Thoughts on mentoring trainees in neuroscience

Enabling trainees to grow and develop as researchers is one of the most rewarding and joyful aspects of being a scientist! While impact and success are driven by the capabilities and motivation of the trainees themselves, mentors can contribute to their professional trajectory in the lab as a foundation for their future career and contributions.

I believe successful mentoring relationships are built on trust, respect and open communication. Another key ingredient is a shared genuine enthusiasm for science. Many important discoveries arise from experiments that test provocative hypotheses or push limits of technology. To embark on such a journey, trainees need to think big, dream a bit and take risks. Thus, a critical aspect of mentoring involves creating an environment where trainees feel safe and appreciated, learn to evaluate and balance risks and are empowered to pursue an ambitious vision. Of course, this also involves to work together on a back-up plan in case there are obstacles that cannot be overcome.

Another major role for mentors is to communicate enduring values for building rigorous and innovative research programs and for adopting a generous and constructive research culture. How do you choose a good question that is productive but—at the same time—not a purely opportunistic activity that is unlikely to provide fundamental insights? Fostering a respectful culture—being inclusive about recognizing contributions by others—demands increasing effort considering the ever-increasing volume of scientific output all over the globe.

Every laboratory has its own strategies for day-to-day mentoring on how to define an exciting project, write scholarly papers, give inspiring talks, or coach trainees for job applications. That being said, often, the most powerful advice is from experienced individuals who are working outside one's immediate topic area. They offer a fresh perspective and focus on the first principles, breaking down complex problems to their most fundamental elements. Thus, it is important to build structures in a department that facilitate such mentoring interactions, from opportunities for frequent informal dialogue to more formal coaching arrangements. To make this work, mentors need to be approachable and dedicate time to the interaction with trainees outside their groups. At the same time, they should also support their own trainees in seeking advice from suitable outside colleagues.

One final remark that I often make to my students is that in academic science, we are quite privileged: I feel that in business environments, schedules are much less flexible, and there is a more conformist expectation on style to maximize the commercial mission of the entity. At academic institutions, trainees can experience various successful role models along the way. When comparing these individuals, our trainees tend to realize the wide range of leadership and mentoring styles—each of them successful but fundamentally different. Learning what style of mentor–trainee relationship gets out the best of you is a key part of choosing a training environment and will be critical for shaping your own vision for how you will be a mentor for others in the future.