IMS Magazine - Summer 2012 edition in PDF format - Institute of ...

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a PhD under his supervision in the area of
neurotransmitter development and hyperactivity.
Set to undertake a post-doctoral
position at the University of Minnesota, Dr.
Remington had a choice to make: “I was torn
between the basic sciences and doing work at
the clinical level. I realized that if I wanted to
make a career out of this work, I would have
to marry the clinical with the basic, and to do
so would require a medical degree.”
Having completed medical school at McMaster
University, Dr. Remington declared a specialty
in neurology and began his residency
at the University of Western Ontario. A year
into his training, he was pulled aside by neurologist
Dr. John Brown. “He said I’d make
a better psychiatrist than neurologist,” recalls
Dr. Remington. “I called up the Psychiatry
folks in Toronto and they accepted me over
the phone.” He then began his psychiatry
residency at CAMH. I ask him about what
would eventually become the focus of his
career—schizophrenia—and Dr. Remington
says the fascination was instant. “I had never
seen anything like it, nor have I since.” In his
second-to-last year of training, Dr. Remington
was approached and offered a staff position
at CAMH; he has now been there almost
thirty years.
When asked to describe his research, Dr.
Remington remarks that it is a reflection of
why he left his post-doctoral position for
medicine. “I feel an obligation to ask a basic
science question that can almost immediately
be translated into changes in clinical
practice,” he continues. Strictly speaking,
Dr. Remington studies schizophrenia, but
identifies one of his shortcomings as his “inability
to focus on a single research question—something
that is usually preferred
by scientists.” To illustrate the breadth of his
work, Dr. Remington and his students study
an array of research questions that include
schizotypy, the metabolic side effects of antipsychotic
drugs, antipsychotic tolerance and
adherence, and the manifestations of negative
symptoms of schizophrenia through virtual
reality techniques.
Given that Dr. Remington is being recognized
for his mentorship abilities, our talk
shifts to students and student supervision. I
ask him how he chooses his students and he
says, “It all depends on the interview. I get a
sense of whether or not the fit is right after
speaking to them.” When I ask him to describe
his students, he takes a minute, a smile
forming on his face, and says his students are
“motivated, able to work independently, and
hopefully enjoy their research.” He adds, “I
really enjoy the enthusiasm and excitement
my students bring to the laboratory every
day. I remain inspired by them.”
“I find it stimulating to see the
scope and quality of research being
done by the students at the IMS. I
really like seeing the passion they
have for their work.”
Dr. Remington is known for his eloquence
and candor, so when I ask him about his mentoring
style, I am initially surprised when he
pauses and says, “I don’t know how others
mentor—it’s not like there’s a book for this
sort of thing.” He then continues, “I mentor
the way I was mentored [by Dr. Anisman]:
I ensure close and regular contact with my
students. I make myself available and try to
provide a supportive environment, giving my
students the resources they need to succeed.
It’s nothing fancy.” At this last point I laugh,
knowing all too well how rare this situation
can be: Gary Remington is an absolutely fantastic
mentor, he pours everything into his
students, and they know it. So why does he
do it? “I was there. Somebody did it for me.
Dr. Anisman categorically changed my approach,
not only to medicine, but also to life.
He was amazing—a role model to me. I feel
I have an obligation to do that for as many
people as possible moving forward.”
Of the IMS, Dr. Remington says, “I think it
has an innovative approach to bringing people
together from diverse backgrounds, and
offering them the opportunity to cross traditional
research boundaries.” He adds that
the challenge remains in “bringing people together
from many areas and levels of expertise
in an environment that rewards absolute
focus on a single area or research question.”
Dr. Remington’s involvement in the IMS
doesn’t only include his role as a graduate
supervisor; he has been on countless Project
Advisory Committees (PACs) and has been
a judge in both the Summer Undergraduate
Research Program (SURP) and IMS Scientific
Days. “I find it stimulating to see the
scope and quality of research being done by
the students at the IMS. I really like seeing
the passion they have for their work.”
I ask Dr. Remington what he sees himself
doing in ten years: “I hope to still be coming
into work every day. I don’t see what I do as
a job. It’s a well kept secret how much I enjoy
this.” Admitting that he sleeps about four
hours a night, he adds, “I am blessed with doing
something that I love so much and still
want to be doing. I am so lucky—I hope no
one catches on!”
For students, Dr. Remington says the largest
obstacle is the “incredible competition to
capture a spot in this research environment.”
I ask him what is key to selecting the right
supervisor, to which he replies, “Find a mentor
as early on as you can. The goal is to find
someone you respect. Respect is fundamental.”
Dr. Remington sees the potential in his students
and treats them as valued members of
the scientific community. His ability to effectively
guide and support his students, while
always remaining committed to their success,
makes him the true definition of a mentor.
Although he would never admit to it, I can
think of no one more deserving of the Mel
Silverman Mentorship Award. Congratulations
Dr. Remington.
Student sentiments
“Dr. Remington is friendly, warm, and encouraging,
while remaining entirely professional.
He is respectful and sensitive to the
needs of his students.”
- George Foussias, MD, PhD candidate
“Dr. Remington allows his students to
demonstrate their success, easily stepping
aside to enable personal growth and accomplishment.”
- Gagan Fervaha, MSc candidate
“Dr. Remington sees the potential in his
students and treats them as creative, intelligent,
and responsible scientists.”
- Laura Schulze, MSc candidate
IMS MAGAZINE SUMMER 2012 GENOMIC MEDICINE | 30