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Abstract

We thank Drs Doyle and McCallister for their valuable insights regarding mentoring relationships during fellowship training. Fellowship poses a unique set of challenges, and our work1Moores L.K. Holley A.B. Collen J.F. Working with a mentor: effective strategies during fellowship and early career.Chest. 2018; 153: 799-804Abstract Full Text Full Text PDF PubMed Scopus (6) Google Scholar nicely complements an earlier review by Ashton et al2Ashton R.W. Burkart K.M. Lenz P.H. Kumar S. McCallister J.W. Strategies for success in fellowship.Chest. 2018; 153: 233-237Abstract Full Text Full Text PDF PubMed Scopus (11) Google Scholar on strategies for success in fellowship. The practice setting and individual program constraints are real-world limitations that should be addressed in more detail. Establishing networks of mentors, formal and informal mentors,3Shollen S.L. Bland C.J. Center B.A. Finstad D.A. Taylor A.L. Relating mentor type and mentoring behaviors to academic medicine faculty satisfaction and productivity at one medical school.Acad Med. 2014; 89: 1267-1275Crossref PubMed Scopus (42) Google Scholar and alternative mentoring tracks and platforms (eg, remote or online programs) represent potential solutions to improving opportunities during fellowship. Ideally, expert educators and researchers would have dedicated time to mentor the next generation during their training. In many programs, however, the burden of satisfying core learning objectives limits staff engagement in scholarly activity, faculty development, and mentorship. Because of clinical workload and fellow work hour restrictions, scholarly activity is often accomplished outside of normal work hours, forcing staff and trainees to choose between career development and work-life balance. These challenges are reflected in a recent survey of faculty perceptions that found 34.7% of respondents cited lack of time as a barrier to mentoring, whereas 20.4% cited fellow lack of motivation.4Richards J.B. McCallister J.W. Lenz P.H. Pulmonary and critical care medicine program directors' attitudes toward training in medical education. A nationwide survey study.Ann Am Thorac Soc. 2016; 13: 475-480PubMed Google Scholar Mentoring that is directed toward alternative pathways is one potential solution to time constraints and barriers to scholarly activity.3Shollen S.L. Bland C.J. Center B.A. Finstad D.A. Taylor A.L. Relating mentor type and mentoring behaviors to academic medicine faculty satisfaction and productivity at one medical school.Acad Med. 2014; 89: 1267-1275Crossref PubMed Scopus (42) Google Scholar A broader view of mentoring pathways and focus on areas beyond investigator-driven research, such as feedback on oral presentation skills, development as an educator, clinical excellence, work-life balance, career advancement, and networking within the professional specialty organizations, is critical.3Shollen S.L. Bland C.J. Center B.A. Finstad D.A. Taylor A.L. Relating mentor type and mentoring behaviors to academic medicine faculty satisfaction and productivity at one medical school.Acad Med. 2014; 89: 1267-1275Crossref PubMed Scopus (42) Google Scholar Within the confines of a 1- to 2-year fellowship, these options may be more feasible, with a mentor assigned by the program to help guide a fellow to their desired career path (investigator, educator, clinician, or leader/administrator). Demonstrating that each path has value and directing the trainee to an appropriate mentor will better serve to develop and retain future faculty. Over time, faculty will experience major frame shifts in professional responsibilities that affect where and when they can be effective as mentors (administrative, clinical, educational, or investigative). Allowing faculty to provide guidance based on their current area of responsibility and expertise could increase engagement in mentorship and improve efficacy. We all recognize that our duties will expand as we progress in our careers. Unfortunately, this can lead to burnout or frustration.5DeCastro R. Sambuco D. Ubel P.A. Stewart A. Jagsi R. Mentor networks in academic medicine: moving beyond a dyadic conception of mentoring for junior faculty researchers.Acad Med. 2013; 88: 488-496Crossref PubMed Scopus (155) Google Scholar Mutually satisfying mentorship relationships can combat this and help preserve longitudinal career success for both parties. Working With a Mentor: Effective Strategies During Fellowship and Early CareerCHESTVol. 153Issue 4PreviewMentorship is a symbiotic relationship in which a typically highly regarded experienced person (the mentor) guides a less experienced individual (the mentee) in their professional development. Mentors provide two main sources of support, career advancement and psychosocial support. In the former, the mentor acts as a sponsor, coach, and protector, in addition to providing exposure and visibility. In the latter, the mentor acts as a role model for the mentee and provides counseling, friendship, and advice. Full-Text PDF Unique Obstacles for Mentorship During TrainingCHESTVol. 154Issue 3PreviewWe thank Moores et al1 for their timely and thoughtful article regarding effective strategies for working with a mentor during fellowship and the early career years in a recent issue of CHEST (April 2018). We read this with interest and echo the sentiments provided, including the importance of active participation of the mentee in the relationship and the necessity of establishing strong mentoring networks. Despite the recognized benefits, many trainees in graduate medical education programs lack a meaningful mentoring relationship. Full-Text PDF