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Role and Qualifications of Mentors, Co-mentors & Research Supervisors

Role and Qualifications of Mentors, Co-mentors & Research Supervisors. Pierre Julien PhD CHUL Research Center Ste-Foy, Qc. Mentorship & Education. Transdisciplinarity: collaboration on study design development and achievement. WHEREAS Mentorship: personal and professional relationship.

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Role and Qualifications of Mentors, Co-mentors & Research Supervisors

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  1. Role and Qualifications of Mentors, Co-mentors & Research Supervisors Pierre Julien PhDCHUL Research CenterSte-Foy, Qc

  2. Mentorship & Education Transdisciplinarity: collaboration on study design development and achievement.WHEREAS Mentorship: personal and professional relationship

  3. MENTORSHIPRemarks Mentorship involved all professional fields: commercial - industrial - university disciplines; Mentorship and the web; Moving relationship process for the Mentor & the Mentee; Involved continuous remodeling of objectives: continuous reviewing of his or her opinions or points of view with others; AIM is to increase professional relationship - to train outstanding professionals with community oriented professionals (concerned by others and with community welfare)

  4. Usefulness of Mentoring Kenneth Wilson, Nobel-laureat physicist, Ohio State University: “There is two ways to get on with successful training, You could take a practice run with somebody who has lots of experience and the ability to shareit. The other way is to be taken to the base of Everest, dropped off with all the required technical equipment, and told to get to the top or quit. If you don’t make it, your enthusiasm disappears, and you seek way to avoid similar challenges in the future.” (Redesigning Education)

  5. Concept of Mentoring Mentoring is a powerful and popular way to learn a variety of personal and professional skills. The origin of the term is attributed to the Greek mythology. “In Homer’s Odyssey, Mentor was the teacher of Telemachus, the son of Odysseus. But Mentor was more than a teacher. Mentor was half-God and half-man and half-female, believable and yet unreachable. Mentor was the union of both goal and path, wisdom personified.” (Daloz, LA, Mentorship, Galbraith (Ed), Krieger, 1988)

  6. Concept of Mentoring 3500 years mentoring relationships are still valued. Mentoring is not a a one-way street where mentoring would be simply means of aspiring young professionals, physicians or researchers to gain a career foothold or a boost the career ladder, But mentoring is reciprocal relationships between Mentor and Mentee.

  7. Nature of Mentoring Relationship • Establishing a valued human relationship in a number of respects. Both parties must a true desire to understand the values and expectations of the other person, and to respect and become sensitive to one another: RESPECT AND UNDERSTANDING, not a competition; • Different from personal relationship: PROFESSIONAL RELATIONSHIP; • Mentors offer SUPPORT and CHALLENGE to mentee, upholding the standards of the profession, while mentee strives to fulfill the profession’s expectation;

  8. Nature of Mentoring Relationship • In healthy mentoring relationships are evolutionary rather than static in nature; • Knowledge acquisition - increase competence - etc.“No man should step into the same stream twice” • Stage of mentoring relationship:1- Mentor and Mentee acquaintance: common interests, professional goals, etc...; 2- Set up of common goals and procedures. If incomplete a co-mentor could be required or a a research collaborator for technical or professional skills;3- Progressively, objectives are met and new challenges are presented .... (months and years); 4- Redefinition of relationship: colleagues, peers, partners, ...

  9. Qualification of a Mentor • Advisor • Professor, guide, model for the profession; • Entrusted with the care and education of another; • Expert status • Willing to give away what he knows in a non-competitive way; • Represent knowledge and accomplishment in his profession. • The most effective mentor:- take a personal interest in the career development,- want to share knowledge,- offer support, patience, challenge, enthusiasm, time, - expose new ideas, and redefine his views,- put himself as equal to those they mentor.

  10. MENTORSHIP »»»TRANSDISCIPLINARY MENTORSHIP CHALLENGE

  11. TRANSDISCIPLINARYMENTORSHIP • Canadian Institute of Health ResearchDual mentorship for each traineeDual mentorship arrangements helped successful applications in underlining trans-disciplinarityand collaboration. • ----------------------------------------------------------------------------------------- • Queen’s UniversityDual and triple mentorshipfor new young Faculty members: Inter-departmental mentorship.

  12. TRANSDISCIPLINARYMENTORSHIP Good mentoring is a distinctive and powerful process Questions to discuss: Definition of the role of Mentorship, Research Supervision or Collaboration as related to STIRRHS program; How to build engaging mentoring relationship within STIRRHS? Does Mentorship suit all professors? (understanding the role of mentor is essential for a good instructor) How to improve STIRRHS training program?

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