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		<title>When Mentors and Students Disagree: Inside the Hidden Fault Lines of Biomedical Engineering Training</title>
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				<category><![CDATA[Health]]></category>
		<category><![CDATA[Biomedical Engineering]]></category>
		<category><![CDATA[Engineering Research Center]]></category>
		<category><![CDATA[Expectancy-Value Theory]]></category>
		<category><![CDATA[faculty mentoring]]></category>
		<category><![CDATA[graduate education]]></category>
		<category><![CDATA[interdisciplinary research]]></category>
		<category><![CDATA[interpretative phenomenological analysis]]></category>
		<category><![CDATA[mentoring ecosystems]]></category>
		<category><![CDATA[mentorship]]></category>
		<category><![CDATA[qualitative research]]></category>
		<category><![CDATA[STEM education]]></category>
		<category><![CDATA[student trainees]]></category>
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					<description><![CDATA[A qualitative study of a multi-institutional biomedical engineering research center finds that faculty mentors and student trainees share broad expectations about collaboration, career support, and lab culture but diverge sharply on mentor accessibility and how much independence students actually need.]]></description>
		
		
		
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