Post Doctoral Training @ UNM

Mentorship

The Post-Doctoral training period is an important event in the differentiation of one’s scientific career. Post-Doctoral fellows usually enter into a specialized area of research that will, in the majority of cases, form the foundation for their life’s work. It is a critical period for refining experimental skills acquired in the doctoral program, applying these skills and knowledge to a new area of research, and learning new skills essential for obtaining independent funding and publication of experimental findings. The duration of the Post-Doctoral training period is variable, usually depending greatly on the fellow’s success in the initial years of their Post-Doctoral training. Most individuals complete this training in a three year period. In this regard, it should be incumbent on new Post-Doctoral Fellows to begin with a clear strategy for obtaining future goals, such as academic or industrial appointments, and utilize all resources, human and physical, at their disposal to achieve these goals in a minimum span of time. The financial incentives for achieving these goals in three years is obvious, but a rigorous Post-Doctoral training effort could have life-long benefits in confidence and productivity. While the Post-Doctoral training period, like the doctoral program, is an apprenticeship in a specialized area of research, the role of the mentor in training Post-Doctoral Fellows is more concerned with refining skills learned in the doctoral program and teaching new skills required for career development, such as grant writing and recognition in the scientific community to enhance professional opportunities.

The Post-Doctoral training period should be a rewarding endeavor for both mentors and trainees. The following guidelines were developed to provide specific criteria for participants to optimize their interactions during the training period.
 

1. Provide rigorous training in the scientific method, including laboratory supervision and guidance in comprehension of primary literature and preparation of manuscripts.

2. Provide a safe and supportive research environment with appropriate equipment, materials and supplies necessary for the research project.

3. Seek funding for stipends and salaries, through research grants obtained by the principal investigator, participation in training grants, and guidance in the preparation of applications for postdoctoral fellowships.

4. Serve as a role model for responsible conduct and professionalism in research. Our policy aligns closely with the recent FASEB publication, “Research Integrity is a Mentoring Issue.”

5. Meet regularly with the trainee to review progress. These meetings may be in the form of laboratory group meetings, one-on-one sessions or (more often) a combination of both.

6. Serve as advisor on matters of career development and facilitate opportunities for trainees to obtain special training and participate in national scientific meetings.

7. Encourage interactions within the local research community, including expert advice, collaborations, and participation in journal clubs and other research forums.

8. Be specific about vacation policies, time commitments, laboratory policies and safety issues. If appropriate to the research project, ensure trainees receive specialized training in human and animal protocols, recombinant DNA research and biohazards.

1. Complete radiation safety training, OSHA and other training as appropriate. Take responsibility for the safe operation of laboratory equipment and be mindful of laboratory conditions for the comfort and safety of others.

2. Maintain an up-to-date laboratory notebook according the general guidelines of the laboratory. Be prepared to discuss the goals and progress of your work in lab meetings and in small group meetings. Take the initiative in experimental design, making good use of your own expertise and that of others in the lab group and local community. Develop collaborations with other scientists and begin “networking” with other trainees.

3. Stay abreast of the current literature in your field. Attend journal clubs and seminars on a regular basis. Choose the most appropriate journal club(s) based upon the advice of your mentor and your own interests. Postdoctoral associates should make at least one oral presentation per semester in lab meetings, journal clubs or regional/national meetings. Application for travel awards to national meetings, where appropriate, is encouraged. If your career goals also include teaching, senior post docs may also wish to speak to your mentor about opportunities to give a lecture to graduate or medical students. Interested senior postdoctoral fellows are encouraged to attend the tutor training workshop for the medical curriculum and other learning opportunities on campus.

4. Many investigators describe their postdoctoral work as the most rewarding time in their research career, as there are few demands outside of the laboratory with the exception of training workshops. This is an excellent time to begin to develop your own skills as a laboratory manager and mentor. Junior postdoctoral associates should take the opportunity to assume leadership roles with the laboratory, including informal mentoring of graduate students in the group. Senior postdoctoral associates may expect to work closely with junior staff and serve as a more formal mentor for graduate students.

5. Seek opportunities for funding your research, through fellowship applications, young investigator awards and other appropriate venues. Work closely with your mentor on applications and use this as an opportunity to learn grantsmanship.

6. Write manuscripts. Make a goal of at least one first author manuscript per year. In addition, seek opportunities to contribute as a co-author on additional projects. This is the real key to your future success.

7. Discuss your career plans, be it in academics or industry, with your mentor. Outline plans to make a successful transition to meet your goal. A helpful guide is available at the FASEB website.

Disagreements can sometimes occur between a mentor and postdoctoral fellow when discussing career goals and scientific progress.  Typically these differences are worked out between the mentor and postdoctoral fellow with additional discussions and clarifications to clear up any misunderstandings.  Rarely a mediator is called in, but should one be needed, the Health Sciences Center has adopted a Professional Mediation Procedure that formalizes discussions between the mentor and fellow for dispute resolution.

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