Through my work with numerous learners at both the undergraduate and postgraduate levels, I have always been willing to informally provide mentorship support, and have been fortunate enough to do so on several occasions.

 

While not part of a formally organized mentorship program, some of these mentor-mentee relationships have developed over time in a variety of different ways. Some of the previous students I have supported, for example, have gone on to join me in residency and fellowship training, or have collaborated with me on subsequent projects in paediatrics and medical education. Having a similar impact on others who have taken different career paths has been equally as fulfilling, and is no less achievable, in my opinion.

 

Through a variety of means of communication, I have chatted with students and residents about career planning, choosing locations to best fit their lives and career goals, and balancing parenting and family life with the rigorous demands of medicine. I also enjoy networking students and residents with residents and faculty, to facilitate clinical electives and contacts for future collaboration. Whether it be providing advice on textbooks and resources, looking over and giving feedback about an upcoming presentation, or supporting a student who has had an upsetting experience, I enjoy making these personal connections with learners and colleagues by supporting others in various aspects of their personal and professional lives.

 

In doing so, I have been able to share in their joy and successes during medical training, and have been rewarded through these relationships. The importance of mentors being informal has been well-established (Umoren & Frintner, 2014), and for me, this has meant being genuine and honest in what one can offer to a student, and wishing for them to excel regardless of where their decisions lead them. Providing a supportive environment is an ongoing goal of mine, so that I am perceived as an approachable resource for junior learners on my team. More important, I aspire to serve as a positive role model to others that others may learn from, and be motivated by, rather than follow.

 

References

 

Umoren, R, & Frintner, M. P. (2014). Do Mentors Matter in Graduating Pediatrics Residents’ Career Choices? Academic Pediatrics, 14, 348-352.