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Updated: Jun 25, 2026

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Mentoring and surgical training: a time for reflection!

Breda Memon1, Muhammed Ashraf Memon

  • 1Department of Surgery, Ipswich Hospital, Chelmsford Avenue, Ipswich, QLD 4305, Australia. bmemon@yahoo.com

Advances in Health Sciences Education : Theory and Practice
|March 3, 2009
PubMed
Summary

Effective surgical mentoring is crucial for career success but lacks formal structure and empirical data in graduate medical education. This article examines the apathy and proposes solutions for improving mentoring in surgical training.

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Area of Science:

  • Medical Education
  • Surgical Training
  • Professional Development

Background:

  • Mentoring is vital for surgeon development and career success, second only to credentialing.
  • Formal mentoring and learner support structures are currently absent in surgical training programs.
  • A lack of empirical data hinders meaningful research on mentoring in graduate medical education.

Purpose of the Study:

  • To reflect on the deficiencies in formal mentoring within surgical training.
  • To explore the reasons behind the apathy and casual attitudes towards mentoring.
  • To review existing literature and identify methods for improving surgical mentoring.

Main Methods:

  • Literature review on mentoring in surgical training.
  • Analysis of the current state of mentoring in graduate medical education.

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  • Exploration of reasons for the lack of formal mentoring structures.

    • Main Results:

    • Formal mentoring is largely absent in surgical training.
    • Apathy and lukewarm attitudes contribute to the lack of structured mentoring.
    • Empirical data on mentoring in graduate medical education is scarce.

    Conclusions:

    • There is a critical need to address the lack of formal mentoring in surgical training.
    • Understanding and overcoming apathy are key to improving mentoring.
    • Further research and structured interventions are necessary to enhance mentoring effectiveness.