The ideal outcomes research mentor is someone who has a well-established research program, “technical” expertise in research methodology, an excellent track record of publications, independent research funding, and is well recognized in the field. Obviously, finding such a “perfect” mentor is challenging, if not impossible. As noted, it is therefore important to identify several different mentors who can fulfill each of these roles. Each aspect of this “ideal” mentor can substantially contribute to the mentee’s experience and their ability to become a future successful, independent outcomes researcher.

One aspect of an ideal mentor is “excellence” and “competency.” The mentor is the expert, experienced, and trusted individual who can impart knowledge and wisdom to the mentee. As such, mentees should ideally look for mentors who have a well-established research program and a proven track record in mentoring. Mentoring is a skill that is honed over time. Mentors who have successfully mentored other students or junior faculty in the past are more likely to be effective with new mentees. In addition, mentors who have an established research program often work with a wide group of other researchers and collaborators. By aligning yourself with an established researcher, the mentee is more likely to have access to these other individuals who in turn can participate in peer-mentoring or collaborative mentorship. These other types of mentorship can be very important. Some of the best advice and insight can often come from peer-to-peer mentorship or mentorship from a more junior faculty member who has a perspective/experience that is more similar to the trainee. While the mentee should seek out an experienced and senior mentor, a senior researcher may have more constraints on their time and may not always be accessible. As such, the mentee may be well served to seek out more “junior” or “up and coming” mentors who have more available time – not to mention enthusiasm and energy. Early career faculty members – assistant and associate professors – may have more time to spend with the mentee discussing career plans and may have better availability to help navigate problems faced by the mentee at the start of their outcomes research work. On the other hand, senior faculty members may have more experience in mentoring students, more connections within and outside the institution that can be leveraged to the mentee’s benefit. By identifying both senior and junior mentors, a mosaic of mentors can be used to optimally support the mentees burgeoning career.

By embedding yourself in a research group with an experienced mentor, the mentee can transition to independence over time and gradually decrease reliance on the mentor’s input. In certain circumstances, the approach can be tailored to the mentee’s previous training and abilities (Fig. 20.1). For example, someone with previous training in economics may be able to start exploring the cost-effectiveness of a certain intervention much sooner than a different mentee who lacks that prior training. For most surgical residents without previous training in research methods, a gradual and gentle introduction to the process of outcomes research is appropriate. A clear direction and focus can also be an important consideration when seeking a mentor. As a future independent outcomes researcher, it is critical to have an area of focus and develop a core knowledge basis around a topic or specific body of work. Although it is desirable to use multiple methodological approaches to work around a central theme, there is a tendency for some outcomes researchers to indulge in a wide variety of topics and methodologies – “chasing” various ideas or projects. The mentee would be better served to avoid research mentors who lack a consistent arc or trajectory to their work. A “scattered” or “shot-gun” approach to outcomes research that involves indiscriminate analyses of large databases should be avoided. In most instances, such research is not answering an important question, lacks an underlying hypothesis, and does not lead to a systematic body of work that the mentee can use to build on for a future independent research career.

Similar to how the resident in the operating room seeks mentorship from the “master” surgeon, the individual interested in outcomes research should seek a mentor who has methodological or “technical” expertise. Areas of expertise in outcomes research methodology may include the formulation of research questions, biostatistical or epidemiologic proficiency, or grantsmanship. In order to become an independent investigator the mentee needs to master a large number of concepts, techniques, and skills. Having a mentor who has skill in these different domains of outcomes research can be important. No resident would ever go into a basic science lab that is investigating the molecular genetics of cancer if the head of the lab had no or minimal knowledge in genetics! Similarly, when seeking a mentor in outcomes research, the mentee should seek a mentor that has a solid foundation in research methodology. Again, the mentee may need to find several mentors who have methodological expertise in different areas of outcomes research that may be of interest (e.g. comparative effectiveness, cost-analysis, survey instruments, decision-making, etc.). Whatever the area, the mentee will want to identify a mentor that has technical expertise in a certain methodological area so that the mentee can learn the appropriate application of this skill set to their research area. When the mentee has a problem or issue, having an experienced mentor can help avoid spending large amounts of time on “road blocks” or methodological “conundrums.” While mentees can sometimes identify mentors with methodological expertise by the mentor’s past participation in formal training programs or degrees from a School of Public Health, the mentee should also look at the potential mentor’s publication history. Prior published work from the mentor and his/her group can help the mentee identify areas of expertise on the part of the mentor, as well as help gauge whether there might be overlapping interests to facilitate a future mentor-mentee relationship.