2 nd MENA Education institute on Responsible Science Trieste May 7-13, Mentor-trainee relationship and responsibilities Presented by Group 6

Transcription

1 2 nd MENA Education institute on Responsible Science Trieste May 7-13, 2014 Mentor-trainee relationship and responsibilities Presented by Group 6

2 Contents The goal and objectives What is a Mentor? Selection of the mentor. Responsibilities of the trainee. Case study. Reference: Francis L.Macrima, scientific integrity,third edition, ASM press Washington, 2005

3 Goal : By the end of the module the participants will know the tasks and responsibilities of a mentor and trainee

4 Objectives: the participants will be able to : 1.Recognize the role of successful mentor 2.Build a relationship and a commitment between mentor and trainee 3.Design a road map for monitoring the trainee

5 Build a relationship and a commitment between mentor and trainee

6 What do you think a mentor is?

7 Mentors demonstrate and teach style and methodology in doing scientific research

8 Mentoring guidelines for responsible conduct of research

9 Mentors evaluate and critique scientific research

10 Mentors foster the specialization of trainees

11 Most students at early stage of their programs depends strongly on their mentors knowledge and expertise in helping them select viable dissertation research project

12 Mentors promote career development

13 The Mentor-trainee relationship is an exclusive one

14 The Mentor-trainee relationship requires respect and trust

15 Selection of a Mentor

16 What are the criteria for mentor selection?

17 Criteria of selection Active publication record Extramural financial base National recognition Tenure status Prior training record Current positions of recent graduates Organizational structure of the laboratory

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19 What Are The Responsibilities of The Trainee?

20 Responsibilities of the trainee Act in a mature and ethical manner. Consider the time constraints of the mentor. Be proactive in training. Maintain a good communication with the mentor. Allocate enough time and effort to achieve his tasks.

21 Case Study (1) I had an undergraduate student in my lab who did not seem very bright and I doubted that he would make it as a scientist. I encouraged him to reconsider his career choice. The next time I saw him, he was receiving an award for outstanding undergraduate research that he did in another lab. I was surprised. the next time I encountered him was when I opened a top notch journal and saw a paper with him as first author. I was impressed. Next I heard, he had received his Ph.D and was considered to be a hot prospect on the job market. Amended from Jo Handelsman,Christine Pfund,Sarah Miller Lauffer,Christine Maidl Pribbenow, Entering Mentoring,A Seminar to Train,a New Generation of Scientists, by the Board of Regents of the University of Wisconsin System, 2005.

22 Case Study (2) A couple of years later, I had a graduate student who was incredible bright and wonderful person, but wasn t getting anything done. I had tried all of my mentoring tricks, and then borrowed some methods from others. In a fit of frustration, I encouraged student to take a break from the lab and think about what to do next. While she was taking her break, she received an offer to complete her PhD in another lab. She did published number of highly regarded papers, Landed great postdoc, and is now well-funded faculty member at major research university. Amended from Jo Handelsman,Christine Pfund,Sarah Miller Lauffer,Christine Maidl Pribbenow, Entering Mentoring,A Seminar to Train,a New Generation of Scientists, by the Board of Regents of the University of Wisconsin System, 2005.

23 Case study Do you agree with the judgment of the mentor about his students? (Please explain why?)

24 Lesson learned from the case The student, the lab, and mentor have to be well matched, and all fit has to come together at the right time in the student s life. I can t be a good mentor to all students, and where I fail, someone else may succeed. It reminds me to be humble about mentoring, not to judge students, and never predict what they can t do. Happily, they will surprise you!

25 Mentors are often viewed in the light of the performance of their formal trainees, This association can extend mentor responsibilities indefinitely

26 Thank you