Academic mentorship in dermatology

Why are mentors needed in dermatology?

This editorial is directed at trainees who are considering an academic career in dermatology and their potential mentors. Why are mentors needed for potential dermatology clinical academics? Because it is through academia that we develop, discover and innovate in our discipline. However, pursuit of an academic career is challenging and trainees need to be supported and nurtured to succeed.

What is a mentor?

The first reference to mentorship can be found in Greek mythology, when Odysseus asked the goddess Athena to nurture his son Telemachus. She achieved this disguised in human form as an old family friend by the name of Mentor. The Oxford English Dictionary defines a mentor as ‘a person who acts as guide and adviser to another person, especially one who is younger and less experienced.’1 In essence, mentorship involves a trusting relationship in which a more experienced person uses their knowledge to guide someone less experienced. Mentorship is an important element of an evolving academic career, not least to minimize unintended consequences of a trainee's actions in novel situations. Making mistakes can be a valuable but potentially painful method of learning, and not all mistakes can be undone. A mentor who has been in a similar position can provide empathetic advice to avoid mistakes and can provide an overview based on their greater experience.

What a mentor does

A distinction should be drawn between a research supervisor, a clinical supervisor and a mentor. A research supervisor oversees acquisition of academic technical skills such as writing papers, learning research methodologies and performing statistical analyses, typically during study for a higher degree. As the individual matures as a researcher, their research supervisor will introduce them to reviewing for journals, writing and costing grants, international collaboration and designing projects with input from patients and the public. A clinical supervisor focuses on diagnosis and treatment skills, fostering clinical independence while ensuring patient safety. In contrast, a mentor should have independence from the mentee's performance management, providing confidential input that focuses on career development. Mentors come into their own when giving advice on the really big questions: Is the clinical academic pathway right for me? Which centre (country) should I work in? What subject area or methodologies should I focus on? Which positions of responsibility should I accept and which should I decline? How do I maintain work–life balance? Mentors are ideally placed to provide career guidance, which is often hard to come by. Aspiring clinical academics may need to balance a relatively complex set of roles in a department, involving clinical work, research and teaching, and mentors can provide advice and support at important times. It should be emphasized that there is a need for mentors at all stages of the mentee's career.

What makes a good mentor?

What are the attributes of a good mentor? They need to be effective listeners and communicators, able to express clearly the culture of research and use their own successes and failures to guide the mentee. Mentors in senior roles may be well placed because, having little to prove academically, they can be altruistic in fostering others, provided they have sufficient time to devote to the mentee. A good mentor appreciates the individuality of the mentee and encourages them to develop their own problem-solving skills. Listening, then exploring and reinforcing motivation are key components of the role. While some of these characteristics are generic skills, specific mentoring skills can also be taught. For example, a recent randomized controlled trial of a mentor training programme intervention found a significant benefit in its primary outcome, a mentor self-reported Mentoring Competency Assessment (MCA), although there was not a significant benefit in the secondary outcome of mentee-reported MCA.2

What does a mentor gain from mentoring?

Mentorship is not a one-way street, in which the mentor imparts advice and receives nothing in return. Formulation of guidance to a mentee encourages the mentor to reflect on their own situation. Furthermore, contact with the ‘front line’ ensures that the enthusiasm of newer generations combats jaded views held by mentors. It is reported that taking on mentorship roles increases job satisfaction for clinical academics.3 Academic evaluation of senior researchers should take into account not only their publication record but also their ability to develop young colleagues, building future research capacity.

Multiple mentors?

Ideally, a clinical academic should seek out more than one mentor to ensure that they have the benefit of multiple perspectives. One mentor in the mentee's field of interest may provide academic guidance, while another outside the research field may have other helpful experiences to share, such as working abroad. It may be helpful to have a local mentor from within the mentee's institution and one from another institution. Some mentors may have polarized views about a particular subject, and it is often helpful to have advice from another source.

Finding a mentor

How should a new dermatology clinical academic find mentors to guide them? Fortunately, in dermatology there are a number of societies that have actively made provisions to support junior members. The European Society for Dermatological Research has instigated Future Leaders meetings, providing a chance for junior investigators to be matched with senior dermatology researchers in a mentorship scheme. Mentees and mentors are invited to an informal meeting at which mentees are given the opportunity to showcase their work, and mentors give presentations involving broader perspectives, such as ‘missed opportunities’ and ‘intellectual property’.4

There are similar retreats for junior dermatology researchers in the U.S.A., sponsored by the Society for Investigative Dermatology,5 and in Japan, known as Kisaragi Juku6 and sponsored by the Japanese Society for Investigative Dermatology. The European Academy of Dermatology and Venereology has also taken on the mission to promote young dermatologists through fostering trainee courses, allocation of awards and funding of research projects, mirroring the longstanding and successful Dermatology Foundation in the U.S.A. In the U.K., the Academy of Medical Sciences has a mentoring scheme, in addition to schemes run by many universities.

BJD involvement

The BJD is playing its part in training and mentoring the next generation of dermatology journal editors. The BJD's first Editorial Trainee was recently appointed, for a 2-year term. The plan is to appoint one new BJD Editorial Trainee each year, thereby ensuring that two trainees are in the post at any given time. The year 2 trainee will be able to support their year 1 colleague, and both will receive training in critical appraisal from the Centre of Evidence Based Dermatology (CEBD) at Nottingham University, as well as training in medical ethics and other publishing issues. Their roles will include contributing to peer review, overseeing selection of the Cover Image,7 managing the BJD's Twitter feed, writing book reviews and helping to expand the journal's digital presence. Mentorship is provided by the BJD Editor and Deputy Editor and two senior academics at the CEBD.

Closing thoughts

Since the first reference to mentorship in Homer's Odyssey, the value of guidance from a trusted advisor has been reiterated throughout history. Every department involved in training dermatologists should be on the lookout for trainees with the potential to follow an academic career path. Matching mentees with mentors will continue to play a key role in helping the fledgling dermatology academics of today to fulfil their potential, providing our specialty with the next generation of clinical investigators.

Conflicts of interest

None declared.