Article

Nature's guide for mentors

Nature (Impact Factor: 42.35). 07/2007; 447(7146):791-7. DOI: 10.1038/447791a
Source: PubMed

ABSTRACT Having a good mentor early in your career can mean the difference between success and failure in any field. Adrian Lee, Carina Dennis and Philip Campbell look at what makes a good mentor.

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    • "A fortunate graduate student sums up the enormous difference a mentor's commitment to a student makes, by saying, ''For me there is a difference between a supervisor and a mentor. With the latter you find that you are not simply a student with a research project, but a student with a career in front that the mentor helps you start'' (Lee et al. 2007). In order to help faculty learn to do more than just supervising or advising, some writers have proposed the use of a written agreement or contract to facilitate the development of a graduate student's goals and also help both parties develop an ongoing relationship (Howard Hughes 2004; Association of American Medical Colleges (AAMC) 2006, 2008). "
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    Science and Engineering Ethics 05/2013; 20(1). DOI:10.1007/s11948-013-9437-4 · 1.52 Impact Factor
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    • "With practice, and a variety of experiences, the capabilities of a supervisor has to do this can be expected to grow. As such, experience, an ongoing professional commitment to development, and engagement with reflective and reflexive practice, all represent hallmarks of excellence (Lee, Carina, and Campbell 2007). Evidence of such attributes represents one aspect of the supervisory relationship. "
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    Assessment & Evaluation in Higher Education 12/2009; 34(6). DOI:10.1080/02602930802474193 · 0.84 Impact Factor
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    • "Gelso and Lent (2000) posited that interpersonal reinforcement for research behavior likely affects mentees' attitudes, self-efficacy, skills, and productivity. 4. The mentor exposes mentees to a variety of clinical research methods (Gelso, 1993, 2006), guides the development of clinical research, evaluates and critiques ideas and work, provides corrective and timely feedback, and is available for meetings (Lee et al., 2007). Realizing the heterogeneity inherent in psychological research , successful mentors expose mentees to a variety of research styles and methods to enable students to fit the appropriate method to their clinical research questions and to use methodologies that best fit their personalities and personal preferences (Gelso, 1993, 2006). "
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    ABSTRACT: Psychologists are frequently called on to mentor students, trainees, and early faculty in various aspects associated with research. Little formal training is provided to mentors on how to effectively and successfully mentor trainees at the various developmental levels of the training process. The authors apply a developmental focus to the mentoring relationship. The literature on research mentoring is reviewed, including a review of mentorship with women and ethnic minorities. The multiple roles and functions of mentorship for clinical researchers and research scientists also are explored. Finally, the authors provide a list of the top 6 skills and behaviors that enable successful mentoring. (PsycINFO Database Record (c) 2012 APA, all rights reserved)
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