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Reflections on the loss of mentors

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Abstract

There is a special category of mentor: the person who supports you as much as they support your career. They offer a unique relationship that is rich and powerful. Researchers have tried to better understand this relationship and the other varieties of mentoring relationships. But there is a significant gap in that research: we don’t talk about the experience of the sudden loss of a mentor. Sometimes mentoring relationships end—especially if the mentoring was in support of specific goals, learning objectives, or when the relationship simply no longer fits the needs of the mentor or the mentee. But sometimes disease, tragic accidents, or other powers beyond our control intervene; suddenly, relationships with important mentors are simply gone. How do we navigate these losses? In this piece, I reflect on the most powerful mentorship relationships, on the loss thereof, and on the challenges of mourning lost mentors. It celebrates mentors who invest in others, who put we ahead of me. This elegy is for Dr. Joanna Bates and Dr. Meridith Marks—two women who embodied the highest qualities of mentorship.

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Acknowledgements

With the deepest thanks to Joanna Bates, MD, Meridith Marks, MD, and Carol Aschenbrener, MD – for everything.

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Correspondence to Lara Varpio.

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The views expressed herein are those of the authors and do not necessarily reflect those of the Uniformed Services University of the Health Sciences, the United States Department of Defense or other federal agencies.

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AHSE is a journal where we consider advances in health professional education as well as advances in how we conceptualize and practice as education-focused scientists and scholars. This includes considering (with more than a nod to Bourdieu) our field of health professional education and its rules and norms (doxa), which of necessity intersects with the habitus of individual scholars (their identity, perceptions, thoughts, and beliefs). Out of this rises our praxis, how we think and act as scholars, which forms at the intersections between the doxa of one’s field and one’s individual habitus.

A key part of developing one’s praxis as a scholar is to pursue what Bourdieu called ‘reflexive reflexivity’, the habitual consideration of how we act and think as scholars. While this can include ontological and epistemological issues, it also needs to consider our individual and shared humanity and how we live and work within our scholarly communities. It is in this frame that the following reflexive essay is presented—Rachel Ellaway, September 2019.

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Varpio, L. Reflections on the loss of mentors. Adv in Health Sci Educ 26, 329–333 (2021). https://doi.org/10.1007/s10459-019-09943-z

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  • DOI: https://doi.org/10.1007/s10459-019-09943-z

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