Professional Attributes Research Articles

Development of a Novel Mentorship Platform to Foster Relational Mentoring, Empowered Vulnerability, and Professional Identity Formation in Undergraduate Medical Education.

Mentorship is valuable to medical students undergoing professional identity formation. Many institutions lack infrastructure to facilitate the personalized mentoring that supports students' integration of new professional identities with their personal identities and values. The authors developed a novel mentorship platform called Weave via a multistep, iterative design process, incorporating in-person and survey-based student and faculty feedback. Features of Weave include clear communication of mentorship offerings and expectations, plus opportunities to engage mentors based on professional and personal (identity-based) attributes. Faculty at Harvard Medical School who created a mentor profile within the first 3 months of launch and students who visited the website within the same period were invited to complete usability surveys in February 2019; students were invited to complete impact surveys in August 2020. Fifty-two of 132 invited faculty members (39.4%) and 80 of 185 students (43.2%) completed the usability surveys. Most of these faculty (86.5%) and students (73.8%) reported navigating the website was easy/very easy; 36 faculty (69.2%) created a mentor profile within 10 minutes. Key innovations highlighted by faculty and students were the listing of personal attributes and identities of diverse faculty; centralized, increased access to faculty mentors; ease of use; and provision of clear expectations. Nearly all students who completed the impact surveys agreed that Weave allowed them to connect with a faculty mentor whom they would not have found through other sources and to learn about the dimensions of diverse faculty. Weave is a customizable online mentorship platform that fosters empowered vulnerability and increases dialogue between medical students and faculty based on professional and personal interests and identities. Weave may be expanded to other mentoring contexts and adapted for implementation at other institutions to help cultivate an institutional culture that values mentoring and to strengthen broader diversity and inclusion efforts.

MEDICAL PRFESSIONALISM: COMPARING VIEWS OF PUBLIC AND DOCTORS

Objective: To compare the views of public and doctors about importance of attributes of medical professionalism.
 Study Design: cross-sectional comparative study.
 Place and Duration of Study: Study was carried out at Fauji Foundation Hospital Rawalpindi from Oct 2019 to Mar 2020.
 Methodology: Study included 115 public participants and 115 doctors. Their perceptions about the importance of different attributes of medical professionalism were recorded on a structured questionnaire by rating on a 5-point Likert scale of importance. Independent samples t-test was used to compare the mean scores of the public group to the mean scores of the doctors for every attribute.
 Results: View of public and doctors were very similar. “Honesty and integrity, sound judgment and decision making, responsible behavior, confidentiality, professional development, abiding professional rules, and being reliable” were ranked among the top ten important attributes by both groups. On the other extreme “maintaining a high standard of living” was ranked at the bottom of list by both groups. Significant differences in views of public and doctors were found regarding attributes of social justice among doctors (4.4 vs 4.09, p=0.012) and among patients (4.43 vs 4.09, p=0.05) and autonomy (4.42 vs 4.2; p=0.042).
 Conclusion: The opinions of public and doctors on what constitutes medical professionalism are similar with integrity and honesty being the most important attribute and to maintain a high standard of living being the least important attribute.

Intersecting Roadmaps: Resolving Tension Between Profession-Specific and University-Wide Graduate Attributes

Can we map university-wide graduate attributes to specific program requirements? Can we develop and manage an integrated assessment process? In this article, we present a seven-month long project where we attempted to map generic university graduate attributes (UGAs) to required engineering program graduate attributes in a large Canadian research institution. The purpose of the project was to explore the intersection of the UGAs with engineering graduate attributes, evaluate the accreditation process, develop a mapping process, and examine management strategies for assessing both sets of graduate attributes, all the while keeping the continual improvement process attractive to students, instructors, and administrators. Using a modified dialectical inquiry, two groups worked on the mapping process: one from engineering, the other from social sciences (Education and Arts), to ensure objectivity of comparison. Both forward and backward mapping took place. Results demonstrated that, although generic, UGAs may not necessarily capture specific professional program graduate attributes. The study also highlighted the need for more revisions and updates of UGAs by including various stakeholders who can substantially contribute to the implementation and assessment of UGAs.

Team‐Based Ultrasound Objective Structured Practice Examination (OSPE) in the Anatomy Course

The clinical use of ultrasound has dramatically increased, necessitating early ultrasound education and the development of new tools in ultrasound training and assessment. The goal of this study was to devise a novel low-resource examination that tested the anatomical knowledge and technical skill of early undergraduate medical students in a gross anatomy course. The team-based ultrasound objective structured practice examination (OSPE) was created as a method for assessing practical ultrasound competencies, anatomical knowledge, and non-technical skills such as teamwork and professionalism. The examination utilized a rotation of students through four team roles as they scanned different areas of the body. This station-based examination required four models and four instructors, and tested ultrasound skills in the heart, abdominal vessels, abdominal organs, and neck regions. A Likert scale survey assessed student attitudes toward the examination. Survey data from participants (n=46) were examined along with OSPE examination grades (n=52). Mean and standard deviations were calculated for examination items and survey responses. Student grades were high in both technical (96.5%). and professional (96.5%) competencies with structure identification scoring the lowest (93.8%). There were no statistical differences between performances in each of the body regions being scanned. The survey showed that students deemed the examination to be fair and effective. In addition, students agreed that the examination motivated them to practice ultrasound. The team-based OSPE was found to be an efficient and student-favored method for evaluating integrated ultrasound competencies, anatomical knowledge, team-work, and professional attributes.

CORRELATION OF TEACHERS’ ATTRIBUTES WITH LICENSURE EXAMINATION FOR TEACHERS (LET) PERFORMANCE OF EDUCATION GRADUATES

This study aimed to determine the correlation of teachers’ attributes with let performance of education graduates. There were 85 teachers and 306 education graduate sample respondents who participated in the study. The official results from the Professional Regulation Commission served as major data sources. A survey questionnaire was used to gather data on teachers' attributes. Descriptive statistics were the statistical tools used in the study. None of the nine teachers' attributes indicated a significant association to the LET score in professional education. Only one teaching method was correlated with the ratings obtained in the professional education component. None from among the personal and professional attributes of specialization teachers showed significant association with the scores obtained by the BSED graduate samples in the specialization component of the examination. With regards to specialization teachers’ teaching methods, only the experiential and hands-on methods showed a significant correlation with the BSED graduate samples' scores.

The formation of acmeological competence among the future foreign languages teachers in higher education institutions

The article examines the degree of acmeological competence formation among the future foreign languages teachers, since, according to scientists’ research in this field, acmeological competence plays an important role in the formation of a future teacher’s personal and professional attributes, as well as in his selfdevelopment throughout his career. The need for the trilingual education policy, where such personal qualities as self-development, self-realization, and self-improvement important for implementation, has been revealed as well. Such concept definition as «acmeological competence» has been defined, and the level of future teachers’ knowledge concerning this concept has been studied. The study resulted in the following conclusions: most of the future teachers are able to independently solve problems related to their professional activity, which can have a positive effect on their competencies; future foreign languages teachers attach particular importance to the transmission of knowledge, skills, as well as modern teaching methods, whereas the knowledge concerning the personal and professional advancement and motivation for self-development are relegated to the background; the majority of future teachers have no idea of the acmeological competence essence and make no effort on bringing out the best in themselves. Thus, the conclusion says that the future foreign languages teachers are not sufficiently informed about the «acmelogical competence» concept and the importance of its study. Hence, the degree of acmeological competence formation among future foreign languages teachers leaves much to be desired.

Non-audit Engagements and the Creation of Public Value: Consequences for the Public Interest

In this article, we extend the research on the public interest to non-audit engagements performed by accounting firms and public accountants. Our thesis is that non-audit engagements, as private goods, require a distinct approach to the public interest than auditing. We suggest that a public value perspective can be used conceptually to provide substantial criteria for designing non-audit engagements conducive to public value creation and greater accountability. We illustrate the applicability and consequences of a public value perspective by analyzing and contrasting the decision of two judicial opinions deciding whether Deloitte and the lead partner of a consulting engagement failed to act in the public interest in engineering the sale of collapsed British carmaker MG Rover. We advocate for a significant change in ethical codes of conduct by defining public interest obligations, not only in terms of professional attributes, but also in terms of outcomes. Our approach also suggests a requirement regarding planning a non-audit engagement, including establishing a public value proposition detailing the planned nature of the engagement, and extent of the assessment of the intended public value creation. We discuss the aspirational function of codes of conduct to provide accountability other than in terms of technical output, and to maintain the legitimacy and purpose of the profession.

Evaluation of newly introduced structured foundation course in MBBS curriculum at entry level in India: Students’ perspective

Background: One-month structured foundation course is an integral component of the newly designed CBME curriculum as proposed in “Graduate Medical Education Regulations-2019” by Medical Council of India. Purpose of this program is to assist fresh MBBS students in acclimatising to the new challenging environment of medical profession and in acquiring basic skills and professional attributes.
 Aims and Objective: Study was aimed to evaluate the students’ perception regarding the knowledge and importance of different modules of the foundation course and to assess the effectiveness and quality of the program.
 Materials and Methods: A cross-sectional study was carried out among 120 first year MBBS students using pre-validated questionnaires. Pre questionnaire having three sections and post questionnaire having four sections were distributed at the start of course and towards the end of first year respectively using Google forms. Data was analyzed using SPSS version 22.0 and tests were done at a significance level of 5%.
 Results: Mean scores of perceptions of knowledge and importance for all the modules increased after the course except for importance of Enhancement of language and computer skills module and the difference was statistically significant. Professionalism and ethics module was the most practically implemented module throughout the first year. Over-all rating of this one- month course was 3.31±0.78.
 Conclusion: Feedback responses from students were indicative of the effectiveness of this program. This study sheds light on the significance of the foundation course in making the medical graduate an effective health care provider and physician of first contact of the community.

Essential components of midwifery ethics education: results of a Delphi study

ObjectiveEthical dilemmas are an inevitable part of a midwife's experience in clinical care. Midwifery educational programs have an obligation to provide students the opportunities to acquire the skills and knowledge to recognize and negotiate ethical dilemmas. Implementation of strategies for imparting ethical competencies and clinical ethics decision-making skills in formal midwifery curricula have been challenging and inconsistent. The purpose of this study was to gather information and opinions from midwifery educators and clinical preceptors about the essential components of ethics education for midwifery students in the United States (U.S.), aiming for consensus on key content, competencies, learning outcomes, and teaching strategies. DesignThis is an online Delphi study conducted in three rounds. Round 1 consisted of open-ended questions to explore and identify key content, competencies, learning outcomes, and teaching strategies for midwifery ethics education. In Rounds 2 and 3, experts rated statements on a 1 to 7 Likert scale, with positive consensus defined as 70% or more of the experts scoring ≥6. ParticipantsThe panel included midwifery educators (midwifery program directors, faculty, and clinical preceptors) from the United States. FindingsOf the 12 statements on key content of ethics education, midwives emphasized that content promoting an understanding of shared decision-making is essential for inclusion. Of the statements regarding competencies, learning outcomes, and teaching strategies, 20 of 21 statements met consensus, including those related to shared decision-making and ethical decision-making, as well as attributes such as compassion and courage. Midwives did not agree that an essential teaching strategy includes a validated assessment tool for evaluating students on any component of ethics learning (knowledge, skills, behaviour). Key ConclusionsThis Delphi study reveals what midwifery educators consider essential components of ethics education for midwifery students, with a particular focus on the professional attributes of shared decision-making. Implications for PracticeInitial insights about optimal ways to incorporate the essential ethics education components into midwifery program curricula are provided, and more research is needed.

Skills and qualifications for the special library environment in Jamaica: a job advertisement analysis

PurposeThe purpose of this article is to examine what employers seek when recruiting library and information professionals for a special library environment in Jamaica.Design/methodology/approachA content analysis of a sample of 47 advertisements for information professionals in a special library environment in Jamaica from 2013 to 2019 was collected.FindingsThe findings indicated that a variety of professional, generic and personal attributes were in demand for these professionals. There was a strong emphasis on advanced computer skills as well as communication and interpersonal skills.Research limitations/implicationsWhile job advertisements offer some insight into skills requirements and qualifications for employment, it may not reflect the actual person employed.Practical implicationsThis paper will provide useful information for library school educators, existing information professionals and those interested in entering the field as it provides an overview of the skills and requirements for jobs in the special library environment in Jamaica.Originality/valueDespite there being a plethora of job advertisements studies in librarianship, few studies examine advertisements for information professionals in a special library environment. To the best of the author's knowledge, there is no study focusing on Jamaica.

The image of the nurse in the first phase of Covid-19 sanitary emergency in Italy: a Content Analysis of national and local newspapers

Media play a key part in shaping nurses' social perception. Newspapers were chosen as the subject of this content analysis, as they are the main resource that Italians use to inform themselves. For this reason, ne wspapers are an appropriate resource to analyse the image of the nurse that, as found in literature, is seen as a dynamic phenomenon that changes according to different scenarios. Given the media focus on nurses during COVID- 19 it seems reasonable to analyse what nurse image was emerged. A Content Analysis with an inductive process was conducted. The analysis' objective was to evaluate the image of the nurse in national and local newspapers, published between the 30th of January and the 18th of May 2020. A triangulation methodology was used between the two researchers to ensure data quality. Five themes were identified. The risks for the nurse's psycho-physic wellbeing. Taking responsibility and human relations despite barriers. The acknowledgment of professional attributes. Uncertainty on the continuity of the nurses' social role emerged from the media. Nurses only wish to be appreciated for what they do. The agreement between the researchers on the themes has a Krippendor ff 's alpha between =0.713 and =0.985. The media's interest highlighted the nurses' competence in assisting patients with COVID-19. However, there isn't in-depth analysis, of the contemporar y image of the nurse, specifically in relation to leadership. Positive and negative tropes are recalled. The superficiality and fragility of the mediatic phenomena emerged, as opposed to a real positive strengthening of the nurse's social perception.

Associating Psychological Factors With Workplace Satisfaction and Position Duration in a Sample of International School Teachers.

To be an effective teacher, a combination of specific professional skills and psychological attributes are required. With increasingly fluid employment conditions, particularly in the international context, recruiters and schools are under considerable pressure to quickly differentiate candidates and make successful placements, which involves more than just determining if a candidate holds an appropriate qualification. Therefore, the aim of this cross-sectional study was to measure theoretically and empirically valuable psychological attributes in an international sample of schoolteachers to determine the most valuable correlates of satisfaction and position duration. An international sample (N = 335) of elementary, middle and high school teachers completed an online survey to capture their workplace satisfaction, position duration and measure 15 psychological attributes using validated instruments. Linear associations were estimated using hierarchical regression with this analysis complemented and compared with follow-up non-linear neural network models. Using regression, lower agreeableness (less people-oriented) emerged as the strongest correlate of longer position duration throughout the cohort. In elementary school teachers, lower impulsivity and higher organizational commitment emerged as the strongest correlates of longer position duration. In high school teachers, better stress tolerance and higher organizational commitment emerged as the strongest correlates of longer position duration. Using neural networks to suggest predictive models, low levels of neuroticism and impulsivity were the strongest predictors of longer position duration in elementary school teachers. High stress tolerance also predicted high work satisfaction in elementary teachers, whereas it was lower impulsivity that most strongly predicted higher work satisfaction in high school teachers. Innovation tendencies, perhaps surprisingly, appeared as a consistent predictor of lower levels of workplace satisfaction across teaching levels. Honesty-humility also emerged as a predictor of shorter position duration, particularly for primary/elementary teachers scoring above the mean. Taken together the results suggest an interesting balancing act that needs to be struck between hiring people-oriented and innovative teachers who may be more effective and adaptable but also at greater risk of changing position, possibly due to an increased interest and ability to transition into new social environments.

Using a consensus approach to develop a medical professionalism framework for the Sri Lankan context

Introduction: Professionalism is a context-specific entity, and should be defined in relation to a country’s socio-cultural backdrop. This study aimed to develop a framework of medical professionalism relevant to the Sri Lankan context. Methods: An online Delphi study was conducted with local stakeholders of healthcare, to achieve consensus on the essential attributes of professionalism for a doctor in Sri Lanka. These were built into a framework of professionalism using qualitative and quantitative methods. Results: Forty-six attributes of professionalism were identified as essential, based on Content Validity Index supplemented by Kappa ratings. ‘Possessing adequate knowledge and skills’, ‘displaying a sense of responsibility’ and ‘being compassionate and caring’ emerged as the highest rated items. The proposed framework has three domains: professionalism as an individual, professionalism in interactions with patients and co-workers and professionalism in fulfilling expectations of the profession and society, and displays certain characteristics unique to the local context. Conclusion: This study enabled the development of a culturally relevant, conceptual framework of professionalism as grounded in the views of multiple stakeholders of healthcare in Sri Lanka, and prioritisation of the most essential attributes.

Asian medical students’ attitudes towards professionalism

ABSTRACT Background: Professionalism is the basis of trust in patient–physician relationships; however, there is very limited evidence focusing on attitudes towards professionalism among medical students. Hence, the main aim of our study was to investigate Malaysian medical students’ attitudes towards professionalism with specific emphasis on the comparison between pre-clinical and clinical students. Our secondary aim was to compare the differences in perception of medical students in Malaysia (pre-clinical and clinical) with Asian medical students studying in Dublin, Ireland Methods: This study utilized the Professionalism Mini-Evaluation Exercise (P-MEX) instrument which consists of 25 items that represent four skill categories: Doctor–Patient Relationship skills, Reflective skills, Time Management and Inter-Professional Relationship skills. Descriptive statistics were used to describe the demographic information of students and given the ordinal nature of the data, Mann–Whitney U-tests were used. Results: Overall, students have positive attitudes to all the professionalism items with more than 80% of the students agreeing that each of the professionalism attributes is important or very important. There was evidence of a significant difference between Malaysian pre-clinical and clinical students in relation to ‘avoiding derogatory language’ only (p = 0.015). When comparing between Malaysian and Dublin Asian students, there was a statistically significant difference in relation to ‘show interest in patient as a person’ (p < 0.003) for clinical students. Conclusion: Our results point to several curriculum implications such as 1) assessing students’ attitudes towards professional attributes is essential when developing the professionalism curriculum, 2) integrating more effective clinical modules early in the curriculum and 3) considering geographical and cultural factors when assessing perception towards professional attributes.

Unveiling the professional attributes of university teachers

This article derives from a collaborative higher education project, conceptualised, and implemented by academics from seven South African universities. These academics are members of the South African Teaching Advancement at University (TAU) Fellowship. The project has its roots in the Department of Higher Education’s National Framework for Enhancing Academics as University Teachers, which identifies six leverage points or ‘imperatives for action’, one of which is the imperative to develop expectations (attributes) of academics in their role as university teachers. TAU Fellows engaged in the collaborative enquiry over a period of three years, appropriating a conceptual framework posited by Henry Giroux, of teachers as transformative intellectuals. In this article, each author reflects on his/her own scholarship of teaching and learning (SoTL) endeavours, which provided the conceptual tools to illuminate what for them and the group, are valuable professional attributes. The metaphor of the Baobab tree is appropriated to signify ‘rhizomatic thinking’, which portrays teaching as subconscious, subversive, non-linear, multi-directional, serendipitous, esoteric, dynamic, unbounded, unpredictable, adaptive, and non-hierarchical. This SoTL enquiry enabled the TAU group to unveil and declare their professional attributes as they made public their praxis. The attributes include academics as imbued with the capacity for critical thinking and actively promoting critical thinking amongst their students; as active learning mediators; as responsive, innovative, and relevant curriculum designers; and as engaged professionals. Appreciation of the article is enhanced when the reader first views this video https://youtu.be/yoA9guMut-8.

Scoping Review of frequently highlighted attributes of Medical Professionalism in an Undergraduate Medical Education Context.

Background and Objectives:Medical Professionalism (MP) establishes the trust between society and doctors. We aimed at finding frequently highlighted qualities of MP in the literature.Methods:We searched PubMed and Scopus for attributes of MP, using terms, “Professionalism,” “Medical Students,” and “Undergraduate Medical Education”. We included English language, original research articles with MP attributes from the perspective of undergraduate medical education, any nationality, race, gender, and age range, as the central topic of the article. Papers published from January 1st 1986 to 29th February 2020 were included.Results:From 1349 identified articles, finally, 18 were included, authored in 10 countries, collectively contributing to answering the scoping review question. Two themes were identified: (1) Nurturing of MP, 11 (61.11%) out of 18 included articles, highlighted “respect” as the most dominant attribute as it appeared in 6 (54.55%) out of 11 reviews, “communication” 5 (45.45 %) studies and “honesty” and “integrity” 4 (36.36%). (2) Assessment of MP, 7 (38.89%) studies, and majority, 4 (57.14 %) assessed MP using American Board of Internal Medicine’s elements of MP, viz, “altruism, accountability, excellence, duty, honor and integrity, respect for others.”Conclusions:Themes exemplified MP’s most discoursed issues. The attributes are frequently used worldwide. MP deliberates as a commitment toward the individual patient, society, and necessitates transforming from its present generic form to more explicit details.

A glimpse of organizational professionalism among administrators and Healthcare managers in Hospitals: A quantitative study in United Arab Emirates

Introduction: Organizational professionalism is the set of competencies and behaviors that define professionalism for healthcare organizations. Those organizations have an opportunity to influence the behavior of healthcare workers and managers collectively. The resulting culture could have remarkable effects on patients, staff, and the overall performance and productivity of the organization. This article seeks to explore the concept of organizational professionalism among healthcare managers and administrators, who observe organization-wide practices such as a patient complaint and suggestion system, interaction with patients and their families, and coordination with health professionals on a daily basis, in Ministry of Health and Prevention, in United Arab Emirates. Method: A quantitative descriptive approach was carried out using Administrators Professionalism Survey (APS). The survey was distributed to n=195, n=89 responded (response rate was 46%). Results: The majority of participants were female (83%) and Emirati , (76%), administrators (62%), and of middle age (31–40 years, 48%). The average overall agreement across five professional attributes was 76%. The highest score was for patient engagement (84%) and the lowest was response to community needs (71%). Healthcare managers perceived those attributes slightly higher than did administrators, except for certain domains like patient engagement and daily operation. Around one third of participants (26%) suggested that accountability can be cultivated through organization culture. Conclusion: The perception of organizational professionalism has some variations among administrators who are at leadership positions than none. The author noticed that healthcare managers were more reluctant to agree or were undecided about many statements across all domains. By contrast, administrators were almost sure about their answers and showed more knowledge about daily operations and patient perceptions. Participants defined accountability as part of organizational professionalism as commitment to assigned roles and responsibilities. In addition, they perceived that accountability can be cultivated through leadership. However, they failed to relate accountability to overall hospital roles and responsibilities, which is a required competency for healthcare managers and leadership in the MOHAP.

Discipline in the higher education classroom: A study of its intrinsic influence on professional attributes, learning and safety

Discipline in the higher education classroom is a widely debated phenomenon, especially since it is defined interchangeably with classroom management, which is pertinent to schooling in non-adult i...

From Students’ Lenses: What Constitutes Good Teaching?

Teaching is a complicated and a multifaceted task. However, to some people, it may never be a daunting task if they have the passion for teaching. Many admit that it may never be a lucrative profession but the rewards and joys of teaching are innumerable and intangible. Teaching may not also be the choice of those who take education course but they are just forced to take it because there is no other choice. Teachers’ attributes are assumed to be predictors of personal and professional success. It is in this contention that the researcher wanted to explore the thoughts of the 20 incoming freshmen about ideas of good teaching and attributes of good teachers. The only instrument employed in this research was the closed-fixed interview that covered both factual and meaning-generation level. The researcher used the informal-conversational interview where there were no predetermined questions asked, in order to remain as open and adaptable as possible to the interviewee’s thoughts and priorities. All interviewees were asked the same questions. Responses were analyzed and categorized as ABC’s of teachers’ personal and professional attributes. Conclusions were drawn and future research directions were offered.

Mentorship Experiences of Doctoral Students: Understanding Desired Attributes of Doctoral Student Mentors

Background: Mentorship is a critical aspect of the professional development of the doctoral student who wishes to pursue a role in higher education. Continued understanding is needed regarding the needs of the doctoral student when it comes to mentorship. Purpose: The purpose of this study is to describe the needs of a doctoral student from their mentoring relationships, as they work towards their terminal degree. Methods: This is a descriptive, phenomenological qualitative research study within universities that offer doctoral education. One-on-one, semi-structured interviews were conducted using Zoom video conference technology. Each interview, after transcribed, was analyzed following the step-wise approach of a phenomenological study. Credibility was established by 1) research triangulation, 2) bracketing/reflexivity, and 3) peer review. Results: Twelve doctoral students (7 females, 5 males) who were enrolled in doctoral programs with a focus on allied health or exercise science completed the Zoom interviews. Our participants were an average age of 28 3 years, and all twelve had graduate assistantship positions in association with their doctoral programs. Three main themes materialized from the data analyses including 1) guided autonomy, 2) humanistic nature, and 3) professional advocate. Doctoral students want guidance to develop the technical skills necessary for success by providing opportunities to perform with the chance to gain feedback. Mentors were identified as needing to demonstrate humanistic qualities that were rooted in being interpersonal. The importance of a mentor serving as a professional advocate to help the student grow and develop as a professional was also discussed. Conclusions: Doctoral students need their mentors to demonstrate both personal and professional attributes in the mentor relationship. Specifically, they are looking for guidance and feedback through independent learning, as well as a mentor who values them, is relatable, and is invested in their development as a professional.