The Mentor-Trainee The Mentor-Trainee RelationshipRelationship

John Whyte, MD, PhDMoss Rehabilitation Research Institute

&

Thomas Jefferson University

The Ideal Trainer/Trainee The Ideal Trainer/Trainee RelationshipRelationship

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

Expectations of MentorsExpectations of MentorsDevote sufficient time to the trainee’s developmentMake resources available to the traineeProvide professional networking opportunitiesProvide direct training as well as indirect

socializationHelp the trainee reach key professional milestones

(e.g., primary authorship, grant applications, etc.)Gradual “tapering” of mentorship beyond

fellowship

Expectations of TraineesExpectations 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

What a Mentor ProvidesWhat 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

Interest in developing the Interest in developing the traineetrainee

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

Ability to NegotiateAbility to NegotiateIt 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.

Both have something to gainBoth 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

Specific forms of conflictSpecific forms of conflict

Lack of Real Support for Lack of Real Support for IndependenceIndependence

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

Trainee Prematurely Expects Trainee Prematurely Expects IndependenceIndependence

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

Abuse of Mentor/Trainee Abuse of Mentor/Trainee RelationshipRelationship

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

Avoiding ConflictsAvoiding ConflictsThe mentor-trainee relationship is an intense

personal relationship: pay attention to interpersonal characteristics, honesty, directness

Get feedback from current and prior traineesAssess the mentor’s time availabilityDon’t be bowled over by the mentor’s scientific

statureLook for structures/processes that facilitate

resolution of conflicts short of formal misconduct accusations.

Negotiating the Details of a Negotiating the Details of a Mentorship RelationshipMentorship 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

Supplementing Mentorship Supplementing Mentorship RelationshipRelationship

To obtain other skills To receive input outside field of primary mentor Different specialty Different institution Different nationality

Mentorship Problems in the Mentorship Problems in the RMSTPRMSTP

Confusing mentor’s standing with mentorship quality

Changes in mentor’s career plansMentors unfamiliar with the realities of

PM&RConflict-of-interest position of PM&R chair

Reasons for Trainee Lack of Reasons for Trainee Lack of SuccessSuccess

Scientific ability and intelligence are the least of them

Externalization of obstacles to successDefensiveness in the face of meaningful

adviceDifficulty in focusingSpeed

SummarySummary

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.