PRESIDENT’S CORNER
Fundamentals of a Mentoring Program: The SSCI Perspective
Daniel Villarreal, MD President, Southern Society for Clinical Investigation
T
he success of academic medicine is critically dependent on prosperous and thriving mentoring programs, whether at a local institution or through regional, national or international learned organizations.1 The Southern Society of Clinical Investigation (SSCI) has recognized the importance of developing such a scholarly structure. Five years ago the SSCI launched a formal mentoring program which missions include: 1. A dedication to the advancement of incremental knowledge and ideas and 2. A commitment to guiding future generations of medical investigators and educators, while simultaneously promoting careers in academic medicine. The Mentoring Program of the SSCI is directed to accomplishing these goals through diverse activities during its annual meetings, and equally important, through institutional outreach venues, including the Visiting Professor Program whose purpose is tripartite: 1. To share existing and incremental knowledge by delivering medical grand rounds or comparable conferences; 2. To nurture and inspire clinician-scientists and educators who are in training such as residents and fellows; and 3. To assist and promote junior faculty. Clearly, at the core of this mission is an expected flourishing relationship between mentors and trainees, which then effectively promotes bilateral stimulation and satisfaction.1,2 Although much has been discussed about the important role of mentors,1,3 the activities and functions of the trainees are not completely defined, including information and guidance for their enriching interactions with advisors.2,4
From the Division of Cardiology, SUNY Upstate Medical University, Syracuse, New York. The author has no financial or other conflicts of interest to disclose. Correspondence: Daniel Villarreal, MD, Division of Cardiology, SUNY Upstate Medical University, 750 East Adams Street, Syracuse, NY 13210 (E-mail: [email protected]).
The American Journal of the Medical Sciences
Zerzan et al4 have suggested that important traits that trainees must possess and cultivate include receptivity, initiative, honesty and appreciation for the mentor. The active participation of the trainees in the planning and setting of an interactive agenda is crucial in maintaining a high level of motivation in the mentor, which in turn, leads to highly gratifying collaborations.2,4 Additional short- and long-term strategies and guidelines have been suggested for the trainees4: 1. Establishment of a clear vision of attainable goals; 2. Selection of mentor or mentors with compatible interests and mutual admiration and trust; 3. Development of a relationship with an agreement on structure, expectations, responsiveness and flexibility from all parties; and 4. Identification of plans for the natural evolution of the trainee-mentor relationship, including its termination and, if appropriate, the mentor’s help in the selection and recruitment of future counselors. It is the lifelong gratitude and friendship established between trainee and mentor, coupled with the aspiration and motivation of the trainee to become a mentor for future generations, which will fuel the desired outcomes of Mentoring Programs in academic medicine. The SSCI is proud to enthusiastically support these visions and legacies and to actively complement them through its annual meeting and institutional outreach venues. REFERENCES 1. Ramanan RA, Phillips RS, Davis RB, et al. Mentoring in medicine: keys to satisfaction. Am J Med 2002;112:336–41. 2. Detsky AS, Baerlocher MO. Academic mentoring—how to give it and how to get it. JAMA 2007;297:2134–6. 3. Luckhaupt SE, Chin MH, Mangione CM, et al. Mentorship in academic general internal medicine. Results of a survey of mentors. J Gen Intern Med 2005;20:1014–8. 4. Zerzan JT, Hess R, Schur E, et al. Making the most of mentors: a guide for mentees. Acad Med 2009;84:140–4.
Volume 347, Number 4, April 2014
261
Fundamentals of a Mentoring Program: The SSCI Perspective
Daniel Villarreal, MD President, Southern Society for Clinical Investigation
T
he success of academic medicine is critically dependent on prosperous and thriving mentoring programs, whether at a local institution or through regional, national or international learned organizations.1 The Southern Society of Clinical Investigation (SSCI) has recognized the importance of developing such a scholarly structure. Five years ago the SSCI launched a formal mentoring program which missions include: 1. A dedication to the advancement of incremental knowledge and ideas and 2. A commitment to guiding future generations of medical investigators and educators, while simultaneously promoting careers in academic medicine. The Mentoring Program of the SSCI is directed to accomplishing these goals through diverse activities during its annual meetings, and equally important, through institutional outreach venues, including the Visiting Professor Program whose purpose is tripartite: 1. To share existing and incremental knowledge by delivering medical grand rounds or comparable conferences; 2. To nurture and inspire clinician-scientists and educators who are in training such as residents and fellows; and 3. To assist and promote junior faculty. Clearly, at the core of this mission is an expected flourishing relationship between mentors and trainees, which then effectively promotes bilateral stimulation and satisfaction.1,2 Although much has been discussed about the important role of mentors,1,3 the activities and functions of the trainees are not completely defined, including information and guidance for their enriching interactions with advisors.2,4
From the Division of Cardiology, SUNY Upstate Medical University, Syracuse, New York. The author has no financial or other conflicts of interest to disclose. Correspondence: Daniel Villarreal, MD, Division of Cardiology, SUNY Upstate Medical University, 750 East Adams Street, Syracuse, NY 13210 (E-mail: [email protected]).
The American Journal of the Medical Sciences
Zerzan et al4 have suggested that important traits that trainees must possess and cultivate include receptivity, initiative, honesty and appreciation for the mentor. The active participation of the trainees in the planning and setting of an interactive agenda is crucial in maintaining a high level of motivation in the mentor, which in turn, leads to highly gratifying collaborations.2,4 Additional short- and long-term strategies and guidelines have been suggested for the trainees4: 1. Establishment of a clear vision of attainable goals; 2. Selection of mentor or mentors with compatible interests and mutual admiration and trust; 3. Development of a relationship with an agreement on structure, expectations, responsiveness and flexibility from all parties; and 4. Identification of plans for the natural evolution of the trainee-mentor relationship, including its termination and, if appropriate, the mentor’s help in the selection and recruitment of future counselors. It is the lifelong gratitude and friendship established between trainee and mentor, coupled with the aspiration and motivation of the trainee to become a mentor for future generations, which will fuel the desired outcomes of Mentoring Programs in academic medicine. The SSCI is proud to enthusiastically support these visions and legacies and to actively complement them through its annual meeting and institutional outreach venues. REFERENCES 1. Ramanan RA, Phillips RS, Davis RB, et al. Mentoring in medicine: keys to satisfaction. Am J Med 2002;112:336–41. 2. Detsky AS, Baerlocher MO. Academic mentoring—how to give it and how to get it. JAMA 2007;297:2134–6. 3. Luckhaupt SE, Chin MH, Mangione CM, et al. Mentorship in academic general internal medicine. Results of a survey of mentors. J Gen Intern Med 2005;20:1014–8. 4. Zerzan JT, Hess R, Schur E, et al. Making the most of mentors: a guide for mentees. Acad Med 2009;84:140–4.
Volume 347, Number 4, April 2014
261
