Kaps Leonard, Stine Jonathan G, Mellinger Jessica, Vilarinho Silvia
Institute of Translational Immunology and Research Center for Immunotherapy University Medical Center of the Johannes Gutenberg-University Mainz Mainz Germany.
Pennsylvania State University Division of Gastroenterology and Hepatology Milton S. Hershey Medical Center Hershey PA.
Hepatol Commun. 2018 Sep 7;2(9):999-1004. doi: 10.1002/hep4.1205. eCollection 2018 Sep.
A functioning mentor-trainee relationship is of high importance in academia. Discrepancies in expectations between principal investigators (PIs) and trainees are a source of misunderstandings and conflicts, endangering scientific progress and career advancement. In this pilot study, we sought to explore the expectations of PIs and trainees, providing consensus data from physician-scientists and junior researchers who attended an educational workshop, entitled "The EASL/AASLD Masterclass," in December 2017. Twenty-three Masterclass attendees, comprising nine trainees (four Ph.D. candidates, five postdoctoral researchers) and 14 PIs, responded to an online survey. Both parties were asked to score 29 predefined statements of important expectations, enabling a comparative analysis for each statement between the groups. For the trainees, the success of the PI, either mirrored by successful mentoring or scientific work, as well as a clear road for academic development are of utmost importance. PIs did not prioritize these aspects, highlighting discrepancies of expectations. PIs prioritized trainee competence, reliability, and strong daily initiative/work ethic, qualities that were also recognized to be important by the trainee group but not to same degree as PIs. :Discrepancies in expectations pose a preventable threat to the mentor-trainee relationship if considered and discussed beforehand. The discrepancy in the most common expectations between the two groups could have resulted from the fact that trainees prioritize outcomes of success while PIs focus on the necessary qualities leading to those outcomes.
在学术界，良好的导师-学员关系至关重要。主要研究者（PI）与学员之间期望的差异是误解和冲突的根源，危及科学进步和职业发展。在这项试点研究中，我们试图探究PI和学员的期望，提供参加2017年12月举办的名为“欧洲肝脏研究学会/美国肝病研究学会大师班”的教育研讨会的医学科学家和初级研究人员的共识数据。23名大师班参与者，包括9名学员（4名博士研究生、5名博士后研究人员）和14名PI，对一项在线调查做出了回应。双方被要求对29条预先定义的重要期望陈述进行评分，以便对两组之间的每条陈述进行比较分析。对学员来说，PI的成功，无论是通过成功的指导还是科研工作体现出来的，以及清晰的学术发展道路至关重要。PI并未将这些方面列为优先事项，这凸显了期望上的差异。PI将学员的能力、可靠性以及强烈的日常主动性/职业道德视为优先事项，学员组也认可这些品质很重要，但程度不如PI。如果事先加以考虑和讨论，期望上的差异对导师-学员关系构成可预防的威胁。两组最常见期望的差异可能是由于学员优先考虑成功的结果，而PI则关注导致这些结果的必要品质。
