The Mentorship Relationship

1. The Mentorship Relationship John Chae, M.D. Association of Academic Physiatrists Anaheim, CA 2008

2. Overview • Why mentors? • What to expect from mentors • Criteria for selection of mentors • What a mentor expects from a trainee • Negotiating the details of mentorship relationship • Supplementing the mentorship relationship • Are you ready to mentor

3. Core of Academics: Teaching • Common thread to all academic life • Objective: Effectively impart *Knowledge *Wisdom, perspective, values…life • Motivating force behind teaching: *Caring for and respecting trainees *Wanting them to succeed *Advancement of the field

4. Promotion and Tenure • National reputation • Research • Teaching • Service

5. Timeline for National Reputation Year: 0 1 2 3 4 5 6 7 • Professional Activity • Journal Articles • Join national organizations • Local & regional meeting presentations • National meeting presentations • Committee in national organizations • Review articles • Book chapters • Text books • Positions at other institutions

6. As you launch your academic career... • Focus to achieve success • Set goals and evaluate them annually • Do not expect too much from yourself too soon • Understand that career development takes time • You cannot do it alone - identify mentors

7. Mentors: What Do They Do? • Provide cultural guidance • Advocate for trainee • Identify strengths and weaknesses • Train mentoree • …for Independence

8. Mentors Provide Cultural Guidance • Culture of the scientific community • Culture of NIH, NIDRR, NSF, private foundations • Introduction to key personnel in the field • Culture of scientific inquiry

9. Mentors Advocate • A good mentor has sincere interest and commitment to your success • A good mentor delights in your success • Your mentor must have your best interest in mind

10. A Devastating Grant Review… Sandy is a post-doctorate fellow who just received her study section review of her training grant application. She was totally devastated. Sandy’s initial reading of the review suggested that she did not know how to formulate testable hypotheses, do a literature review, conduct research, or present a research plan. What should she do?

11. A Devastating Review… Sandy was so embarrassed that she would not have shown Dr. Smith the review, but Dr. Smith asked whether Sandy had received the review. Dr. Smith’s interpretation of the review was totally different from Sandy’s. Dr. Smith pointed out that the reviewers suggested only the restructuring of Sandy’s specific aims, the addition of one citation to her literature review, a possible second interpretation of one of Sandy’s preliminary results, and two additional methods under the second specific aim. Dr. Smith noted that each of these suggestions was constructive, and advised that Sandy incorporate them into the amended application and include her additional preliminary results.

12. Mentors Identify Strengths and Weaknesses • Mentoree must recognize strengths and weakness to be successful • Assist in understanding and addressing problem areas • Provide insights in how to develop strengths • Provides insight into “national reputation” • Provides objective evaluation of your grant reviews

13. Identifying a Mentor Chris was thrilled to be selected to join the most sought-after group in his training program. The word in the program was that this advisor was on the way to winning the most coveted prize in the discipline. However, when he joined the group, Chris was assigned to do a very repetitive task that was a small part of the very large operation. There was no independent project for Chris to develop or to take with him when he left; there was no opportunity to develop writing, teaching, or other skills. Chris’ mentor did win the prize, but when it was time for Chris to apply for academic positions, his advisor was too busy being celebrated to send letters of reference or speak to colleagues about Chris. In preparing his CV, Chris found very little to add from his training.

14. Identifying a Mentor • What mistake did Chris make? -He selected a mentor based on the mentor’s professional standing -He equated professional standing with ability to mentor

15. Mentors Train You for Independence • Trainees often select a mentor based on mentor’s professional standing • However, “Success” does not simply “rub off” • Trainee requires training and supervision • Goal: Not to be “dependent” after completion of training

16. Mentors Train You for Independence • Training program must be structured to produce independent product: *Grant proposals *Publications *Presentations • “Currency” of subsequent academic life • Break the umbilical cord

17. Breaking Up is Hard to Do… Kim chose a mentor who was very prolific, publishing frequently with trainees and numerous collaborators included as authors. Kim knew that publishing is key to success in academics and felt that this mentor would provide a jumpstart to her career. Things went along very well as she was given multiple opportunities to publish with her mentor. Eventually, Kim finished her training and secured a faculty position in another institution. At the new institution, Kim elected to pursue a project related to post-doctorate work, but outside the area of her previous mentor’s work. The mentor was furious…

18. Breaking Up is Hard to Do… • Was Kim’s choice of a different project a good idea? -Utilizes previously learned skills, but allows for development into an independent investigator • Why might the previous mentor be so furious? -Genuine concern that that his previous trainee would fail -Want previous trainee’s lab to be a satellite site for his own lab • What does this tell you about this mentor? -Does not have trainees best interest in mind • How can you prevent getting into a similar situation? -Speak to past/present trainees

19. Breaking Up is Hard to Do… As Kim was preparing to accept her new faculty position, she received “hints” that she was expected to continue her project under her mentor’s guidance and to publish with her mentor. Speaking with other former trainees from the same group confirmed her impression that moving to a different institution would mean that she was simply serving as a satellite for the mentor. Fortunately, Kim spoke to a senior professor at her new institution who suggested that she shift to a new project in order establish independence.

20. Characteristics of the Successful Mentor • Encourage excellence in scientific inquiry • Sensitive to your needs • Teach principles, judgment, and perspective, in addition to research skills • Introduce you to other colleagues in the field • Identify and address weaknesses and strengths • Recognize and adapt to institutional realities • Provide opportunities to develop independence

21. Criteria for Selecting Your Mentor • Interest in developing your career • Ability to provide support and training in your field • Modeling of a successful academic career • Commitment to help trainees make the next career move • Success of current and former students in academia • Personal integrity

22. What a Mentor Expects from a Mentoree? • Commitment to an academic career • Teachable • Available • Diligent • Responsible • Patient • Personal integrity

23. Negotiating the Details of a Mentorship Relationship • How often will we meet? • Will you review my grants and papers? • Will there be an annual review? • How will independence be achieved? - timeline • Relationship in evolution

24. Supplementing Mentorship Relationship • To obtain other skills • To receive input outside field of primary mentor • Different specialty • Different institution • Different nationality

25. Are You Ready to Mentor? • Why mentor? –What are the benefits? • What does it mean to mentor? –What are the costs? “Turning the table around” • When and who?

26. Why Mentor? Benefits For the good of mankind Utilitarian Amplifies your productivity Advances one’s own career Advances the reputation of the department/institution Ensures the future of the specialty (i.e. job security) • Contribute to the research “gene pool” • Most effective way to ensure perpetuation of knowledge and skills • Investment in the future • Investment in the field • For the love of teaching

27. The Costs Characteristics of the Successful Mentor Criteria for Selecting Your Mentor Interest in developing your career Ability to provide support and training in your field Modeling of a successful academic career Commitment to help trainees make the next career move Success of current and former students in academia Personal integrity • Encourage excellence in scientific inquiry • Sensitive to mentee’s needs • Teach principles, judgment, and perspective, in addition to research skills • Introduce mentee’s to other colleagues in the field • Identify and address mentee weaknesses and strengths • Recognize and adapt to institutional realities • Provide mentee opportunities to develop independence

28. Other Costs • Time • Money • Emotional energy • Grace and truth

29. When and Who? • You can only teach what you know… but how much more must you know? • Medical students • Residents • Junior faculty

30. Summary • Why mentors? • What to expect from mentors • Criteria for selection of mentors • What a mentor expects from a trainee • Negotiating the details of mentorship relationship • Supplementing the mentorship relationship • Are you ready to mentor?