Mentoring: Making the Transition From Mentee to Mentor

The concept of mentoring originated at least as long ago as early Greek civilization. In Greek mythology, when Odysseus left for the Trojan War, he placed Mentor in charge of his palace and, more important, the care and upbringing of his son Telemachus. Mentoring often involves multiple individuals; it is of interest that some scholars argue that Mentor was ineffective and that it was Athena, when she disguised herself as Mentor, who provided the guidance that Telemachus needed in times of crisis. The term “mentor” as a trusted counselor or guide has become not only a description but also a goal. The widespread use of the term gained traction with the 1699 publication of a book by Francis Fenelon, Les Aventures de Telemaque . The journey that we have followed in this series of career development articles in Circulation should have as its apogee the transition of trainees from mentees to mentors. Guidance for trainees on selecting a mentor has been given by Bettmann1 in his article, “Choosing a Research Project and Research Mentor.” Mentoring is best described as a series of complex interactions between 2 individuals who have as their primary purpose the growth of the mentee, although this process often results in the personal and professional growth of both parties. Mentoring can involve a transfer of knowledge, of patterns of behavior, of skills, and of an approach to an accumulated body of information. It sets the stage for mentees to approach, define, and mold their future and to develop networks of peers, coinvestigators, and colleagues.2–4 In some ways, mentoring is not unlike parenting, prompting several observations: No one is born with the natural ability to become a parent; parenting skills must be learned through an iterative process in which there is both learning and teaching; the …