A classroom exercise for improving mentor/mentee relationships

Responsible Conduct of Research (RCR) courses seek to heighten awareness of the importance of mentor/mentee interactions and other topics, but questions remain - e.g., how best to train mentors/mentees to establish such relationships.

This paper proposes an approach as a model to strengthen RCR education by more fully, and actively, rather than passively, engaging trainees. A classroom activity was developed that can enhance instructors' abilities to improve mentor/mentee interactions. The instructor divided classes into groups of roughly four trainees, and had them think of a good mentor they have observed, and to list traits/behaviors they liked. Groups then summarized discussions for the class. The instructors recorded and integrated responses. Each group then considered bad mentors, answering the same questions, and repeating the process regarding bad mentees and good mentees. The class then compared the four discussions. Trainees have commonly had both formal and informal mentors, seen both good and bad mentors and mentees, and often themselves served as mentors. Mentees thus connect abstract principles concerning mentorship to personal experiences; and reflect on their own interactions/roles, preferences, and rights/responsibilities.

This exercise suggests some benefits of recognizing personal/emotional, not just intellectual components in RCR, and has important implications for education, practice, and research.