Mentoring Ethics: - Johns Hopkins Medical Institutions

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INSTITUTIONAL ROLE IN ENHANCING THE QUALITY OF MENTORING RELATIONSHIPS Does the Institution: • Assure that all trainees and junior faculty have identified mentors? • Provide training for mentoring skills? • Provide resources and support for mentoring diverse faculty? • Have guidelines for “best practices” mentoring? • Monitor the quality of mentoring relationships? • Provide regular opportunities for informal and/or cross-departmental mentoring? • Recognize and reward excellence in mentoring?
PAY IT FORWARD: GOOD MENTORING IS GOOD FOR THE WORLD! "If we are to have faith that mankind will survive and thrive on the face of the earth, we must believe that each succeeding generation will be wiser than its progenitors. We transmit to you, the next generation, the total sum of our knowledge. Yours is the responsibility to use it, to add to it, and transmit it to your children.“ (Rosalyn Yalow, 1977, Stockholm)
Page 1 and 2: THE RESPONSIBLE CONDUCT OF RESEARCH
Page 3 and 4: OVERVIEW Why care about mentoring
Page 5 and 6: WHY CARE? Mentoring is the primary
Page 7 and 8: But why care about mentoring relati
Page 9 and 10: MENTORING AND RESEARCH MISCONDUCT:
Page 11 and 12: MENTORING AND RESEARCH MISCONDUCT
Page 13 and 14: DID INADEQUATE MENTORING CONTRIBUTE
Page 15 and 16: SO WHAT IS GOOD MENTORING?
Page 17 and 18: WHEN MENTORING FAILS Poor communic
Page 19 and 20: POTENTIALLY VULNERABLE MENTEES Int
Page 21 and 22: CONFLICT OF INTEREST MENTORING?
Page 23 and 24: VIGNETTE 3 Dr. Y is a very promine
Page 25 and 26: Williams et al. Education for Prima
Page 27 and 28: JUNIOR OR SENIOR FACULTY MENTOR? Ju
Page 29 and 30: VIGNETTE 5 Mary is a postdoctoral
Page 31: PROACTIVE MENTEESHIP Agree on the

Mentoring Ethics: - Johns Hopkins Medical Institutions

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