Abstract
Research training has historically followed an apprentice model, informal, minimally structured, and idiosyncratic. Adequate mentoring has been defined by the mentor and frequently derived from how the mentor has traditionally behaved with prior students. Mentees have sometimes been seen as simply ready labor for mentor projects.
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Additional Suggested Reading
McGee R. Biomedical workforce diversity: the context for mentoring to develop talents and foster success within the ‘pipeline’. AIDS Behav. 2016;20(Supplement):231–7. (Describes necessity of mentoring diverse trainees in order to solve a particular clinical/research problem.)
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Caplan, A.L., Redman, B.K. (2018). Mentor-Mentee Responsibilities and Relationships. In: Caplan, A., Redman, B. (eds) Getting to Good. Springer, Cham. https://doi.org/10.1007/978-3-319-51358-4_6
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DOI: https://doi.org/10.1007/978-3-319-51358-4_6
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