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Doris Chen
Mentoring Activity
August 6, 2015
Effective Mentorship
When a new enthusiast first enters any specialized profession such as medical dosimetry,
he or she feels a sudden rush of excitement and passion mixed with trepidation and uncertainty.
There is so much to learn and many things to see that it is nearly impossible to absorb everything
at once. There are also many new faces and many names to unscramble as staff greets the
newcomer with welcoming warmth. The overwhelming feeling of how and where to start begins
to sink in and paves the way to effective mentorship.
Mentoring is an altruistic deed in which one with relevant knowledge, experience, and
expertise is willing to train and guide a novice. A mentor is a revered adviser who has the
mentees best interest at heart, wants to see the mentee succeed, and helps the mentee develop
confidence and independence.1 Mentors are similar to leaders and trailblazers who are
undoubtedly eager to influence the next generation. Mentors first help orient mentees to a new
and unfamiliar environment, eventually encouraging mentees to step outside of their comfort
zone. Mentors create an environment where the mentee is not afraid to make mistakes, because
the mentees fully trust mentors would catch mistakes. Making mistakes and understanding the
roots of the blunders are some of the most effective ways of learning. Also, mentors establish the
basic fundamentals while encouraging one to color outside the lines, set new boundaries, and
strive to become better.
The words mentor and teacher have been used interchangeably since both roles share
a common goal, to teach students whole-heartedly without any bias or favoritism. However,
unlike teachers, mentors do not simply teach a subject since they are aware that one cannot learn
vicariously through textbooks and podcasts. According to a medical dosimetrist, Larry, mentors
provide real world hands on experience and teach mentees practical application of learned
knowledge and how to conduct themselves in a professional setting (oral communication, August
2015).
When mentors and mentees have competing goals and conflicts of interests, fruitful
outcomes can be compromised. Therefore, an effective mentorship begins with matching
mentors to mentees based on interpersonal attraction, attitude, and cognition.2 After the initial

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mentor-mentee matching, the relationship develops and strengthens through clear
communication, realistic expectations, trust, and respect. Fadiation therapist Nana Hanna
identified an effective mentor should be possess knowledge, self-confidence, honesty, integrity,
patience, and dedication (oral communication, August 2015). Since mentoring is a bilateral
relationship, it requires contributions from both parties. The mentors set the pace and momentum
to help the mentees work on weakness while the mentee actively show continued interest in
learning through inquires and observations. The end products effective mentoring includes
academic success, scholarly productivity, and job appreciation.1
Effective mentoring in the medical dosimetry profession is an important aspect to
producing a new generation of competent dosimetrists, especially with the possible elimination
of the on-the-job training (OJT). Over a short period of time, medical dosimetry students are
expected to complete didactic courses and clinical practicum, which means that there is no time
to waste during the educational portion. With the guidance from mentors, the transition from
students to entry-level medical dosimetrists becomes smoother and the learning process becomes
more engaging, enjoyable, interactive, and rewarding. To learn from those who were once
medical dosimetry students/trainees is an enriching and enlightening opportunity, because they
fully understand the field and have already successfully navigated challenges. Dosimetry
mentors are able to demystify didactic concepts that are difficult to grasp. Additionally, learning
multiple mentors adds value to a students education, because the student is now able to view
things from various vantage points.

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References
1. Lenards N. Mentoring. [SoftChalk]. LaCrosse. WI: UW-L Medical Dosimetry Program; 2015
2. Huang CY, Weng RH. Exploring the antecedents and consequences of mentoring relationship
effectiveness in healthcare. J Mang Org. 2012;18(5):685-701.
http://dx.doi.org/10.5172/jmo.2012.18.5.685

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Appendix A
Doris Chen
Mentoring Interview with Lawrence Farina, Certified Medical Dosimetrist (Transcript)
August 3, 2015
Q. Describe what the word mentoring means to you.
A. Mentoring is like a teacher, yet very different. Mentors teach them the ropes and how to get
around such as the right things to say and the right things to do. You act as an example and role
model. Mentoring is a combination of a teacher and a role model.
Q. What are the differences between being a mentor versus being a teacher?
A. A mentor not only teaches a task, but also teaches a student how to conduct him or herself in
the profession. But, a teacher teaches from a syllabus. Mentoring is more personal, one-on-one
interaction.
Q. What are some qualities of effective mentoring?
A. Be able to explain concepts in simple terms. You have to act professionally and be willing to
answer questions.
Q. Have you had a mentor when you were a student?
A. Yes and no. I did not have a designated mentor, but I had a dosimetrist who worked with my
class closely. My program had 3-4 students and we had a group of teachers who taught/mentor
all of us.
Q. How important is it to have mentors in this profession?
A. It is important, because dosimetry is a specialized field in comparison to other more known
professions. There is not really a course that prepares a student for dosimetry. It is more of a on
the job training environment where a mentor is necessary to show students the treatment
planning system and the different buttons.
Q. Why did you decide to become a mentor?
A. I like teaching people treatment planning and working with students.
Q. What are some traits of being an effective mentor?
A. A ton of patience and keep your students focused and engaged at all times. Rather than spoonfeeding them answers, you direct and guide them.
Q. What are the most challenging and rewarding aspects of being a mentor?

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A. The most challenging part of my mentoring role would be finding the perfect balance between
clinical obligations and ensuring quality mentorship. When the clinic gets busy, it is difficult to
slow down and teach the students. What I find most rewarding is watching students progress
from month to month, being excited about the field, and building confidence.
Q. What advice do you have for new dosimetrists?
A. Understand the importance of people skills. Dosimetry is not just planning. It is important to
know how to interact in the department with doctors, physicists, and patients. You have to be a
good team player.

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Appendix B
Doris Chen
Mentoring Interview with Nana Hanna, Chief Radiation Therapist (Transcript)
August 3, 2015
Q. Describe what the word mentoring means to you.
A. Mentoring means work and giving advice by examples. Before I say something, I would have
to do it myself first.
Q. What are the differences between being a mentor versus being a teacher?
A. A mentor is work by example, but teaching is showing without applied examples.
Q. What are some qualities of effective mentoring?
A. Knowledge is crucial, confidence, honesty, integrity, patience, and most importantly,
dedication.
Q. Have you had a mentor when you were a student?
A. Yes, I think everyone needs a mentor in their life because it proves that whatever they are
preaching can be done. Its an honor to apply all the ethics of the job you are doing.
Q. How important is it to have mentors in this profession?
A. It is very important in this profession, because experience plays a big role. In my opinion, the
old-schoolers are more dedicated and sincere with the specification of each part of the job before
technology dominated. They know everything from the roots and ground up.
Q. Why did you decide to become a mentor?
A. Its not a decision. I try to help new comers as much as possible. I am open to helping people,
especially when people come to seek your advice.
Q. What are some traits of being an effective mentor?
A. It is similar to effective mentoring. Someone who has a wealth of experience, and great
communication skills.
Q. What are the most challenging and rewarding aspects of being a mentor?
A. The most challenging part is convincing students the right way to do a particular task rather
than teaching them shortcuts. It is important to understand concepts. The most rewarding is the
feel of accomplishments when the students learned and what they were advised to do. The next
time they would believe you.
Q. What advice do you have for new dosimetrists?

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A. Attention to details is the most important and being courteous to your staff, because I have
worked with dosimetrists who have been rude and unprofessional to therapists. This interrupts
the workflow and did not make my job enjoyable.