The Mentor-Trainee Relationship

1. The Mentor-Trainee Relationship John Whyte, MD, PhD Moss Rehabilitation Research Institute & Thomas Jefferson University

2. The Ideal Trainer/Trainee Relationship • The trainer has a sincere interest in fostering the development and independence of the trainee (and the trainee has a real interest in research independence) • The trainer and trainee are able to negotiate the process of transition to independence comfortably • Both the trainer and the trainee have something to gain from the relationship

3. Expectations of Mentors • Devote sufficient time to the trainee’s development • Make resources available to the trainee • Provide professional networking opportunities • Provide direct training as well as indirect socialization • Help the trainee reach key professional milestones (e.g., primary authorship, grant applications, etc.) • Gradual “tapering” of mentorship beyond fellowship

4. Expectations of Trainees • Contribute the the mentor’s lab’s productivity • Assist other lab members in areas of the trainee’s expertise • Assume responsibility for self-directed learning, while seeking mentor’s guidance • Meeting deadlines for key tasks and milestones

5. What a Mentor Provides • Cultural guidance: funding agencies, academic structures • Advocate for trainee: obtain space, resources, protected time • Identify strengths and weaknesses: help trainee play to his/her strengths • Train for scientific independence • A mentor is not a technical consultant

6. Interest in developing the trainee • Mentor must have sufficient resources and self-confidence to be happy for the trainee’s increasing independence (“I’m not losing a student; I’m gaining a collaborator”) • Mentor must understand the difference between a research staff position (e.g., “research associate”) and a postdoctoral fellow • Mentor must have more than just scientific skills – successful science does not equal successful mentoring

7. Ability to Negotiate • It is impossible to spell out in advance all the ways that the relationship may evolve. • Like a successful personal relationship, both sides must be able to acknowledge their goals, the obstacles they perceive in achieving their goals, and must be willing to compromise to meet both parties’ goals.

8. Both have something to gain • Mentor gains: low-cost skilled labor, enhanced productivity, specific technical skills, cross-fertilization and new ideas from the trainee and his/her prior milieu • Trainee gains: intensive teaching/skill development, research resources obtained by the mentor, collaborative milieu with rich “socialization” opportunities, gradually increasing demands, networking introductions

9. Specific forms of conflict

10. Lack of Real Support for Independence • For some mentors, the trainee is cheap labor with good technical skills. Why not keep it that way? • Mentor may be excessively prescriptive in assigning research tasks • A trainee approaching independence may compete with or “steal” the work of the mentor

11. Trainee Prematurely Expects Independence • Some trainees understand the need for high levels of authorship to advance, but are unrealistic about the contribution required to generate that level of credit • Trainees may ask for first authorship to be “given” to them • Mentor, after unsuccessfully assigning autonomous work to the trainee, may need to “rescue” the project, which should come with a reassessment of authorship

12. Abuse of Mentor/Trainee Relationship • Mentor pressures the trainee to accomplish work or obtain results that are unrealistic • Mentor expects the trainee to perform tasks that assist the mentor’s progress vs. helping develop the trainee (sometimes a subtle line) • Mentor pursues a level of personal relationship that is not desired by the trainee

13. Avoiding Conflicts • The mentor-trainee relationship is an intense personal relationship: pay attention to interpersonal characteristics, honesty, directness • Get feedback from current and prior trainees • Assess the mentor’s time availability • Don’t be bowled over by the mentor’s scientific stature • Look for structures/processes that facilitate resolution of conflicts short of formal misconduct accusations.

14. 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

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

16. Mentorship Problems in the RMSTP • Confusing mentor’s standing with mentorship quality • Changes in mentor’s career plans • Mentors unfamiliar with the realities of PM&R • Conflict-of-interest position of PM&R chair

17. Reasons for Trainee Lack of Success • Scientific ability and intelligence are the least of them • Externalization of obstacles to success • Defensiveness in the face of meaningful advice • Difficulty in focusing • Speed

18. Summary • The mentor trainee relationship is an intense and complicated symbiosis. • Trainees and mentors can minimize the chances of conflict by carefully evaluating each other prior to embarking on the relationship, and by frequent and direct communication as it unfolds. • Institutional structures that facilitate mediation can also minimize formal complaints.