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Yasmin Ahmed
Mentoring Activity
August 6, 2015
Mentoring in Medical Dosimetry
Mentoring, as it applies to any field including medical dosimetry, is an important factor
when it comes to advancing ones skills appropriately. So, one might ask, how is mentoring
defined? Mentoring is the forming of a relationship between a beginner in the field and a senior
or expert individual involved in the same field. This relationship is formed in order to better
prepare the beginner for a future career in the field.1 According to Ajay Kapur, Ph.D., mentoring
means explaining concepts to someone with little to no experience. It also involves preparing the
individual for not only what to do but what not to do in a situation (oral communication, July 31,
2015).
In order for a relationship between a mentor and mentee to be meaningful, it requires a
lot of time and dedication from both individuals. The mentor must be willing to share his/her
experience and knowledge with the mentee. At the same time, the mentee must have willingness
and desire to learn.1 Mentoring someone involves more than simply teaching. Teaching involves
providing information to students. In contrast, mentoring not only involves providing
information, but guidance to the mentee. It involves providing suggestions and allowing the
mentee to discover for themselves what may or may not work best in a given situation (Allison
Barbera, CMD, oral communication, July 27, 2015). It is important to let the mentee think and
problem solve while providing guidance. This is how one is able to learn and absorb the material
and concepts better.
For mentors, it is important that they understand that there is a difference between
effective and ineffective mentoring. Effective mentors dedicate time to advise and provide
guidance to the mentee so that they may eventually become confident practitioners. At the same
time, an effective mentor provides the mentee with opportunities that may foster the mentees
learning process.2 Effective mentoring also involves allowing the mentee to learn and discover
things on their own by trial and error. It is important to not always give away the answers as a
mentor (Allison Barbera, CMD, oral communication, July 27, 2015). Unfortunately, many
mentors that exist are ineffective at mentoring. Many students have reported sexual harassment,
abuse of power, etc. by mentors.2 Ineffective mentors are also those that are not fully dedicated to

providing the mentee with a positive learning experience. Some mentors may not make
themselves fully accessible or do not want to spend much time with the mentee. It is also very
important that mentors not exhibit arrogance or superiority towards the mentee. Belittling a
mentee is also ineffective mentoring.
Having a mentor when entering the field of medical dosimetry is extremely important. If
one has an effective mentor, it can eventually perpetuate the mentee to be successful in the field.2
One of the most important things when having a mentor is to never be afraid to ask questions.
Fortunately, in the clinical setting, I am exposed to many effective mentors. I am never afraid to
ask for guidance or information. The clinical mentors are always willing to share their
knowledge and experiences with me. I learn by watching the mentors and trying things on my
own. They often have me try several ways of doing things so I can actually see the difference and
find what may or may not work. Sometimes there is no right or wrong way, but rather which
method works best for me. If one is fortunate enough to have guidance from an effective mentor,
the positive learning experience helps build confidence and trust. Most importantly, mentors
must understand that the the desired outcome of the relationship is that productive workers enter
the profession with more knowledge and higher expectations than those who do not participate in
a mentoring program.1

References
1. Trad M. Mentoring Radiation Therapy Students: A Review and Survey. Radiation Therapist.
2009;18(2).
2. Lenards N. Mentoring. [SoftChalk]. La Crosse, WI: UW-L Medical Dosimetry Program;
2014.

Appendix A
Yasmin Ahmed
Mentoring interview with Allison Barbera, CMD (Transcript)
July 27, 2015
Q1: Define mentoring in your own words.
A: A mentor is one who takes someone under their wing to show them skills and evaluate their
progress.
Q2: How does a mentor differ from a teacher?
A: When youre teaching, you are just giving out information. As a mentor, you are giving
suggestions so that students can learn for themselves about what works and what doesnt.
Q3: Define effective mentoring or what separates effective mentoring from ineffective
mentoring.
A: Effective mentoring is allowing the student to learn by trial and error so that they can become
independent thinkers. Ineffective mentoring is when you dont have the student try or discover
things on their own, or when you just teach the information without having the student actually
try it.
Q4: How can someone become a more effective mentor?
A: Do not just give away the answers. Let the student try on their own and ask them questions
that will make them think.
Q5: What recommendation can you make to help someone become a more effective mentor?
A: Be willing to listen and be patient.
Q6: Who is your most memorable mentor and what made that person a good mentor?
A: I dont have a most memorable mentor. I have had many along the way and I am still being
mentored today. You never stop learning.
Q7: Do you have the same mentoring style as your mentor?
A: All of my mentors have had different styles so I picked up different skills from each of them
and have added my own style to it.
Q8: Do you think it is important for someone entering the field of medical dosimetry to have a
mentor?
A: Absolutely, because you can learn different/effective planning techniques from each person.
Q9: What do you think are characteristics of a good mentee?

A: Someone that works hard, likes what theyre doing, asks questions, tries different things, and
is willing to learn by trial and error.
Q10: How has being a mentor benefitted you?
A: You learn as well when youre a mentor. It refreshes the knowledge you already have because
you can get rusty after some time.

Appendix B
Yasmin Ahmed
Mentoring interview with Ajay Kapur, Ph.D. (Transcript)
July 31, 2015
Q1: Define mentoring in your own words.
A: Firstly, mentoring is explaining concepts to someone who has little to no experience.
Secondly, it involves applying that knowledge to something that is relevant. You are not just
showing someone how to do something, but also how not to do it wrong.
Q2: How does a mentor differ from a teacher?
A: A teacher usually explains more theoretical concepts. Mentors are usually in the field.
Mentors show a student something and make sure the student can teach that concept back. A
mentor challenges the student to respond to different circumstances related to that concept. A
mentor is constantly looking for ways to have the student demonstrate knowledge.
Q3: Define effective mentoring or what separates effective mentoring from ineffective
mentoring.
A: Active learning: not just teaching from a book etc. Mentors are asking mentees questions.
Mentors should also create a plan, which defines learning objectives for the mentee, so as not to
confuse the mentee. Effective mentoring is asking the student questions and having them think
for themselves. Engage the student in the thought process so that they can critically think.
Q4: How can someone become a more effective mentor?
A: A good mentor equals a good listener. Keep the focus for the mentee simple and have learning
objectives.
Q5: What recommendation can you make to help someone become a more effective mentor?
A: Be able to communicate clearly. A mentor must also be willing to listen and its very
important for the mentor to put themselves in the shoes of the student thats being advised.
Q6: Who is your most memorable mentor and what made that person a good mentor?
A: My mom and dad. My dad explains concepts in a scientific way and my mom always relates
it to something fun.
Q7: Do you have the same mentoring style as your mentor?
A: Yes, Ive taken on some of those qualities. The one thing I do differently is that I imagine
what my end goal is and I focus on the most important things on how to reach my end goal.

Q8: Do you think it is important for someone entering the field of medical dosimetry to have a
mentor?
A: Absolutely, for everything really, not just dosimetry. Assuming one doesnt need a mentor is
saying that you know everything, and working with patients we cant have that arrogance.
Q9: What do you think are characteristics of a good mentee?
A: A mentee must have a true interest and desire to be there, otherwise they wont absorb the
material. A good mentee must have the ability to think laterally, or ask out of the box questions.
They have to be able to relate concepts to the bigger picture and have the desire to understand
that.
Q10: How has being a mentor benefitted you?
A: It is a lifetime of learning. When you teach, you learn a lot. You also stretch your mind to the
limit sometimes when asked a question. It also keeps me very humbled. The best gift though is
when you see the mentee succeed and you feel a sense of accomplishment with them. Also, when
you hear positive feedback from previous mentees it makes you feel like you succeeded in your
goal.