William Silen, M.D., Dean for Faculty Development and Diversity and the Johnson & Johnson Distinguished Professor of Surgery at Harvard Medical School, describes a rare species: "the truly complete mentor." This is "a single individual who is able to serve as an advisor/guide, developer of talent/coach, opener of doors/advocate, role model, interpreter of organizational or professional rules, protector, rule setter/boss - and carries on all of these functions on a long term basis."[5]

A rare species indeed. Few of us can claim the time or the skill to perform all of these roles for one other person; and it seems virtually impossible in the context of today's large laboratories, filled to the brim with graduate students and postdocs.

But to appreciate potential contributions of mentors it is helpful to consider the wide range of needs to be met. First and foremost, mentors in the sciences should help trainees develop as capable researchers. A mentor can contribute to the technical development of the trainee in many aspects of research, including methods, directions, creative thinking, completing academic or professional requirements, and scientific communication. A second essential need for trainees is career development and preparation for the job market. This includes an understanding of the current job market, opportunities to make contacts with leaders in the trainee's field of research, active introduction into the network of people working in his or her discipline, and an awareness of the range of career options. A mentor may also advise a new scientist on career moves in terms of applying for grants, what grants to apply for, and how to submit a strong grant proposal.

Another focus of mentoring is the socialization of trainees. Such socialization should include guiding ethical development as well as fostering an understanding of the political, economic, and social elements of interacting within the academic community and instilling a sense of collegiality. This training includes promotion of skills for teaching, communication, working in teams, leadership, management of people, interacting with others, listening, expressing ideas, administration and planning, and budget management.

A particularly important mentoring role is that of advocate. Silen used the term "protector," but, however one phrases it, there are times when the mentor has to step forward and defend or advocate for the trainee. A specific academic example might be the situation in which a mentor's doctoral student is in the midst of his or her comprehensive examinations and has been instructed to rewrite an essay many times for a particular question. A member of the review panel for the exam has a reputation for demanding perfection from students and keeps sending the essay back. After the mentor reviews it thoroughly and perhaps discusses it with others, it is clear that the student's answer is well worth a pass or better. In that situation, it would not be inappropriate for the mentor to step in to move the process along. Other advocacy initiatives could stem from complaints from one's trainee about harassment or unequal treatment by others.

Clearly, the above list is long, but all of these elements, and more, are components that are necessary in order to survive and succeed in academia. A complete list of such elements should be limited only by the needs of the individual trainee. Any situation in which one person's knowledge or skill is greater than another's is a potential starting point for a mentoring relationship.

Although every trainee may need a "truly complete mentor," this may actually be a composite of more than one individual. Not all established scientists can bring the requisite time, knowledge, and interest to the full range of issues that are likely to be important to each trainee. Each mentor and each trainee have responsibilities that, if fulfilled, will optimize the effectiveness of the relationship for both.