Challenges to communication—career change

D.T. is a junior faculty member who joined the faculty three years ago after completing a research fellowship. Her research mentor helped her obtain a supplemental grant on another mentor's R01 in her first year after the appointment and advised her on applying for various other mentored awards. D.T. received the supplement, which funds a large portion of her salary. About a year after getting the supplement D.T. announced to her mentor that she is not sure if she is cut out to do research and she doesn't really enjoy this aspect of academic medicine. She thinks that what she really wants to do is to be "an educator". But since she has the supplement for about three years, she will "see how things go" and decide about her career path in academic medicine when the supplement is nearing the end.

As D.T.s mentor, how do you feel about her decision? What emotions come up for you? What is the "differential diagnosis" of what may have prompted D.T.s change of heart? What are the communication challenges in this mentor-mentee relationship? Submit your case or comment: We are interested in your strategies and experiences on what works or is less helpful.

Challenges to communication—moving beyond frustration

D.T. is a junior faculty member who joined the faculty three years ago after completing a research fellowship. Her research mentor helped her obtain a supplemental grant on another mentor's R01 in her first year after the appointment and advised her on applying for various other mentored awards. D.T. received the supplement, which funds a large portion of her salary. About a year after getting the supplement D.T. announced to her mentor that she is not sure if she is cut out to do research and she doesn't really enjoy this aspect of academic medicine. She told the mentor that she really wants to be "an educator".

At the next meeting D.T. casually tells her mentor that she applied for a non-academic position, a policy consulting job, but did not get it. She says that she is staying at the University for now but is "keeping her options open". Based on this and other observations about the mentee's research productivity the mentor feels as if her mentoring efforts and the NIH dollars have been wasted on the mentee. She is frustrated and vows to stop wasting her time and effort.

As D.T.s lead mentor, how are you feeling now? What can you do to work effectively with D.T.? What resources can the mentor draw upon to help mentees who are struggling? What can the mentor do, if they are concerned that the mentee may be depressed or impaired?

Challenges to communication—conveying that goals are not met & the right time to stop funding

A fellow/junior faculty is hired to start a new research project at UCSF. The hiring occurs with the understanding that within 2 years in the position, research grants or career development grants should be written and submitted so that independent funding is secured for the longer term. Initially, 75% time is protected for research, paper and grant writing. Then research funding is decreased progressively on Years 4 and 5, then no more grant support.

This person promises to develop skills in clinical research to perform research projects initially under supervision and then independently. The junior faculty takes grant writing classes at UCSF and promises to write a grant soon. Three and a half years into the position, the junior faculty finally decides not to submit a grant. With much encouragement and support, 2 manuscripts are submitted in 4 years. How can you convey to this person that goals are not met repetitively? When is it right to stop funding this individual as goals have not been met?

Challenges to communication—helping to foster independence while collaboating with the chair

Paul is an assistant adjunct professor. In his most recent annual career review with his department chair, the chair was insistent that Paul work with the chair's student to design and oversee a set of experiments to be performed in Paul's lab. Paul replied that although he was certainly able to help the student, he felt like it was a Catch-22 situation in which the more he assisted the student and the more successful their project was, the more it would contribute to a perception that Paul was not independent of the chair. The chair asked Paul why he thought there was this perception, and Paul replied that it largely stemmed from his being in the Adjunct series. The chair said that Paul was in the Adjunct series because he did not have an R01. (Paul's salary and lab are funded for the next 4 years by a sponsored research agreement with a pharmaceutical company). Paul responded that his efforts to be independent and to secure an R01 were going to be undermined by having to help the chair’s student rather than working on his own independent projects. The chair is not happy that Paul will not help the student, and Paul thinks that the reason the chair chose to focus on this issue during Paul's career review was a not-so-subtle attempt to bully him into complying. Paul is actively pursuing opportunities at other institutions.

In your role as Paul's career mentor, how will you address his concerns about independence? What is the role of the mentoring team? What are some strategies you can use in teaching Paul how to be independent while also fostering a productive collaboration with the chair and the chair's student?

Communication challenges brought on by conflict of interest

Kris is in her 3rd year as assistant professor in residence with the goal of becoming an independent investigator. Her mentor, the department chair, recruited Kris to the University and is frequently providing Kris with "opportunities" in the department. These include a substantial clinical load and several time consuming committees and administrative assignments. Kris is concerned that these activities detract from her research productivity and she is getting increasingly worried that her mid-point tenure evaluation, which is coming up soon, will not be favorable.

Kris' impression from speaking with other junior faculty in her department is that they have managed to off-load some of their clinical duties and have demurred on requests to take on administrative and committee assignments. Kris tried to bring up these concerns at her last meeting with the chair but was told not to worry, that she is "on track". You are the head of Kris' new research mentoring team. On review of her CV you note that she had several first authored papers as a fellow but that her output has fallen off recently.

What is your role as Kris' lead mentor in addressing her concerns? What is the role of the mentoring team? What questions would you ask Kris—and why?

What are the communication challenges in this scenario—between research mentor and mentee; mentee and chair; mentor and chair?

To what extent is gender a challenging factor in this case and generally in mentor-mentee communication?

What are some strategies the mentor can use in teaching a mentee to be their own advocate, articulate their needs and negotiate on their behalf to insure success, especially in situations when there is an imbalance of power and high vulnerability?