Chapter 3 Mentor-Mentee Relationship PDF

Ethics in Research Keykavous Parang Mentor and Trainee Responsibilities Chapter 3  Discussion Questions Who are mentor and mentee? What do you believe are the core values of the mentor-trainee relationship in science? What are mentor’s responsibilities?...

Ethics in Research Keykavous Parang Mentor and Trainee Responsibilities Chapter 3  Discussion Questions Who are mentor and mentee? What do you believe are the core values of the mentor-trainee relationship in science? What are mentor’s responsibilities? What are mentee’s responsibilities? What are core competency for a mentee after graduation?  Case studies Separate the relevant issues from the nonrelevant ones. Relevant issues must then be analyzed, and the factual matters, backed up by evidence, must be distinguished from nonfactual ones. Students must also decide how to weigh the nonfactual matters, such as statements of opinions or expression of personal values. Several acceptable solutions to the problem may be found. Acceptable solutions must always be in compliance with standards and cannot be misinterpreted. Should not contain any loopholes. Unacceptable solutions include violations of specific standards, guidelines, or rules and regulations.  Case 2 Dr. Rhonda Archer mentors several MS students. One of her students, Gordon Krol, shows Rhonda data that suggest a novel property of an enzyme under study. Both Rhonda and Gordon believe this work has major implications for explaining the knowledge about this enzyme. At Rhoda’s request, Gordon repeats the experiments successfully. Then, because of the important implications of this work, Rhoda approaches another MS student in the lab and asks her to perform the same experiments to double-check the results. Rhoda instructs the student not to discuss the experiments with anyone else in the lab in order to obtain independent data to confirm Gordon’s potentially important findings. When the student’s work is done, all data will be disclosed to all parties. Are the advisor’s actions justified? Why or why not? What other means could be used to achieve Rhonda’s need to confirm reproducibility?  Case 3 Ashton Faraday is a second-year graduate student conducting her dissertation in pharmaceutical sciences under your supervision. During the fall semester, Ashton not only take a full course load, but spends long hours in the lab and works as a teaching assistant for one of your undergraduate classes. Her grades are stellar and she is exemplary teaching assistant. After the winter holidays, however, you begin to notice change in Ashton. Her grades begin to drop, she often appears distracted and you rarely see her in the lab. One afternoon while you are analyzing samples, Ashton arrives for some work. You notice she is not her usual cheerful self; in fact, she seems frenzied, almost manic racing around the lab. While working at your bench, you glance over and notice Ashton taking several pills from a bottle without a prescription label. Concerned that she may be ill, you ask Ashton how she is feeling. Ashton hastily tells that she is not sick and the pills in the bottle are for a migraine. When you suggest she take the afternoon off to help relive her headache, she becomes defensive, telling you she does not have time to go home and rest. You are not the only one who has noticed a change in Ashton. In fact, you have had several graduate students tell you that they have seen Ashton taking pills from a bottle regularly, and many have commented on her mood swings. As Ashton’s mentor, how would you handle this situation? What, if any, actions need to be taken?  Discussion Questions Who are the mentor and mentee? What do you believe are the core values of the mentor-trainee relationship in science? What are the mentor’s responsibilities? What are mentee’s responsibilities? What are the core competencies for a mentee after graduation? https://www.linkedin.com/pulse/my- mentee-experience-why-you-should- seek-mentor-scott-wilson/  Mentor A loyal and trusted friend Enlightened advisor and teacher Somebody more experienced who provides advice and support to the mentee and watches over and fosters the progress of, a younger, less experienced person A person who provides guidance in one or more areas that include intellectual development and academics, technical expertise, and ethical responsibilities and behavior Mentors inform, instruct, and provide an example for their trainees. https://www.centerformentoring.com/your-mentoring-year-recap https://www.hydratemarketing.com/blog/the-importance-of-setting-smart-goals  Mentee The recipient of the mentor’s actions, trainee, apprentice Trainees emerge from their programs with an intellectual and ethical framework strongly shaped by their mentors. A graduate student or a postdoctoral fellow may take on the role of mentor to other graduate or undergraduate students. https://blog.adplist.org/post/ways-to-achieve-a-meaningful-relationship-with-your-mentor-and-mentee  Discussion Questions Who are mentor and mentee? What do you believe are the core values of the mentor-trainee relationship in science? What are mentor’s responsibilities? What are mentee’s responsibilities? What are core competency for a mentee after graduation?  Mentor-Mentee Relationships Atmosphere of mutual respect, trust, and compassion Personal respect Communication between mentor and mentee Trainees depend on mentors beyond their graduate program  Mentor-Mentee Relationships Candid communication focused on expectations and performance is critical to successful training relationships. Collegial discussion Regular group meetings Critical analysis and problem solving Candid letters of recommendation Career counseling Performance evaluation Individual Development Plan: Self-assessment by the student to assess his or her skills, strengths, and areas needing development Skills that should be assimilated during training Long-term career objectives Establishing a timeline for training, skill acquisition, and strength development.  Discussion Questions Who are the mentor and mentee? What do you believe are the core values of the mentor-trainee relationship in science? What are the mentor’s responsibilities? What are mentee’s responsibilities? What are the core competencies for a mentee after graduation?  Characteristics of the Mentor Teach content-specific knowledge and methodology: The knowledge, experience, and scientific competence of a mentor are transmitted directly and indirectly to the trainee. Formulating a hypothesis, selecting a problem, asking questions, selecting the means for solving problems, and getting answers. Evaluate and critique scientific research: Constructive criticism, challenging the trainees to refine their research skills Foster the socialization of trainees: Regulations about the conduct of research, authorship, peer review, data sharing, and collaboration Promote career development: Advocates and helps trainees understand and practice networking by encouraging them to communicate with other scientists, interpersonal skills. Nominating trainees for awards.  Characteristics of the Mentor Direct laboratory observation Viewing the trainee’s raw and analyzed research data Listening to trainees present their ideas and data Reading the mentees’ reports and manuscripts on their work Good mentors are critical and demanding of their trainees combined with compassionate personal support and enthusiasm  Characteristics of Mentors Approachable and accessible Empathetic and encouraging Patient A good listener Constructively critical, including providing regular evaluation of performance Willing to share knowledge An exemplar of honesty and ethical standards Appreciative of trainee contributions  Characteristics of Mentors Attentive to career development and career counseling, including introducing trainees to scientific colleagues to catalyze networking Appreciative of diversity and inclusivity Respectful of matters involving trainee confidentiality Keep the trainees’ best interest in mind Provide the trainee with all relevant rules, regulations, and guidelines that may apply to the conduct of research  Choosing a Mentor Active publication record in high-quality, peer-reviewed journals National recognition and seminar invitations, honors Rank, tenure status Prior training record Current positions of individuals who have completed training over the past 5 to 10 years Recognition for trainee accomplishments Organization structure of the laboratory and direct observation of the laboratory in operation Direct supervision, data analysis, and interpretation Visit the potential mentor’s lab Candid mentor-trainee discussion Intractable problems should be recognized and accepted.  Discussion Questions Who are the mentor and mentee? What do you believe are the core values of the mentor-trainee relationship in science? What are the mentor’s responsibilities? What are mentee’s responsibilities? What are the core competency for a mentee after graduation?  Mentee or Trainee Responsibilities Proactive in planning and goal setting Conscientiously discharging their agreed-upon and assigned duties in connection with their research projects Meeting regularly with their mentors to review data and to be counseled Being respectful to their mentors and their mentor’s time Being thankful Maintaining research records according to best practices for their disciplines  Mentee or Trainee Responsibilities Engaging their mentors in open and timely discussions of research data, including review of data books and sharing data with others Taking appropriate responsibility for reporting research in the literature according to relevant policies and best practices Conducting research involving human or animal subjects or biohazards in full compliance with relevant regulations and policies Fully disclosing competing interests that might create a real or perceived conflict of interest in relationship to the trainee’s research or the research agenda of the mentor  Discussion Questions Who are the mentor and mentee? What do you believe are the core values of the mentor-trainee relationship in science? What are the mentor’s responsibilities? What are mentee’s responsibilities? What are the core competency for a mentee after graduation?  Core Competency Areas Discipline-specific conceptual knowledge Professional/research skill development Communication skills Professionalism Leadership and management skills Responsible conduct of research  Case 2 Dr. Rhonda Archer mentors several MS students. One of her students, Gordon Krol, shows Rhonda data that suggest a novel property of an enzyme under study. Both Rhonda and Gordon believe this work has major implications for explaining the knowledge about this enzyme. At Rhoda’s request, Gordon repeats the experiments successfully. Then, because of the important implications of this work, Rhoda approaches another MS student in the lab and asks her to perform the same experiments to double-check the results. Rhoda instructs the student not to discuss the experiments with anyone else in the lab in order to obtain independent data to confirm Gordon’s potentially important findings. When the student’s work is done, all data will be disclosed to all parties. Are the advisor’s actions justified? Why or why not? What other means could be used to achieve Rhonda’s need to confirm reproducibility?  Case 3 Ashton Faraday is a second-year graduate student conducting her dissertation in pharmaceutical sciences under your supervision. During the fall semester, Ashton not only take a full course load, but spends long hours in the lab and works as a teaching assistant for one of your undergraduate classes. Her grades are stellar and she is exemplary teaching assistant. After the winter holidays, however, you begin to notice change in Ashton. Her grades begin to drop, she often appears distracted and you rarely see her in the lab. One afternoon while you are analyzing samples, Ashton arrives for some work. You notice she is not her usual cheerful self; in fact, she seems frenzied, almost manic racing around the lab. While working at your bench, you glance over and notice Ashton taking several pills from a bottle without a prescription label. Concerned that she may be ill, you ask Ashton how she is feeling. Ashton hastily tells that she is not sick and the pills in the bottle are for a migraine. When you suggest she take the afternoon off to help relive her headache, she becomes defensive, telling you she does not have time to go home and rest. You are not the only one who has noticed a change in Ashton. In fact, you have had several graduate students tell you that they have seen Ashton taking pills from a bottle regularly, and many have commented on her mood swings. As Ashton’s mentor, how would you handle this situation? What, if any, actions need to be taken?  Some suggestions 1. Private Conversation: Schedule a private meeting with Ashton to discuss your observations. Make sure to choose a comfortable and non-confrontational environment. 2. Express Concern and Support: Begin the conversation by expressing your concern for Ashton's well-being. Avoid making assumptions or accusations. Instead, share the specific changes you've noticed and ask if there's anything she would like to talk about. 3. Listen Actively: Give Ashton the opportunity to speak openly about what might be going on. Be a good listener and avoid interrupting or passing judgment. It's important to create a safe space for her to share her feelings and concerns. 4. Address the Academic Performance: Bring up the decline in Ashton's academic performance. Ask if there are any challenges or difficulties she's facing that might be affecting her work. 5. Discuss the Pills: Express your concern about the pills she's been taking without a prescription label. Ask if she's been prescribed these medications by a healthcare professional. Encourage her to seek proper medical advice for her migraines if she hasn't already. 6. Encourage Seeking Help: Offer support and encourage Ashton to seek professional help if she is struggling with her mental health. Provide information about counseling services available on campus or in the community. 7. Consider Referring to Support Services: If Ashton is open to it, provide information about resources available on campus, such as counseling services, student health services, or the university's mental health resources. 8. Maintain Confidentiality: Assure Ashton that any information she shares with you will be kept confidential to the extent allowed by law and university policies. 9. Follow Up: After your initial conversation, follow up with Ashton to see how she's doing. Offer continued support and encouragement. 10. Document Your Concerns: Keep a record of the conversation and your observations. This may be important for future reference, especially if the situation does not improve. 11. Consult with University Support Services: If you remain concerned about Ashton's well-being, consider consulting with university support services or a designated professional who can provide guidance on how to proceed. 12. Remember, your primary concern should be Ashton's well-being. Encourage her to seek the appropriate help and support, and be there to provide assistance along the way.  Discussion Questions Should all coauthors share equally in blame and punishment when fabrication, falsification, or plagiarism is proved to have occurred in a published paper? What sanctions or punishments is appropriate for those who perpetrate fabrication, falsification, or plagiarism in scientific publications? Should the scientific publication enterprise do more to be able to detect falsified or fabricated data during the peer review process? Why or why not?  Case 4 An East Coast geneticist and a West Coast biochemist are engaged in a productive, well-defined collaborative project. The geneticist prepares an abstract, approved by his collaborator, for submission to a large international genetics meeting. The scientific content of the abstract reflects the equal contributions of both collaborators. Within 1 month, the biochemist prepares an abstract of the same work to be submitted to a national biochemistry meeting. The two abstracts have different titles and different wording, but they report the same experiments and the same results and interpretations. The abstracts submitted to both of these meetings will be published in the journals of the respective societies as “meeting proceedings.” Have these investigators acted appropriately in reporting their research?  Case 5 Suzanne Booth is recruited as a postdoctoral fellow in a laboratory where research centers on the cell biology of a specific mammalian cell type. Suzanne’s training has been in eukaryotic gene cloning and molecular genetics; no such technology is available in this laboratory. Suzanne completely trains a senior-level graduate student working in the group. Under Suzanne’s supervision, the student proceeds to build a complementary DNA (cDNA) library and isolate by molecular cloning a gene for a membrane protein. Several months later, a manuscript describing this work is prepared for submission. The principal investigator of the laboratory, Professor Jack Martin, and the student are listed as coauthors. Suzanne is listed in the “Acknowledgments” section of the paper. She is upset with this disposition and confronts Dr. Martin. Dr. Martin says that he has strict rules about authorship and that Suzanne’s contribution was a technical one that does not merit authorship. Dr. Martin quotes from several different standards-of-conduct documents indicating that authorship must be strictly based on intellectual and conceptual contributions to the work being prepared for publication. Technical assistance, no matter how complex or broad in scope, is not grounds for authorship. Does Suzanne have a case for authorship? Why or Why not?