On mentoring.

As academic clinicians and investigators, it is important to facilitate the training of young investigators and clinicians so they can become knowledgeable, competent, and independent in their careers. This process of mentoring is a form of facilitative learning that has its origins extending thousands of years. It began with the “oral law” or the passing down of knowledge from generation to generation in many cultures such as the tribes in Africa, Native Americans, and Orthodox Judaism. This process allows for the continuation of traditional values and, with regard to the field of medicine, can preserve medical and scientific knowledge and wisdom through apprenticeship, where the protégés later become mentors to future generations. Within academic medicine, this process has become formalized through training grants from the National Institutes of Health (e.g., T32 awards), preceptorships, residencies, and fellowships. Yet, there has been limited attention to the process of mentoring. How should the mentor and mentee interact? What are the goals, benefits, and challenges of mentoring? Finally, how do we judge success? This column sets forth some suggested guidelines for trainee supervision through a mentoring relationship with a senior faculty member in a research or clinical environment.