Presentation on theme: "The Importance of Mentor/Mentee Relationships"— Presentation transcript:
1 The Importance of Mentor/Mentee Relationships Julie Ann Freischlag, MDThe William Stewart Halsted ProfessorChair, Department of SurgeryJohns Hopkins Medical Institutions
2 “We cannot live for ourselves alone “We cannot live for ourselves alone. Our lives are connected by a thousand invisible threads, and along these sympathetic fibers, our actions run as causes and return to us as results”Herman Melville
3 “The mentor’s spirit is the heart’s posture pervading every healthy relationship in every family, classroom, organization and town.”Marsha Sinetar
4 MENTORING THE STUDENT“ Learners acquire problem solving approaches, technical skills, clinical judgment and professional attitudes from observing others.”Bandura 1988
5 Both being mentored and mentoring are active, growthful experiences.
6 A GOOD MENTOR Authentic dialogue promotes mature self- A GOOD MENTOR Authentic dialogue promotes mature self governing work teams who “walk the talk”sound judgmentindependent thinkinga tendency to think divergentlygood humordefinite purposemoral elevation and reliabilityfidelityhonorable interpersonal proclivities
7 How to Mentor Students1. Affirm being a physician/scientist and its further potential2. Be genuine and emotionally available to enter into a dialogue about being a physician/scientist3. Set clear boundaries - list the good and bad of the specialty4. Enlist others with whom the student can talk for specific reasons - (specialty, gender, race, location, family issues, background, etc.)
8 How To Mentor Students (cont.) 5. Share the values and virtues of your specialty (the good, the bad and the ugly)6. Stabilize the students’ doubts and uncertainties- it’s OK not to know7. Be available more than once- in person, , by phone.8. Congratulate them on a good job of figuring it out.
9 A MENTOR is a person, a guide, or a teacher - the keeper of selective wisdoms. The MENTOR’S SPIRIT is the “almost anything” that deepens our sense of the sacred or our understanding or transmits a kind of gladness about life itself.There is but one Spirit - one good, infinite, intelligent and unbounded permeating reality.
10 Mentors are: VIRTUOUS TRUSTING AND TRUSTWORTHY PEOPLE LOVERS GUIDESVIRTUOUSTRUSTING AND TRUSTWORTHYPEOPLE LOVERSEMPATHETICNON JUDGMENTALAUTHENTIC
11 HOW TO BE A MENTOR’S MENTOR: Let Go of Your Expectations9. Put Things in Perspective8. Set A Good Example7. Agree to Disagree6. Make Light of Being Overwhelmed5. Keep Your Promises4. Forgive Your Outbursts3. Set A Positive Emotional Climate2. Learn From Children - they live in the moment.1. Live From Your Heart
12 We need to recognize that diversity – managing and leading across differences – is not an initiative or a program; it should be a competency that anyone who manages people must learn if he or she is to be an effective leader.
14 Mentoring and its importance in the education and training of science professionals Relationships between mentors and their trainees prepare the next generation of science professionals.Both the mentor and the trainee have responsibilities for the success of the process.Need to assure fair access to mentors and the impact of a lack of mentoring on women and minorities.Banquet speech, Rosalyn Yallor, 1977
15 The Complexity of the Role of Mentoring A mentor has experience with the challenges that trainees face.A mentor has the ability to communicate that experience and the willingness to do so.A mentor takes a special interest in helping another person develop into a successful professional.NAS, 1997 Washington, DCNational Academy Press
16 SocializationAcquiring the norms and standards, the values and attitudes, as well as the knowledge, skills and behavior patterns associated with particular statuses and rolesThe process through which people are inducted into a culture or subcultureDemanding standards of workH. Zuckerman, 1977New York, NY; Free Press
17 Truly Complete MentorServes as an advisor/guide, developer of talent/coach, opener of doors/advocate, role model, interpreter of organizational or professional rules, protector, rule setter/boss and carries on all of these functions on a long term basisW. Silen, MDDean for Faculty Development and Diversity/HarvardMedical School, 1998
18 Wide Range of Needs to be Met Should help trainees develop as capable researchers (methods, directions, creative thinking, completing academic or professional requirements and scientific communication)Prepare for job market (opportunities, contacts, range of career options and which grants to apply for)
19 Wide Range of Needs to be Met Socialization – ethical development, interaction within the academic community and instilling a sense of collegiality (teaching, communications, working in teams, leadership, people management, administration and budgets)Should be an advocate
20 Mentoring on Ethics and Responsible Conduct of Research Can occur through example, impromptu counsel or exchange of thoughts and ideas (small group)Must monitor the supervision and training of young scientists to be sure they “get it” (large labs)Must adhere to value system of their institutionsPanel on ScientificResponsibility and Conduct of Research1992
21 The Ethics of Mentoring Should not spend so much time working on mentor’s research that there is little time for their ownShould not be pushed to do work towards a patent or mentor’s financial gainShould not have constraints on publicationShould not disengage or undermine or competeJonathan R. ColeThe Research University in a Time of Discontent
22 The Responsibility to Mentor Minorities and Women Whites and men traditionally more likely to have a mentorHave been excluded from the socializationCollaboration is keyMary Frank FoxThe Outer Circle, 1996
23 Responsibilities of Trainees 1. Identify career plans2. Locate prospective mentors3. Distinguish between supervisors and mentors4. Be clear about needs and expectations5. Keep learning about effective mentoring
24 Responsibilities of Mentors Should be part of the definition of a scientistBe availableAllow for differences in personalitiesLet trainees make their own decisionsTeach by words and exampleKeep learning about effective mentoring
25 The Good Mentor James B. Rowley Supporting New Teachers May, 1999 Volume 56 Number 8Pages 20-22
26 The Good Mentor The good mentor is committed to the role of mentoring. The good mentor is accepting of the beginning teacher.The good mentor is skilled at providing instructional support.The good mentor is effective in different interpersonal contexts.The good mentor is a model of continuous learning.The good mentor communicates hope and optimism.
27 The effects of the mentor on the academic career Scientometrics Volume 7,Numbers 3-6, , 2005
28 The effects of the mentor on the academic career The influence of the mentor begins with collaboration.Collaboration increases student’s productivity and academic placement .Collaboration increases student’s later publications and citations.
29 Mentoring and Research Misconduct: An Analysis of ORI Closed Cases David E. Wright, Jered B. Cornelison,and Sandra L. TitusMichigan State University
30 Mentoring/Misconduct Literature on mentoring originated in 1980’sIn the 80’s, research misconduct came to national attentionUSA research misconduct regulations took effect
31 Motion to Mentor“ It is therefore incumbent on all scientists and scientific institutions to create and nurture a research environment that promotes high ethical standards, contributes to ongoing professional development, and preserves public confidence in the scientific enterprise.”NAS, 2002
32 Mentoring is Highly Complex Develop technical competenceDevelop critical thinking skillsEncourage intellectual initiativeSocialize advisees into the culture of their disciplinesMargaret King“On the Right Track:A Manual for Research Mentors,”
33 Mentoring is Highly Complex Articulating and modeling ethical norms of responsible and rigorous research including appropriate use of human and animal subjectsCiting appropriate source material and prior publicationAllocating authorship fairly in joint publicationsSubmission and review of publications ethicallyRecognizing and avoiding conflicts of interestGeneration, recording and using data responsibly
34 Why Does Research Misconduct Occur? Theories:Pressure for professional survivalSociopathology: 1-2% of every professionIgnorance of standards and ethical codesFailure of mentoring/supervision of trainees
35 Did inadequate mentoring contribute to/fail to prevent misconduct?
36 What would constitute inadequate mentoring? Failure to review trainee raw data at regular intervals for reasons including:Absentee mentor due to other academic pressuresMentor trust of the trainee
37 What would constitute inadequate mentoring? Failure to establish clear standards for:Keeping lab booksManaging and retaining dataAuthorship
38 What would constitute inadequate mentoring? Failure to adequately support trainee career developmentUnsupportive work environment for traineesUndue pressure to produce results quicklyUnreasonable expectations as to productivity
39 Findings at Michigan State Trainees are more likely to be found guilty of misconduct if charged.The consequence of a finding of misconduct by a trainee is severe.Trainees from abroad, especially if English is a second language ,appear to be at increased risk.
40 Findings at Michigan State Trainees are more likely to commit misconduct when mentors are absent or unobservant.Misconduct is more likely to occur when the trainee reports feeling of “pressure” or “stress.”
41 Findings at Michigan State Misconduct is most likely to occur at “critical moments” in a trainee’s careerWhen a deadline loomsWhen results of an important earlier experiment can’t be replicatedWhen trainee is preparing to leave the lab for another position
42 Findings at Michigan State When is misconduct discovered?Fail to reproduce results %Data missing %Fail to reproduce resultsand data missing %Witnessed or became suspicious %Not applicable %Can’t tell %
43 Findings at Michigan State Did the mentor fail to review raw data, lab books, etc? YES 52.3% NO 31.8% Can’t tell 15.97%
44 Mentoring More Challenging Today Large, Interdisciplinary Research GroupsThe mentor may not know all the areas of science and has to rely on others to teach and supervise trainees.The mentor may have to “farm out” to others part of the research which s/he cannot personally oversee.
45 Mentoring More Challenging Technology – Driven ChangesThe move to computer - stored research data and smart laboratory instruments may have lessened the emphasis on individual trainee responsibility for keeping lab notebooks and other rigorous records.Computer – stored research data is comparatively easy to fabricate and to falsify.Computer –generated summary data and analysis often substituted for review instead of raw data in discussions between mentor and trainee.
46 Mentoring More Challenging Technology – Driven Changes (Cont’d)Whereas once trainees had to show mentor raw data in the form of films to get authorization to take them to photography department for printing for reports, manuscripts and grant applications; now the trainees can do the same thing on desktop computers with programs like Photoshop.It is comparatively easy to fabricate and falsify images using these programs.
47 Michigan State Implications for Faculty and Institutions Standard procedures for review of trainee raw data at regular intervals and,Standard procedures for replication of key trainee experiment before submitting data, andAttentive supervision during periods of trainee stress……Might have prevented many instances of misconduct.
48 “ A candle loses nothing of its light by lighting another candle” James Keller
49 “ A civilization flourishes when people plant trees under whose shade they will never sit” Greek proverbs
50 PANEL DISCUSSION Julie Freischlag, MD Justin McArthur, MBBS, MPH Robert Montgomery, MD, PhDSheila Garrity, JD, MPH, MBA - Moderator