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Ontida Apinorasethkul
Mentoring Summary
August 12, 2015
The Importance of Mentoring in Medical Dosimetry
Mentoring is a two-way relationship between the mentor and mentee in exchanging
support, guidance and knowledge in any environment. Many think that mentorship is a one-way
relationship when advice is given from the mentor to the mentee. Mentoring is most effective
when both parties are supporting each other and grow together.1 In medical dosimetry, didactic
work is as important as clinical work in which mentoring would be one of the essential elements
in the mentees success.
Leading by example is one of the most effective traits that a mentor can illustrate. An
effective mentor shares their experiences on both their successes and failures (Geraldine
Shammo, CMD, oral communication, July 2015). This would enable the mentee to see the hows
and the whys. If one does not see the failure, they may not learn how success could happen.
During medical dosimetry internship, there were many trial and error practice cases in which I
had to understand why certain beam angles work better, or why objectives on certain
optimization structures could reduce normal tissue doses without compromising target coverage.
It took many configurations and bad plans to see what worked and did not work. It took
experiences to grow and become a good medical dosimetrist. This does not happen without a
good mentor that is willing to share best practices.
Mentoring is not only educating or teaching, but it is a continual process of advising,
sharing experiences and support (Laura Brady, CMD, oral communication, July 2015). Mentors
could also gain knowledge and experiences along with the mentee. Both parties need to be openminded to learn and grow together. The mentoring partnership is a reciprocal process. Mentor
and mentee relationships continue to improve the knowledge base and skill set as well as to bring
new ideas and fresh perspectives to each other (Laura Brady, CMD, oral communication, July
2015). As seen in medical dosimetry, a younger mentee often learns about the treatment planning
experiences and techniques from a seasoned mentor. Conversely, the mentor also learns about
new technology proficiencies from the younger mentee. The mentor should never be threatened
by brilliance exhibited by the novice but rather absorb it and continue to grow (Geraldine

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Shammo, CMD, oral communication, July 2015). This type of exchange occurs naturally in an
effective mentorship.
Approachability and listening ability are important for mentoring relationships. The
mentee should feel comfortable approaching the mentor for questions or advice. Treatment
planning on fast turnaround or challenging cases could create stress for the mentor due to
managing the workload and supporting the mentee. It may be a good practice to schedule a set
time for regular meetings and commit to them. The mentee would feel that undivided attention
was given to them and the mentor is willing to listen. The mentor should never feel that the
mentees are wasting their time (Geraldine Shammo, CMD, oral communication, July 2015).
When facing with time constraints, the mentoring session may not be as effective. By setting
scheduled meetings, the mentors are also making themselves more approachable and are ready to
listen.
It takes efforts from both mentor and mentee to coach and want to be coached. There are
cycles of experiences and knowledge exchanges. Once the mentee gains experiences and advice
from the mentor, they can use the same guidance and experiences to pass along to their mentee.2
The learning cycle and exchanging of knowledge is constant.

References
1. Garvey R, Stokes P, Megginson D. Coaching and Mentoring: Theory and Practice.
Thousands Oaks, CA: SAGE Publications; 2009:27-29.
2. Lenards N. Education & Mentoring in Medical Dosimetry: Mentoring. [SoftChalk]. La
Crosse, WI: UW-L Medical Dosimetry Program; 2014.

Appendix A
Ontida Apinorasethkul
Mentoring Interview with Geraldine Shammo (Transcript)
July 10, 2015
Q: Define mentoring in your own words.
A: Someone who imparts knowledge gained through personal experience to another and guides
them to maturity.
Q: How is a mentor different from a teacher?
A: A teacher presents facts to a student using knowledge acquired from books where a mentor
transforms the facts into a usable product that the student can use to perform a function.
Q: Define effective mentoring or what separates effective mentoring from ineffective
mentoring?
A: An effective mentor freely shares experiences, successes and most importantly failures. They
do not hold back information they have gained. They explain why they think certain methods
worked and others failed. They should never make the understudy feel as though they are
wasting their time.
Q: How can someone become a more effective mentor? What skills do they need to have?
A: A skillful mentor has the ability to find something new in tasks they do every day. They
should encourage their apprentice to explore all options to a positive outcome for the problem at
hand. They should be open-minded and never condescending or arrogant. They need to cultivate
an atmosphere where the pupil can thrive and develop and never fear ridicule. The mentor
should never be threatened by the brilliance exhibited by the novice but rather absorb it and
continue to grow.
Q: What recommendation can you make to help someone become a more effective mentor?
A: The ability to share your vocation with another validates that you have chosen the correct
career path. Fostering another along the path leaves a part of yourself within that person and you
become part of their future success and the evolution of your chosen profession. I would
recommend that mentors keep that in mind when asked to be part of the development of new
colleague.

Appendix B
Ontida Apinorasethkul
Mentoring Interview with Laura Brady (Transcript)
July 14, 2015
Q: Define mentoring in your own words.
A: Mentoring is not only educating or teaching but it is a continual process of advising, sharing
experience and supporting.
Q: How is a mentor different from a teacher?
A: A mentor will continue to assist, guide and nourish you as you learn and grow, usually in an
informal environment. A teacher educates using instruction and explanations, usually in a formal
environment.
Q: Define effective mentoring or what separates effective mentoring from ineffective
mentoring?
A: To be effective a mentor should be a good listener, be present and have shared values with the
mentee. The mentor has to be willing to share the good and the bad. The mentee will gain
knowledge and value from all of the mentors experiences. The mentor needs to be honest and if
the mentoring relationship is not a good fit, be able to say so.
Q: How can someone become a more effective mentor? What skills do they need to have?
A: They have to be willing to share their knowledge and experience freely and help the mentee
discover their own wisdom by supporting and guiding them. The mentor needs to be open to
learning and growing along with the mentee as the partnership is a mutual and reciprocal
process.
Q: What recommendation can you make to help someone become a more effective mentor?
A: Mentors should continue to improve their knowledge base and skill set to be able to give as
much as they can to their mentee. The mentor needs to accept that the mentee will give as much
as they receive. They will bring new ideas and fresh perspective to the mentor.