A Guide to

TRAININGANDMENTORING

in the

Intramural Research

Program at NIH

National Institutes of HealthOffice of the Director

A Guide to

TRAININGANDMENTORING

in the

Intramural Research

Program at NIH

Preface

NIH’s mission is to improvethe health of the public

through support of biomedicalresearch and the training ofbiomedical scientists. The NIHIntramural Program has a long tra­dition of training outstandinginvestigators who have becomeleaders throughout the world.Training of fellows has restedheavily on the quality of researchand mentoring in individual NIHlaboratories, but until recentlythere has been no formal guide toemphasize the training role of theNIH and encourage outstandingmentoring in our laboratories andclinics.

The following Guide grew outof my sense that research trainingat the NIH—and undoubtedlyelsewhere—would benefit froma more explicit set of expecta­tions for the predoctoral andpostdoctoral research trainingexperience. This sentiment, inturn, sprang from a movementby NIH fellows themselves seek­ing improved mentoring. Thismovement was complementedby a project of the NationalAcademy of Sciences (See page19, Directory of Useful WebSites) and gained momentumfrom an editorial outlining myexpectations for postdoctoraltraining at NIH (The NIHCatalyst, Volume 4, Issue 6, p. 2).

I am grateful to Joan Schwartz,Chair of the NIH Committee onScientific Conduct and Ethics,

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for her leadership in organizingthe effort to write this Guide,to Alan Schechter, RichardAsofsky, Christy Ludlowand Carol Thiele for theirmajor contributions to draftingthis document, and to theCommittee for its hard work inbringing this Guide to fruitionand in providing this update.I am pleased that “A Guide toTraining and Mentoring in theIntramural Research Programat NIH” takes its place besidethe “Guidelines for the Conductof Research in the IntramuralResearch Program at NIH”as complementary statementsof our standards of training,ethics, and conduct for NIHscientists.

This Guide is now supplement­ed by three documents preparedand approved by the ScientificDirectors in May 2002 thatprovide more explicit guidance:Guidelines for Mentors at theNational Institutes of Health(Appendix 1), Guidelines forTrainees at the NationalInstitutes of Health (Appendix2), and Guidelines for AnnualProgress Review of Trainees(Appendix 3).

Michael M. Gottesman, M.D.Deputy Director forIntramural Research, NIHAugust 2008

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Introduction

Research conducted by estab­lished investigators together

with scientists­in­training is partof the complex pattern of pre­and postdoctoral training thathas evolved in much of scienceover the last 50 years. Scientistswho work with trainees onresearch projects, and the insti­tutions that support them, areresponsible for ensuring thattheir fellows receive the bestpossible training in how to con­duct research, as well as developand achieve career goals,throughout the training period.The fulfillment of this responsi­bility as partof research training is known asmentoring and is the subject ofthis Guide. NIH, like otherinstitutions, has pre­doctoraltrainees, as well as many fel­lows from other countries.These trainees will have certainunique requirements thatshould be considered. Forexample, post­baccalaureatefellows may require guidancerelative to choices for gradu­ate/medical school. Most for­eign fellows return to theircountry of origin, so theirneeds with respect to careerplanning will differ from thoseof fellows looking for jobs inthis country. In all cases, men­toring should be adapted tothe needs of each individualtrainee.

This booklet outlines the broadprinciples on which trainingprograms should be based,sets forth criteria for goodmentoring, and complementsthe Guidelines for the Conductof Research in the Intramural

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Research Program at NIH.No attempt has been madeto include listings of all of theresources available to mentorsand trainees at NIH sinceguides to these resources, suchas the recently published NIHHandbook for PostdoctoralFellows (Office of Education,Office of the Director, NIH)and the NIH Web homepage,are available elsewhere (SeeSection X: Directory of UsefulWeb Sites). ▲

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Supervisors, Mentors, andTrainees

Research training is acomplex process starting

with formal courses in under­graduate and graduate years,carrying through to personalinteractions with faculty duringearly research projects, and onto continuing education atmeetings and courses through­out one’s career. Itis the responsibility of eachtraining institution to establishand optimize learning opportu­nities, but ultimately it is up toeach trainee to tailor his or herown education to meet careergoals.

The component of trainingthat is designated as mentor­ing (after Mentor, Odysseus’family’s sage counselor inGreek mythology) hasreceived increasing attentionin recent years. A mentor isa person who has achievedcareer success and counselsand guides another for thepurpose of helping him or herachieve like success. Researchsupervisors should alwaysbe mentors; they have theresponsibility to discuss withand advise a trainee onaspects of his or her work andprofessional development.The trainee may find addi­tional mentors informally —or the training institution maydesignate them. They are veryimportant in the overall expe­rience of the trainee and maycontribute to research produc­tivity as well. Supportingthese training and mentoringrelationships at the NIH arethe Section, the Laboratoryor Branch, the individual

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Institutes and Centers, andthe Office of IntramuralResearch, in the Office ofthe Director, NIH.

Training in the skills of men­torship itself is important,especially for those who plancareers in research or teach­ing. Postdoctoral traineesshould learn to train andguide others, for example,by working with more juniorindividuals, supervisingtechnical staff, or trainingstudents. The characteristicsconsidered important by afellow in selecting a supervi­sor and other mentors —interest in contributing to thecareer development of anoth­er scientist, research accom­plishments, professional net­working, accessibility, andpast success cultivating theprofessional development offellows — are characteristicsthat trainees may eventuallystrive to emulate in theirown careers.

Although this Section hasemphasized the responsibili­ties of supervisors and othersin research institutions toprovide mentoring to traineesto facilitate their professionaldevelopment, traineesalso have responsibilities.Collaborative research fre­quently requires productiveinteractions among fellowsthemselves as well as recogni­tion of their roles as part ofa team effort. In addition,fellows must have a commit­ment to the work of thelaboratory and Institute and

to the achievement of theirgoals. They cannot be passiveparticipants in their training;they should appropriatelymake known their satisfac­tions, dissatisfactions andneeds clearly and often. ▲

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Akey to successful researchtraining is identifying a

first­rate research project.Supervisors should suggestprojects that are scientificallyinnovative, important, and chal­lenging, and which are also fea­sible based on the fellow’sknowledge and abilities andthe resources available for thework. Research projects thathave high potential to open new

Training in ScientificInvestigation

fields of investigation or makepreviously unrecognized connec­tions among fields are mostdesirable, but may beless feasible. The hypothesesunderlying all projects should beexplicitly and clearly formulated.Fellows should also understandboth the potential significanceand the possible limitations oftheir work. In the beginning,supervisors should monitor thework closely to ensure that fel­lows learn and use appropriatemethods, keep good records,and examine, analyze, and inter­pret data frequently and appro­priately. In all cases, trainingshould allow the fellow to takeon an increasingly independentrole in identifying research prob­lems, formulating hypotheses,designing and conducting exper­iments, and presenting results toother scientists. At the outset, themajor research goals of traineesand their supervisors should becongruent. As the fellow maturesand prepares to define a scientif­ic niche, a good mentor knowswhen to step back and allowmore independence.

The trainee should review therelevant scientific literature atthe inception of the project andstay abreast of new

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results as the work progresses.Fellows should know or learnhow to explore and evaluatethe published information intheir field, using the latestelectronic search techniquesfor scientific literature anddatabases such as those pro­duced by the National Libraryof Medicine and various pri­vate organizations. Traineesshould take advantage ofopportunities to read criticallyand discuss published papersrelated to their work, bothone­on­one with more seniorstaff and in group settingssuch as journal clubs. Theyshould also learn to criticallyreview pre­publication workwith their supervisors: thiscould include reviewingarticles submitted to journalsfor publication.

Complementing the publishedliterature is NIH’s vast menuof research seminars, includingindividual laboratory semi­nars, Interest Group meetings,NIH Director’s WednesdayAfternoon and Friday lectures,and on­campus meetings ofone or several days duration,including the annual NIHResearch Festival. Fellowsshould attend seminars within,but also outside, their field ofstudy to develop the interdisci­plinary perspective whichmakes for the best science.Mentors should recommendseminars that are likely tobe valuable and encouragetrainees to attend. Participa­tion in regional and nationalmeetings is important for post­doctoral fellows as their workprogresses. In contrast, most

post­baccalaureate fellowsspend only one year at NIHand may not have advanceda project sufficiently for pre­sentation at a meeting. Formalcourses, such as those offeredby the Foundation forAdvanced Education in theSciences at NIH, will broadenthe perspectives and skills ofscientists throughout theircareers. In addition, morespecialized courses, such asthose offered by the Center forInformation Technology, theNational Library of Medicineand the NIH Library, as wellas by government and non­government organizations andresearch institutions may pro­vide more technical resourcesimportant for conductingresearch. ▲

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Training in Communication

Communication skills are essen­tial to a successful research sci­

entist. A project is not completeuntil the results have been reportedto the scientific community, espe­cially in written form. Thus, fel­lows must be trained in the art ofcommunicating the results andconclusionsof their research, orally and in writ­ing. Skill in oral presentations canbe enhanced by giving fellows thechance to rehearse before a smallgroup and by training in the prepa­ration and use of visual aids suchas graphic and text slides. Eachtrainee should have the opportunityto present his or her work in groupor laboratory seminars, one ormore times each year. Informallocal presentations at early and pre­liminary stages of projectsare especially important. It isalso important to learn how to tai­lor a presentation to a specificaudience, whether it be scientificpeers, prospective employers, stu­dents, or the public. Improvingtheir use of the English language isparticularly important for those fel­lows for whomEnglishis not their native language andwho expect to continue in careerswhichwill require publications andseminars in English.

Completed work is presentedmost appropriately to larger andmore diverse audiences, forexample, at regional and nationalmeetings. Presentations at meet­ings can contribute to the fel­low’s reputation, give him or hera broader view of research in thefield, and permit introductions tosenior colleagues and peers fromother institutions. It also allowscritical feedback to both thejunior and senior investigatoron their research project. Thus,sponsorship and funds should beprovided for postdoctoral

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trainees to travel to confer­ences to make poster or oralpresentations. Trainees areencouraged to apply for travelawards both at the NIH andthrough professional societies.

Peer­reviewed publication offull research articles — includ­ing detailed descriptions of thepurpose of the research, meth­ods used, important results,interpretations, and relevantliterature citations — is thedefinitive step in bringing aresearch project to fruition.Such articles form the back­bone of scientific knowledge,and their authorship is criticalin the developing careers ofjunior investigators. Journalsdiffer in their target audiences,range of research coverage,and “impact factor” or citationrate. Fellows should becomefamiliar with these differencesby reading articles publishedin various journals and by con­sulting with senior colleagues.Authors should have otherfellows and more senior inves­tigators read and commenton drafts of manuscripts beforesubmitting them to the selectedjournal. Approval of manu­scripts and abstracts throughpublication clearance proce­dures by the individualLaboratories and Institutes,prior to or at the time ofsubmission, is required. Allco­authors on a paper shoulddiscuss responses to the jour­nal’s reviews and editorialjudgments before resubmittingit. Joint preparation of reviewarticles can be an importantmeans to help a trainee devel­op a broader perspective of thefield, as well as enhance his orher professional recognition.The names of the authors, and

the order in which they are list­ed, convey information aboutthe relative contributions ofcollaborators — this shouldbe discussed with all partici­pants on a project. Guidelinesfor authorship should bereviewed at the outset and thecontributions of all individualsinvolved in the project shouldbe periodically assessed. Thesediscussions will help traineesunderstand the process andthe complex issues involvedin determining authorship.(SeeGuidelines for theConduct of Research in theIntramural Research Programat NIH for a discussion ofpublication practices andauthorship issues.)

Another important form ofresearch communication is thepresentation of research pro­jects to outside review groups.For these presentations, suc­cinct and clear statements ofthe significance, goals, andhypotheses to be tested in theresearch project are especiallycritical for successful commu­nication to reviewers in thespecific discipline as well asin related fields. In the intra­mural program, researchreview involves written andoral presentations by principalinvestigators to the individualInstitute and Center Boardsof Scientific Counselors.Fellows should be encouragedto participate in the prepara­tion of these presentations.For NIH extramural programs,project review is based onwritten grant or contractapplications. ▲

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Learning negotiation, persua­sion, and diplomatic skills is

important for a scientist. Theseskills are called into play in con­vincing others of the importanceof one’s ideas, in getting creditfor one’s contributions, and innavigating administrative chan­nels. Obtaining these skills is acritical part of a scientist’s train­ing and is generally acquired bywatching the behavior of others.

Training in PersonalInteractions

Diplomacy is essential for pre­serving relationships that maybe important for a fellow’scareer development, and a keystep is learning how to cooper­ate with the very people whosehelp will be needed to achievegoals.

Networking is the process offorming contacts or exchang­ing information with individu­als to advance scientific orcareer goals. Establishment ofties to groups of scientists withsimilar interests can facilitaterefinement of scientific ideas,exchange of reagents, develop­ment of new collaborations,and exchange of informationabout job opportunities.Networking starts at theearliest stages of a careerand develops continually there­after. Research supervisors andmentors often are the firstpoints of contact in the intro­duction of a trainee to scientif­ic colleagues. Fellows shouldalso develop good workingrelationships with otherresearchers in the laboratory.Frequently laboratoriesprovide an opportunity fortrainees to meet as a group orindividually with visiting

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scientists to discuss researchinterests. Fellows should seizethese networking opportuni­ties and others that abound atNIH, including trans­InstituteInterest Groups and regularjournal clubs. Joining nation­al professional societies isanother good way for fellowsto broaden scientific contactsand network with experts intheir field of interest.

Finally, without leaving theoffice it is possible to networkon the Internet — internet­working! Over the pastdecade, e­mail has made iteasy for scientists to ask theircolleagues questions or torequest reagents. It is likelythat other forms of electroniccommunication, such asmeetings, workshops, andelectronic publications,will continue to expandopportunities in the futurefor convenient networkingand data exchange. ▲

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Career Planning

Almost as soon as a fellowarrives at NIH for post­

doctoral training, he or sheshould start to consider careerpathways. Training at NIH willinvolve research in some type ofbasic, clinical or epidemiologicalproject. The possibilities forfuture career paths are morediverse than ever before, includ­ing research careers, academicpositions which will encompassresearch and/or teaching,employment in industry, andcareers in science administration,science writing, or biomedicallaw. Many of today’s researchjobs involve collaborative workas part of a team rather than theindependenceof an academic position. Eachfellow should consider thesedifferent options in terms ofwhat type of work he or sheprefers. To help fellows learnabout various career options,NIH sponsors programs onprofessional development,including non­laboratory careerpathways. Opportunities aresometimes available at NIH forsenior postdoctoral fellows tospend a few months in a sciencepolicy or communications officeon campus; however, thisoption depends on the abilityand willingness of the supervi­sor or Institute to support thisexploration of non­laboratorycareer areas. All supervisorsshould encourage fellows toparticipate in workshops ondiverse career options, as wellas others relevant to theirparticular career plans. Thus,every postdoctoral fellowshould attend sessions onpreparation of a resume orjob interviewing techniques,

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whereas only those planningon independent academicpositions will be interestedin sessions on grant writing.Supervisors should providetheir own personal input, byreviewing fellows’ CVs andresumes before they apply forjobs. As a fellow decides upona career path, he or she shouldstart the process of career net­working, including identifyingcontacts, gathering informa­tion relative to the chosenpath, and learning about thestructural or administrativerequirements for pursuing thatparticular career. These criticalsteps can easily be overlookedif a fellow is focused exclusive­ly on his or her research.

Supervisors and mentors havesubstantial responsibilities inassisting fellows as they makecareer choices. Particularlycritical are yearly evaluations,providing assessments of bothresearch progress and careerplans, for each fellow. Mostimportant is to offer a frankassessment to the fellow ofhis or her potential to becomean independent researcher orto suggest other career possi­bilities. Mentors other thansupervisors may play impor­tant roles at this time as inde­pendent career advisors if theyknow the fellow well enoughto evaluate strengths andweaknesses with respect tovarious career choices. Otherfunctions that mentors canperform include reviewingand critiquing a fellow’s CV,notifying the fellow of jobopenings, and encouragingthe fellow to consider diverse

career options. Predoctoralfellows, for the most part,are planning on graduate ormedical school and will belooking for advice on prepara­tion of applications and choiceof schools.

As an institution, NIH pro­motes career planning byfellows in two distinct areas.The first includes the activitiesthat enhance a fellow’s prepa­ration for job hunting, suchas the various seminars andworkshops noted above.The Graduate School of theFoundation for AdvancedEducation in the Sciences atNIH actively recruits fellowsto design and teach courses,thereby offering them theopportunity to enhance theirteaching skills, and to seewhether they enjoy teaching.The second area of NIH’sinstitutional commitment isin listings of available jobs,as well as training in applyingfor research grants that maybe necessary for jobs inacademia. The NIH Officeof Intramural Training andEducation maintains a listof scientific job opportunities,both within NIH and outside,on its home page on the Web,and sponsors a job fair inassociation with the annualNIH Research Festival. ▲

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Supervisors, mentors, andtraining institutions must

ensure that trainees learn thelegal and ethical aspects of con­ducting research. Thiseducational process occursthrough both formal and infor­mal mechanisms. Distributionand discussion of theGuidelines for the Conduct ofResearch in the IntramuralResearch Program at NIH,

Training in ScientificResponsibility

as well as completion of thecomputer­based module onHuman Subjects Research,are now required of all staffmembers, including trainees.All employees and traineesare also subject to the federalStandards of Conduct forEmployees of the ExecutiveBranch. Clinical investigatorshave to satisfy requirementsof the Food and DrugAdministration, the FederalCommon Rule for HumanSubjects Protection,Institutional Review Boards,and Privacy Act and otherconfidentiality requirementsin getting approval for theirprotocols. Various regulationsgoverning the care and useof laboratory animals, the han­dling and disposal of radioac­tive materials, chemicals orhazardous biologicals inresearch, as well as rules per­taining to patents and technol­ogy transfer, may also applyto individual research projects.Supervisors should convey therelevant rules and regulationsto trainees upon their arrivalat NIH, ensure that they havetaken all required courses,and provide guidance astrainees learn to apply theseregulations and policies.

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In addition, trainees mustdevelop a sense of responsibil­ity for the use of publicresources that are made avail­able to them. Considerationof the costs of equipment,supplies, personnel, and spaceshould be part of the budget­ing of each project. Super­visors and trainees shouldexplicitly discuss these con­straints so that fellows maybegin to understand the limits,opportunities, and trade­offsthat must be weighed withina finite budget.

Trainees also need to developan understanding of thebehaviors that are consideredethical and unethical withinthe scientific community.These standards, discussedin the Guidelines for theConduct of Research in theIntramural Research Programat NIH, are perhaps the mostimportant precepts whichsupervisors and mentors canconvey to fellows, in part byexample, during their training.Trainees must participate inyearly case discussions onresearch ethics held by everyNIH laboratory. These dis­cussions, on different topicseach year, focus on ethicalissues that they may confrontduring their scientific careersand will help the fellowsconduct their research withthe highest ethical standards.

Fellows should also betold about trans­NIHresources like the NIH Officeof Intramural Trainingand Education, the NIH

Ombudsman/Center forConflict Resolution, theNIH Committee on ScientificConduct and Ethics, theOffice of Equal Opportunityand Diversity Management,the Women Scientist Advisors,and other places they may goto with specific problems. ▲

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Conclusion

NIH is a world­renownedinstitution because it has

been both a major training cen­ter as well as a leader in basic,clinical, and epidemiologicalinvestigation. As the IntramuralResearch Program increasinglyattracts trainees from verydiverse backgrounds withequally diverse goals, it isimportant that NIH as an insti­tution, and NIH scientists asindividuals, continue to focusattentionon training and mentoringresponsibilities. Individual lab­oratories, as well as theInstitutes and Centers, mustcontinually evaluate thesuccess of their trainingprograms to ensure that theseare as effective and currentas possible. This Guide isone step in what must be acontinual process of self­exam­ination, adaptation,and improvement. Our hope isthat striving to improve men­toring will keep ourtraining programs as excellentas our science and ensurethat NIH­trained scientistscontinue to be world leaders inbiomedical research. ▲

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Directory of UsefulWeb Sites

Scientific Directors PolicyUpdates For Mentors andTrainees­ May 1, 2002<http://www1.od.nih.gov/oir/sourcebook/ethic­conduct/sdpolicy­mentoring.htm>

Guidelines for Mentors at theNational Institutes of Health<http://www1.od.nih.gov/oir/sourcebook/ethic­conduct/guidelines­mentors.htm>

Guidelines for Trainees at theNational Institutes of Health<http://www1.od.nih.gov/oir/sourcebook/ethic­conduct/guidelines­trainees.htm>

Guidelines for Annual Reviewof Trainees<http://www1.od.nih.gov/oir/sourcebook/ethic­conduct/guidelines­evaluation.htm>

Guidelines for the Conductof Research in the IntramuralProgram at NIH<http://www1.od.nih.gov/oir/sourcebook/ethic­conduct/Conduct%20Research%206­11­07.pdf >

A Guide to the Handling ofScientific Misconduct Allegationsin the Intramural ResearchProgram at the NIH<http://www1.od.nih.gov/oir/sourcebook/ResEthicsCases/NIH%20Misconduct2.pdf >

Research Ethics Online Course<http://researchethics.od.nih.gov>

Advisor, Teacher, Role Model,Friend: On Being a Mentorto Students in Science andEngineering, National Academyof Sciences<http://www.nap.edu/catalog.php?record_id=5789#toc>

NIHWeb Homepage<http://www.nih.gov>

Office of Human SubjectsResearch Computer­BasedTraining<http://ohsr.od.nih.gov/researcher/intro.php>

Office of Intramural Trainingand Education<http://www.training.nih.gov>

NIH Handbook forPostdoctoral Fellows(Office of IntramuralTraining and Education,Office of the Director, NIH)<http://www.training.nih.gov/handbook/>

The NIH Catalyst<http://catalyst.cit.nih.gov/catalyst/>

A Short Guide to the Preparationof NIH Grant Applications<http://deainfo.nci.nih.gov/EXTRA/EXTDOCS/gntapp.htm>

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Appendix 1

Guidelines for Mentors atthe National Institutes ofHealth

Mentor was the manOdysseus entrusted with

the care and education of hisinfant son, Telemachus, as hewas leaving Ithaca on whatwould be a 20­year absenceto fight in and slowly returnfrom the Trojan war. Therole of mentor thus impliesguiding the maturation anddevelopment of the person being“mentored.”

The mentoring of juniorscientists (students and post­doctoral fellows) is one of themost important obligationsof senior scientists at theNational Institutes of Health(NIH). Scientific mentoringhas several important goals:teaching an approach andmethodology for scientificinvestigation, developing asense of what questions aretechnically able to be answeredand have important answers,transmitting a history of ideasin a discipline including identi­fication of major contributionsand contributors, encouragingthe development of the abilityto evaluate critically the quali­ty of one’s own and others’research, providing an ethicalframework for the conductof research and dealing withcollaborations, enhancing thedevelopment of oral and writ­ten communication skills, andfacilitating entrance into theresearch community in thediscipline. In addition, thementor is expected to assessthe progress of the juniorscientist, make suggestionsfor improvement on a regularbasis, and provide adviceand counsel regarding career

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development decisions.Mentoring may be obtainedby the fellow from others,as well.

Mentoring is a practitioner­apprentice relationship,and by its nature, requiresinteraction between them.According to a survey of post­doctoral fellows conducted atthe NIH, a subset of fellowsinteract with their mentorsless frequently than once amonth and some reportednever having had a discussionabout career development.Disturbingly, women reportedthese conditions significantlymore frequently than did men.While the nature of mentoringrelationships can vary widely,the NIH Scientific Directorsconsider the following guide­lines as the minimal require­ments for effective mentoring.

1. The mentor (or a surrogatewhen the mentor is on travel)should be readily availableto the trainee to answerquestions about researchand discuss results and futureresearch directions; this avail­ability implies respondingwithin 24 hours to specificinquiries initiated by thetrainee and meeting in personwith the trainee (either aloneor with other laboratory staff)at least every 2 weeks.

2. The mentor should workclosely with the trainee in thepreparation of oral presenta­tions of the research and thepreparation of papers andabstracts describing the work.

3. The mentor should advisethe trainee about the best forafor presenting the researchwork and when attendingmeetings together, the mentorshould strive to introduce thetrainee to important contribu­tors to the research field.

4. On an annual basis, thementor should provide thetrainee with an oral andwritten assessment of thetrainee’s progress, strengths,and areas requiring improve­ment. This meeting shouldinclude a discussion of thetrainee’s professional goalsand the mentor’s feedbackon their appropriateness,the likely length of stay in thelaboratory, and planning andpreparation for career deci­sions after the NIH training. ▲

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Appendix 2

Guidelines for Trainees atthe National Institutes ofHealth

Mentoring of juniorscientists (students and

post­doctoral fellows) is one ofthe most important obligationsof senior scientists at the NIH,and the professional relationshipthat a trainee develops with hisor her mentor is one of the mostimportant outcomes from a fel­lowship. The trainee and men­tor must work together todevelop a relationship that fos­ters freedom of inquiry, criticalevaluations, and personal andprofessional integrity. Traineesmust take the initiative to builda strong relationship based onmutual trust and respect. Theymust strive for the excellencethat will merit the intensiveinvolvement of their mentor intheir future success. Traineeshave certain responsibilities thatwill enhance their mentoringand training experiences whileat the NIH. The NIH ScientificDirectors consider the followingguidelines asthe minimal requirements fortrainees to meet:

1. Trainees must have acommitment to the work ofthe laboratory/branch andInstitute/Center and to theachievement of their researchgoals. They need to develop asense of responsibility for theuse of the public resources thatare made available to them.

2. Trainees must recognizethat much of contemporaryscience involves team effortand collaborative interactionsthat require them to conductthemselves in a mature, profes­sional, and civil manner in allinteractions with other NIH

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staff. Trainees must recognizethat they work within a labo­ratory environment and begood citizens by contributingto the maintenance of sharedresources and a clean and safework area.

3. Trainees should initiatemeetings with their supervisorat least every two weeks todiscuss research findings andat least yearly to discusscareer goals. They have aresponsibility to develop theiryearly training goals andcareer goals in these discus­sions and will need to tailortheir education and trainingto meet those goals.

4. Trainees are encouraged toidentify one or more mentorsin addition to their immediatesupervisor. Such mentorswill facilitate the professionalnetworking that is key toadvancement of their careergoals.

5. Trainees must be awareof the legal and ethical aspectsand responsibilities thatunderlie their research.They need to develop anunderstanding of the behav­iors that are considered ethicaland unethical within thescientific community (seeitem 7). They must exercisethe highest integrity in collect­ing, analyzing, and presentingresearch data.

6. Trainees should make theirsatisfactions, dissatisfactions,and needs known to theirmentor clearly and often.They should feel comfortable

about discussing concernswith their lab/branch chief,scientific director, and/orthe NIH ombudsman whennecessary.

7. Trainees must take theNIH Staff Orientation andInformation Program andensure that they take therequired courses describedtherein. Topics coveredinclude essential items to startwork; NIH history; staffrights, responsibilities andprograms; staff developmentopportunities; researchground rules; and and qualityof life issues. ▲

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Aperiodic review of afellow’s progress in the

laboratory is helpful for both thetrainee and the mentorto ensure that training goalswill be achieved. The followinglist provides topics thatshould be discussed in annualprogress reviews with the trainee.Several annualprogress evaluations usedby different Institutes are

Appendix 3

Guidelines for AnnualReview of Trainees

provided as possible template<http://www1.od.nih.gov/oir/sourcebook/ethic­conduct/sdpolicy­mentoring.htm>.Each Institute is encouragedto develop a written reviewthat meets the training goalsof the Lab or Branch withinthe Institute.

1. Productivity

2. Effort

3. Creativity

4. Reliability

5. Cooperation/Team effortwithin the lab

6. Research presentations,including attendance atlocal/national/internationalmeetings

7. Goals for the upcoming year

8. Long term research andcareer goals

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