The SRA Symposium - College of Medicine

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Introduction
Day by day society becomes more and more dependent on scientific research. Extraordinary discoveries
are made around the globe on a regular basis. Society’s continued scientific development
is ultimately dependent upon each and every individual scientist. Here we will focus on one aspect
of the training of each of these scientists – mentoring.
For the scientist-in-training the starting point in his or her career is usually spent in the lab next
to a mentor(s). During this crucial mentoring/training phase, the budding scientist not only
learns basic laboratory techniques, but also develops work ethic, writing style, and approaches
to scientific experimentation. Moreover, the mentor is often very influential in the development
of the trainee’s professional personality. Sadly, not every scientist can honestly say that his or her
first steps in the lab were taken following a good mentor. Consequently, poor or completely absent
mentoring leads to the perpetuation of bad scientific habits.
Today, mentors are seen as advisors, supporters, teachers, masters, sponsors, examples, and
friends. Ultimately, mentors should genuinely care about the well being of their trainees. In a
broad sense, a mentor is someone who takes a special interest in helping another to develop into
a successful person. To effectively train a scientist, it takes a lot of effort, hard work and a genuine
sense of trust between the mentor and trainee.
In order for this trainee/mentor relationship to be most beneficial, both parties must assume and
carry out some basic responsibilities (see Table 1). Though this is not a complete list, we believe it
comprises a set of important characteristics needed to train a new scientist. Some responsibilities
apply equally to the mentor and to the trainee, while others are unique to either.
Table 1. Responsibilities in the Mentor/Trainee relationship.
Mentor Trainee
Friendship
Good Listening Skills
Be Available Ask Questions
Provide Other Mentor Options Work Hard
Develop the Trainee’s Professional Network Be Curious
Teach Basic Skills
Be Sensitive to the Trainee’s Needs
36 2005 Symposium Proceedings Book