In laboratory-based disciplines, the selection of a dissertation mentor and a laboratory is a significant decision that shapes the doctoral training experience. This study provides insight into the mentor selection process from the perspective of current biomedical sciences doctoral students, shaped as advice to new students built on lived experiences as a form of modified peer mentoring. This exploratory qualitative study examines interview data from 14 biomedical sciences doctoral students enrolled at a research-intensive university in the United States. Key themes were developed based on the data: (1) rapport in the mentor-mentee relationship, (2) information gathering on the mentor, (3) attributes of the mentor, and (4) evaluation of expectations. The findings indicate that current doctoral students encourage future students to place a greater emphasis on intrinsic mentor attributes and to seek mentors whose training styles align with their learning needs and goals. Current students advise future students to strategically use the rotation period to build the foundation for a successful partnership. This study allows for a deep examination of selecting a mentor in a real-life context, revealing the underlying mechanisms of student strategies.
Ferguson et al. (Thu,) studied this question.
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