The First Fifty Years in Research

Ward, Peter A.

doi:10.1146/annurev.pathol.4.110807.092302

Cited by 1 publication

(1 citation statement)

References 73 publications

(44 reference statements)

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“…The pathology literature contains numerous examples of individual mentors who influenced their trainees and colleagues. 1 – 3 The influence of Dr Ramzi S. Cotran on mentorship was extraordinary. As Frederick Schoen and Michael Grimbrone wrote “Dr Cotran developed one of the country’s most successful training centers in academic pathology and its subspecialties.” “He shepherded hundreds of young physicians, scientists and physican-scientists through this very challenging stage of their careers.” “He created a highly supportive academic atmosphere that allowed his faculty, residents and fellows to flourish.” “Dr Cotran considered his role in faculty development and mentoring such graduates his proudest achievement.” 4 (p108) Dr Peter Ward authored a fascinating paper “to outline the numerous scientific mentors who played such an important role in [his] development as independent scientific investigator.” 3 (p1) Thus, there are numerous examples of effective mentors and successful mentees in pathology.…”

Section: Introductionmentioning

confidence: 99%

Academic Mentorship Builds a Pathology Community

Gotlieb

2015

Academic Pathology

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Since academic mentorship focuses on developing and supporting the next generation of pathologists as well as the existing faculty, it plays a vital role in creating a successful academic pathology department whose faculty deliver quality teaching, research, and clinical care. The central feature is the mentor–mentee relationship which is built on mutual respect, transparency, and a genuine interest from the mentor in the success of the mentee. This relationship is a platform for career development, academic guidance, informed professional choices, and problem solving. Departments of pathology must embrace a culture of effective mentorship so that trainees and faculty members are well mentored. Mentorship should become an academic activity that is valued and rewarded. Departments should create and support formal educational programs that train mentors in mentorship. Effective models of formal mentorship need to be created and evaluated in order to strengthen academic pathology. A successful mentorship culture will provide for a sustainable community of academic pathologists that transmits their best practices to the next generation.

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