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Megan Sullivan
Mentoring Activity
August 7, 2016
Mentorship in Medical Dosimetry Education
Mentorship is a selfless act and a rewarding experience. The effect mentoring can have
on the mentor, mentee, and the profession as a whole is invaluable. I chose to interview 2
individuals that work in the field of radiation oncology, one physicist and one medical
dosimetrist. The physicist, Anil Sethi, PhD, is an associate professor at Loyola University
Medical Center and has a wide range of mentoring experience. The medical dosimetrist, Ross
McCall, MS, graduated from this dosimetry program last year and has been a mentor to me since
radiation therapy school. Ross and I worked together as radiation therapists at University of
Chicago hospital. He was hired on shortly before I graduated from the program and then once I
was hired, we worked on the same treatment machine together. He guided me as a new graduate
hire, encouraged me to pursue medical dosimetry, and has offered me guidance throughout this
educational experience. Both interviews highlighted the passion these 2 have for mentoring as
well as the appreciation they have for its role in improvement for the field. Both provided
wonderful insight on the difference between teachers and mentors, as well as key components to
effective mentoring.
Mentorship is a tool to convey guidance and unorthodox teaching methods. Lessons
learned from a mentor are typically derived from ones experience rather than information from a
textbook.1 This opportunity offers a more intimate learning environment and is an overall more
personal experience than the standard classroom setting. When I asked Ross to explain the
difference between a teacher and a mentor, I thought he touched upon a few great points. He
separated a teacher from a mentor by explaining how they have different goals and that
mentoring involves areas beyond just one subject (Ross McCall, MS, oral communication,
August 2016). His response aligns with Dr. Sethis. He brought up the idea that a mentor tends to
look at the bigger picture when advising someone (Anil Sethi, PhD, oral communication, August
2016). These answers were ones I could relate to with my own mentor/mentee experience. Ross
has been someone I have turned to for guidance in the professional setting with technical
radiation therapy related tasks as well as and in the personal setting with self-improvement goals.

His frame of thinking has been about enhancing the present while simultaneously contributing to
the future. His style has the big picture in mind, just as Dr. Sethi mentioned. When I graduated
from the radiation therapy program, I felt prepared in the technical sense but there was still a
transition between my role as a student to my role as a therapist. Ross offered guidance during
this transitional period and beyond. There were times I felt discouraged because I did not know
something and received feedback from others about how I should have learned it in school. But
this was not the case with him. In fact, because he took an interest in me and enhancing my
skills, I felt more confident that I had something to contribute to the field. If I was worth
someones time, then I knew I had something to offer. This concept was referred to by Trad ML,1
in reference to benefits to the mentee. It has been shown by studies that mentoring programs
increase levels of confidence in the workplace which in turn leads to increased job satisfaction
and faster career progression. Again, this applies directly to my experience as a radiation
therapist. I was fortunate to have a positive mentoring experience.
Mentoring is a powerful and effective tool, but only when utilized properly. Effective
mentoring is comprised of bestowing responsibility, trust, and providing opportunities to
succeed.2 Because it is a relationship that is formed, there must be a mutual respect for one
another and each party must play their role. Learning can be difficult and often times a person
just wants to be told the answer. However, an effective mentor does not just give the answer, but
rather points his/her mentee in the right direction of the answer.1,2 This practice of guidance
exercises trust from both the mentor and mentee. The mentee has to trust that the mentor has
his/her best interest in mind and the mentor needs to trust that the mentee is taking the advice
when seeking out the answer to something. The relationship requires effort from both parties and
will not be successful without this balanced effort. Ross discussed his experience with mentoring
radiation therapy students when he was an educational director for a program. He said, These
have varying degrees of satisfaction because of the varying degrees of ambition. The students
that are hungry to learn and do well are always the most fun. Those that just want to skate by are
inherently more frustrating. You can lead a horse to water, as they say, but you can't make them
drink (August 2016). In this scenario, the mentees were not fully invested in the relationship
and therefore the mentoring was not completely effective. Dr. Sethi put it well in his response to
providing key components to effective mentoring. He simply said, Having a love for learning. If
you have this, you can be successful in mentoring and being mentored (August 2016). This

perfectly highlights the responsibility of each party and what must be contributed to effective
mentoring.
Medical Dosimetry is a field that benefits greatly from mentoring. As the technology in
the field continually advances, it is unrealistic to solely rely on textbooks to guide a student in
the field.1 The learning environment is heavily dependent on clinical experience and guidance
from those who are capable of imparting their knowledge. Additionally, the professional
relationships that are formed are heavily influenced by observing and learning through conduct
of the mentor.2
Mentoring is a vital contribution to improvement in all fields. This improvement is often
the motivation for people to become mentors. This result is a massive goal that is met by the
contributions from many people which is why it is so fortunate that effective mentoring is
infectious. People are often inspired to be a mentor after a positive experience of being a mentee.
This dedication to learning from experience and having a desire to pass it on is so pure and
honest. When I asked, As a past mentee and current mentor, what advice do you have for
current mentees? both responded with an emphasis on paying it forward (Sethi A, McCall R,
oral communication, August 2016). This is an answer I have learned to understand more and
more as my experience as a mentee continues.

References
1. Trad ML. Mentoring radiation therapy students: a review and survey. Radiation
Therapist. 2009;18(2):101-108.
2. Lenards, N. Mentoring. [SoftChalk]. La Crosse, WI: UW-L Medical Dosimetry Program;
2016.

Appendix A
Megan Sullivan
Mentoring interview with Ross McCall (Transcript)
August 2, 2016
Q: What does mentorship mean to you?
A: Offering guidance, support, and experience to someone who is less savvy in a particular
profession or area of expertise.
Q: How would you explain the difference between a teacher and a mentor?
A: A teacher and a mentor have different goals. A teachers goal is to impart a particular set of
knowledge or skills to an individual. A mentor, may have a teaching capacity, but more than that,
they guide and advise and have discussions that involve areas beyond just one particular subject.
A mentor is also a person that can have a difficult conversation that a teacher would avoid. For
example, it is sometimes necessary to level with someone about a difficult situation they may be
in.
Q: What are some of your personal experiences as a mentee? What was your professional role?
A: This makes me think about my experience as a dosimetry student. Nishele pushed me to
submit our paper for the student writing competition and we won!
Q: What are some of your personal experiences as a mentor? What was your professional role?
A: I would say that Ive had some level for mentoring with quite a few therapy students. These
have varying degrees of satisfaction because of the varying degrees of ambition. The students
that are hungry to learn and do well are always the most fun. Those that just want to skate by are
inherently more frustrating. You can lead a horse to water, as they say, but you can't make them
drink. I've realized that through trial and error over time. You can't force your opinion or work
ethic on others. Anyway, overall I find it rewarding.
Q: What is a positive experience you have had during your time with your mentor?

A: Won the student writing competition! Yay!

Q: What is a negative experience you have had during your time with your mentor?
A: Umm.. If you consider my father a mentor, he pushed me to go to school for a trade type
education meaning something with a clear and defined career post graduation. He suggested this
because it's what he did. Thats why I went to school for RT. I regret that. I wish I would have
went after something I was interested in.
Q: Do you think it is more advantageous to form a close relationship with one mentor or interact
with different mentors in a less personal manner?
A: I think it's important to take in a number of points of view so that you can make your own
educated decisions. Who you consider your mentor won't always have the right answers. That
being said, if you have someone that is willing to invest time in you, I think that's rare and should
be taken advantage of.
Q: What do you think are some key components to effective mentoring?
A: Knowing that your answer is not the right answer for everyone. Being open minded.
Listening. Having a reasonable ability to teach effectively. Intelligence. Caring. Not being afraid
to level with an individual even if it is at times uncomfortable.
Q: As a past mentee and current mentor, what advice do you have for current mentees?
A: Pay it forward. I have a strong belief that if you have a strong positive impact in someones
life, they will understand the effect mentoring can have on ones life. Hopefully they will
propagate the cycle in turn and the world as a whole will improve.

Appendix B
Megan Sullivan
Mentoring interview with Anil Sethi, PhD (Transcript)
August 4, 2016
Q: What does mentorship mean to you?
A: Mentorship is about teaching, motivating, and getting someone enthusiastic about the subject
matter. It means to guide someone based on the mentors experience and to push someone in the

right direction. Its important to explain that it is okay to ask questions and to be open. This is not
the time to be shy.
Q: How would you explain the difference between a teacher and a mentor?
A: A teacher guides someone in the more traditional sense. A teacher is someone who instructs
another based on a topic, subject, or a course. A mentor is someone with the perspective of the
bigger picture. This person takes into account where you are to where you want to be. Take
dosimetry for example, your clinical experience is more than just learning about dosimetry. Its
about learning how to develop and grow and how to be successful in your career.
Q: What are some of your personal experiences as a mentee? What was your professional role?
A: I had several great mentors when I was in my physics program. They really took a general
interest in me as a person and imparted their experience onto me. I really enjoyed working with
them.
Q: What are some of your personal experiences as a mentor? What was your professional role?
A: Working at Loyola, I have had a lot of students from undergrad, grad, med students, and
residents. They all bring a lot of energy and challenging questions to their programs. Having
them around helps me in many ways to think about problems in an abstract sense. They keep me
on my toes. They are my support structure. They help me focus on an area that I may have
overlooked or not gone into great depth. Overall, they are a lot of fun.
Q: What is a positive experience you have had during your time with your mentor?
A: Too many to recount. I couldnt imagine the way I am without their help.
Q: What is a negative experience you have had during your time with your mentor?
A: I cant really think of anything. The thing is, you form a strong relationship with this person.
Its about a respect towards each other and a respect for learning. They have your best interest in
mind otherwise they wouldnt be doing it. Its a chain, the experience keeps getting passed on to
someone else. Its similar to a parent/child relationship.
Q: Do you think it is more advantageous to form a close relationship with one mentor or interact
with different mentors in a less personal manner?

A: Take in as many learning experiences as you can. If someone is offering their time and
experience, it is wise to take advantage of it. Besides, everyone has different teaching styles and
different insight. All of it is valuable.
Q: What do you think are some key components to effective mentoring?
A: Having a love for learning. If you have this, you can be successful in mentoring and being
mentored.
Q: As a past mentee and current mentor, what advice do you have for current mentees?
A: Stay active in learning. Stay excited about learning. Remember there are no limits. Dont be
afraid. Work hard. Be appreciative. Pass it on. To be an effective learner, work on being an
effective teacher. If you can teach it, you have learned it. Mentoring never ends, its a lifelong
process.