Mentoring in biostatistics: some suggestions for reform

Abstract

Mentoring is routinely used as a tool to facilitate acquisition of skills by new professionals in fields like medicine, nursing, surgery, and business. While mentoring has been proposed as an effective strategy for knowledge and skills transfer in biostatistics and related fields, there is still much to be done to facilitate adoption by stakeholders, including academia and employers of biostatisticians. This is especially troubling given that biostatisticians play a key role in the success or otherwise of clinical research conducted for evidence-based decisions. In this paper, we offer suggestions on how mentoring can be applied in practice to advance the statistical training of future biostatisticians. In particular, we propose steps that academic statistics departments, professional statistical societies, and statistics organizations can take to advance the mentoring of young biostatisticians. Our suggestions also cover what mentors and mentees can do to facilitate a successful mentoring relationship.

Advice for isolated statisticians collaborating in academic healthcare centre settings

“…Group discussions are excellent for building awareness and connection but may not address individual needs. As such, a key component of networking is developing and maintaining relationships with multiple mentors since different mentors can assist in developing different skills and strategies (Odueyungbo & Thabane, 2012; Vollmer et al, 2017). The importance of having senior mentors for junior statisticians cannot be overstated as these mentors have years of relevant experience and have honed their own collaboration practices over time.…”

“…Growing research suggests that collaborative statisticians benefit from mentorship in both hard and soft skills throughout their careers (Love et al, 2017;Mandrekar, 2018;Odueyungbo & Thabane, 2012). Professional isolation occurs when there is no network of peers, advocates, mentors or role models to guide, advise or inform an early-to-mid career professional.…”

Perioperative Research Fellowship

“…21 In our research fellowship, statistical theory is taught using multiple approaches, including formal coursework and lectures, exemplary homework, and mentored work on own projects. 15,16 Collaboration with statisticians is encouraged informally, and takes place most frequently while working on the conception as well as the performance of actual projects. The authors believe that a part-formalized educational component is more instructive compared to sole “ex-cathedra” research methodology teaching, as it contributes to the generation of autonomy amongst the fellows.…”

Tips for charting the course of a successful health research career

“…A framework for such long distance mentorship initiatives has been described 23. In addition to the direct knowledge transfer that occurs between a mentor and a mentee, the mentor can also introduce the mentee to a wider network of collaborators in different disciplines 23,24. There is some guidance on what mentors, mentees and institutions can do to foster mentoring relationships 24,25.…”

“…In addition to the direct knowledge transfer that occurs between a mentor and a mentee, the mentor can also introduce the mentee to a wider network of collaborators in different disciplines 23,24. There is some guidance on what mentors, mentees and institutions can do to foster mentoring relationships 24,25. Local training and leadership is beneficial and should be a primary source of mentorship.…”