Mentor-mentee relationship in clinical microbiology

Abstract

This review emphasizes the importance of both the scientific and the ethical credibility of the mentor and the mentee as well as the importance of human and social values such as solidarity, equality, equity, respectfulness, and empathy, and might support mentor and mentee in the field of clinical microbiology and also in the field of infectious disease in their intent for a fruitful interaction.

Current mentorship practices in the training of the next generation of clinical microbiology and infectious disease specialists: an international cross-sectional survey

“…Thriving mentorship is known to be crucial for career success [7]. Irrespective of the different possible roles a mentor could fulfil [11], the mentor is expected to be present and available for the mentee and have the necessary professional and scientific skills to guide the mentee [9]. Good mentors should understand mentees’ needs and be able to listen actively and be approachable, and their communication with mentees should be sincere and confidential [12].…”

“…In an era of rapid evolution of medical and technological opportunities, the bar of learning is set much higher for trainees of today. This particularly stands as a significant challenge for trainees specialising in clinical microbiology (CM) or infectious diseases (ID) [9]. Although the majority of CM&ID trainees in Europe expressed the desire to receive more mentorship during their training [10], current mentorship practices in these specialties and how these are perceived by trainees are mostly unknown.…”

The Greek life-long learning centers in the post-debt crisis era: evaluation of the effectiveness of mentoring in adult trainers training

“…Ambrosetti and Dekkers (2010) consider the mentor a supporter (by providing advice and feedback while assisting in the mentee's professional and personal development), a role model (by teaching through example, as well as providing practical experience that goes beyond the theoretical models), a facilitator (by offering logistical support and necessary guidelines), an assessor (by making informed decisions on progress), a collaborator (by sharing and reflecting with mentees and providing a safe environment for them), a friend (by providing advice about weaknesses in a constructive manner and acting as a critical friend, by encouraging the mentee to try new tasks or challenges), a trainer or teacher (by providing specific instructions on how to perform needed tasks), a protector (by shielding the mentee from unpleasant situations), a colleague (by advocating for the mentee in the organization), an evaluator (by engaging in mutual evaluation with mentee) and a communicator (by sharing professional knowledge and skills) (Anagnou and Fragoulis, 2014). Tobin (2004) insists on the roles of the sponsor, teacher and academic (Opota and Greub, 2017). Finally, Conway (1995) focuses on the roles of the sponsor, teacher, coach and "devil's advocate" (Anagnou and Fragkoulis, 2019).…”

Project management: importance for diagnostic laboratories

“…Moreover, a complete training program of the staff prior to reception of the automated system will help to decrease any anxiety caused by inexperience using the new tool. The aim is clearly to arrange a transition from resistance to commitment to generate teamwork that maximizes the success of a project [15]. Poor change management may generate several counterproductive issues such as staff resistance, no adaptation to automation, productivity, and quality loss, staff escape, and conflict escalation.…”