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Academic Mentoring—How to Give It and How to Get It
Allan S. Detsky, MD, PhD, FRCPC;
Mark Otto Baerlocher, MD
JAMA. 2007;297:2134-2136.
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Students, trainees, research fellows, and junior faculty all benefit from the direction provided by academic mentors and research supervisors. The literature contains numerous reports on the importance of mentorship in helping facilitate the future success of trainees, documenting benefits such as more productive research careers, greater career satisfaction, better preparation in making career decisions, networking within a profession, and aiding in stress management.1-10 This Commentary describes several key points of advice both for individuals who mentor and those who receive mentoring (mentees). In some places, a mentor is an individual who is not the student's direct clinical, academic, or research supervisor. This advice applies to those kinds of mentors as well as the more traditional direct supervisors.
Determine How the Mentee Likes to Spend Time
Several years ago a faculty member who had worked in his profession for 10 years visited the corresponding author (A.S.D.) to announce plans . . . [Full Text of this Article]
Author Affiliations: Departments of Health Policy, Management, and Evaluation and Medicine, University of Toronto, Departments of Medicine, Mount Sinai Hospital and University Health Network (Dr Detsky); Department of Medical Imaging, University of Toronto (Dr Baerlocher), Toronto, Ontario.
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Access and Diversity in Academic Mentoring
Ann J. Brown, Damon M. Seils, and Paula M. Thompson
JAMA. 2007;298(7):739.
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Access and Diversity in Academic Mentoring—Reply
Allan S. Detsky and Mark Otto Baerlocher
JAMA. 2007;298(7):739.
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JAMA's Contributing Writers
Catherine D. DeAngelis and Phil B. Fontanarosa
JAMA. 2007;297(19):2139-2140.
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THIS ARTICLE HAS BEEN CITED BY OTHER ARTICLES
Access and Diversity in Academic Mentoring
Brown et al.
JAMA 2007;298:739-739.
FULL TEXT
JAMA's Contributing Writers
DeAngelis and Fontanarosa
JAMA 2007;297:2139-2140.
FULL TEXT
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