Mentorship and protégé success in STEM fields Ma, Yifang; Mukherjee, Satyam; Uzzi, Brian
Proceedings of the National Academy of Sciences - PNAS,
06/2020, Letnik:
117, Številka:
25
Journal Article
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Einstein believed that mentors are especially influential in a protégé’s intellectual development, yet the link between mentorship and protégé success remains a mystery. We marshaled genealogical ...data on nearly 40,000 scientists who published 1,167,518 papers in biomedicine, chemistry, math, or physics between 1960 and 2017 to investigate the relationship between mentorship and protégé achievement. In our data, we find groupings of mentors with similar records and reputations who attracted protégés of similar talents and expected levels of professional success. However, each grouping has an exception: One mentor has an additional hidden capability that can be mentored to their protégés. They display skill in creating and communicating prizewinning research. Because the mentor’s ability for creating and communicating celebrated research existed before the prize’s conferment, protégés of future prizewinning mentors can be uniquely exposed to mentorship for conducting celebrated research. Our models explain 34–44% of the variance in protégé success and reveals three main findings. First, mentorship strongly predicts protégé success across diverse disciplines. Mentorship is associated with a 2×-to-4× rise in a protégé’s likelihood of prizewinning, National Academy of Science (NAS) induction, or superstardom relative to matched protégés. Second, mentorship is significantly associated with an increase in the probability of protégés pioneering their own research topics and being midcareer late bloomers. Third, contrary to conventional thought, protégés do not succeed most by following their mentors’ research topics but by studying original topics and coauthoring no more than a small fraction of papers with their mentors.
Mentorship perspectives Buccimazza, I
South African journal of surgery,
12/2021, Letnik:
59, Številka:
4
Journal Article
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My attention was arrested by the editorial in the September 2021 edition of the South African Journal of Surgery. Edge posed the thought-provoking question, “Time to introduce mentorship into ...surgical training programmes?” At first glance, one could easily dismiss this interrogation as rhetorical. I believe we need very little persuasion to know that mentorship in surgical training has been a concept espoused for many decades, as evidenced from the reference list of a 2012 systematic review.1 This review suggested that mentorship in surgical training programmes is a dying art. A fact lamented by the authors who assert that proper mentorship is the foundation for training quality surgeons and a key component to the success of young surgeons’ careers.1,2 The same themes and challenges are still prevalent today and the nuances of mentorship still a subject of spirited debate. I would like to suggest that Dr Edge’s question is even more relevant today and would like to elaborate my opinion on the concepts she raised and their pertinence in today’s surgical arena.
CBO plans are a vital component in the onboarding and mentorship of new APP hires. A CBO is an orientation program that focuses on a new APP's ability to perform the expectations of his/her role in a ...disease team. Under the broad categories of competencies, an orientation tool was created to detail weekly activities to ensure all the competencies were met while keeping the goals for the week clear to the orientation team. In 2013, a generic APP CBO plan was developed by the Advanced Practice Nurse (APN) Council at a large academic center. In 2018, our NCCN designated cancer center developed disease specific CBO which focused on the five pillars of competency which included professionalism, systems-based practice, patient care/procedures, medical knowledge, and practice based learning. The purpose was to create an in-depth tool that outlines tasks for the week, while meeting the broad categories of the CBO plan. The tool will enhance the orientation experience by providing structure and organization. We created a 12 week orientation plan. Each week includes activities from the five pillars of competency. The clinical skills advance in complexity each week and demonstrate proficiency in breast cancer management using a multimodality approach. This checklist includes shadowing experiences in social work, pharmacy, cardio-oncology and other multi-disciplinary teams. At completion, the APP should exhibit proficiency in disease and symptom management and the ability to assess patients for acute, chronic and long-term sequelae of therapy. The Breast Oncology CBO checklist is utilized to help the orientation team proceed with an in-depth weekly task list that allows to build proficiency for the new APP in a supportive and structured framework. The checklist provided the new hire and APP mentors an organizational tool that is specific, measurable and actionable while identifying tasks for the week. This allowed the orientation to proceed smoothly and with clear objectives and goals. The tool complimented the CBO process to ensure mastery of the essential competencies needed to be successful in their role. The breast oncology CBO has enhanced the disease specific orientation for the APP mentors and new hires at our institution. It provides clear expectations to support professional growth to the new APP in a supportive and structured framework.
Ying He
Angewandte Chemie International Edition,
January 16, 2023, Letnik:
62, Številka:
3
Journal Article
Recenzirano
“When I was a kid I wanted to be a boss in a big company … The most important job of a mentor is encouraging students when they are faced with failure …” Find out more about Ying He in his ...Introducing … Profile.
Research which explores the learning of coach developers, such as coach mentors, is often neglected. Thus, the aim of this thesis was to provide greater insight into this area and understand the ...nature of mentor learning and development within sports coaching. Framed by social constructionism, a qualitative instrumental case study design was utilised. Semi-structured interviews were conducted with coach mentors employed as part of a national governing body (NGB) formalised mentoring programme. Current coach mentors (n=9) employed for a minimum of one year were interviewed once. New coach mentors (n=9) were interviewed twice, at the start of their employment and again nine months later. Regional mentors (n=8) who oversee the training of the coach mentors participated in one focus group, whilst field notes were recorded from observations of five NGB-delivered mentor training events. A theoretically informed thematic analysis procedure was adopted, involving an iterative abductive process which integrated the sociology of Pierre Bourdieu and Phil Hodkinson and colleagues' cultural learning theory. Findings indicated that coach mentor learning involves the embodiment of dispositions, where perceptions towards 'good' mentoring practice centred on a struggle for capital, with coach mentors valorising their varying forms of capital in order to enhance their field position. Recruiting and training coaches as mentors reflected a process of misrecognition, where exposure to the NGB sub-field resulted in coach mentors internalising a doxa which became evident in their practice (Bourdieu, 1990a). This doxa centred on the NGB's ideologies surrounding 'good' coaching practice, which was disseminated during mentor training. Moreover, evidence suggested that the workplace learning of coach mentors was structured by a discourse which promoted 'learning on the job', justifying the limited amount of support available. This research contributes to knowledge by enhancing our limited understanding of sports coach mentor learning, whilst providing practical recommendations for both mentors and NGBs.
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