Abstract

Mentoring is arguably one of the most important and least understood functions of academic pediatric departments. Various authors have eloquently underscored the need for training the next generation of pediatric investigators and clinicians.1,2 High-quality mentoring, the process by which role models counsel and guide trainees, is integral to the success of all training endeavors. The next generation of researchers and clinician educators in pediatrics will need to be developed by a cadre of experienced and talented faculty mentors who provide both intellectual and moral leadership.

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