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The history of medical education is built on apprenticeship. From Hippocrates’s followers to the medieval guilds to Harvey Cushing and William Osler, the concept of a novice gaining experience under the guidance of an expert is embedded in medicine. With many points of overlap with apprenticeship, receiving and providing mentorship is central to the profession of medicine. Mentorship is a professional relationship, where a more experienced individual shares wisdom (e.g. tacit knowledge that has been acquired through experience), guides, advocates, and champions a less experienced individual. In one review, between 19-93% of academic physicians reported being mentored. In this issue of CJEM, Fernando et al. describe the results of an on-line survey of Canadian emergency physicians (EPs) experience with mentorship during residency training. Developing as an emergency physician requires significant guidance. The objectives of mentorship programs in medicine include to: improve clinical practice, guide career development, promote retention, increase collaboration, promote organizational culture, develop professional networks, attract trainees to a specialty, increase success in academic promotion, provide specific project guidance, improve research success in grant acquisition and publication, improve academic writing, improve teaching practice, develop curricula, provide emotional support, foster gender equity and foster racial equity. Clearly, the goals of a mentoring relationship can be quite ambitious, but more likely, are tailored to the needs of a mentee. Of course, this presupposes that a mentee can clearly articulate and define their professional needs and appreciate the interconnected nature of some of the objectives described above. The classic archetype of mentorship is the dyad – Telemachus and Mentor (see Homer’s Odyssey, I’m very sorry) the novice and the expert. Among the many interesting findings from Fernando et al., hidden in Table 3 is data that indicates two-thirds of respondents had more than one mentor. This is an important and telling result; one that needs more. While the literature includes multiple mentoring models, including speed mentoring, group mentoring, and peer mentoring, among others, the most common, and often exclusive model is the dyad. Too frequently the assumption for mentees, mentors, and mentorship programs is that the complex nature of mentorship is best achieved through the full service, classic, dyad relationship. But, you don’t need a mentor; you need a board of directors.

You don’t need a mentor; you need a board of directors