' skill development, IS network growth, research outputs); and (3) attitudes toward future iterations. While participants valued the training and peer learning opportunities, challenges included short timelines, limited resources, and unclear mentoring expectations.
Conclusions:
Findings highlight the structural, interpersonal, and contextual complexities of IS mentoring. Programmes must balance structure and flexibility, ensure role clarity, and provide adequate resources. This study contributes to the design of IS mentoring programmes in Southeast Asian contexts and informs future capacity-building efforts.
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