Communication Between Students and Doctoral Supervisors Too Much of An Obstacle?

Communication between students and
doctoral supervisors
Too much of an obstacle?
Sanda-Maria Copotoiu
Scoala doctorala 2014
Issues
Communication as a means of going on (=

living/surviving) = utilitarian expression
of an acute and permanent need. Aims!
Means of communication between students
and doctoral supervisors
Quality of communication measured by the
desired outcome = efficiency . The Tg.Mures
survey
Communication
Emotional intelligence 4 branches
Perceiving emotions
Understanding
Managing
Facilitating thought
Mayer-Salovey _Caruso Emotional Intelligence Test MSCEIT, 202, Toronto
Emotional intelligence among the hottest

buzzwords in corporate America www.eiconsortium.org
PhD student
Further
study
Alter research
plan
Teacher/supervisor
INFORMATIO
N
Vision gap and/or

means
Dead-end
Frustration
Get along
Emotio
n
control
Emotional intelligence and it's correlation to

performance as a resident: a preliminary study
Talarico JF et al, J Clin Anesth, 2008; 20:84-89
No positive correlation between any facet of

emotional intelligence and resident
performance
EI as measured by the Bar-On EQ-I personal
inventory does not strongly correlate to resident
performance as defined at the University of
Pittsburgh
Yet, we are recruiting our PhD students by
intuitively assessing their EI!
Study suggestion
3 concomitant tests: MSCfit, TMMS, EQ-I

medical students EI typical above that of the
population of college-age adults
AAMC Association of American Medical Colleges
Report I on Medical School Objective Project
MSOP
Communication between medical schools
encourage dissemination + confrontation of
research data!
6
Study suggestion
Trait Meta Mood

Scale
Emotional
Quotient
Inventory
3 concomitant tests: MSCfit, TMMS, EQ-I

medical students EI typical above that of the
population of college-age adults
AAMC Association of American Medical Colleges

Report I on Medical School Objective Project
MSOP
Communication between medical schools
encourage dissemination + confrontation of
research data!
7
Scoala doctorala
Cluj 2014
2010
Communication = transactional process

filtering messages 3 plans
2
Student/teacher
Other Ph Students
own or foreign
Disseminationconfrontation
Lectures
Posters
Abstract
pub of
research
Public
debate
Implementatio
n
Results
Ist Plan of communication
Collegial discussions to pervade the relationship

Regular group meetings
group effort
informed peer
review
1x/ month
Private mentor trainee meetings

Macrina F.L. Scientific Integrity, ASM Press Washington, NY, 2005:49-50
Ist Plan of communication
cont
Private mentor trainee meetings

Structured communication is the key!
Informal chats
Prepared meetings with questions
P. Gosling, B. Nordam, Survival and Success in the Doctoral Years and Beyond, Springer
2006
Individual attention
Uninhibited communication
Critical analysis
Problem solving
The mentor needs to communicate a clear map of

expectations leading to a trainees academic
goals.
10
Mentors responsibilities
Providing trainees with relevant rules, regulations and

guidelines that apply to the conduct of research +
oversight and enforcement
Ensuring that the trainees are aware of and understand
relevant material
Role model in conducting research according to these
policies, rules and regulations
To provide a realistic appraisal of a trainees
performance
Alert to behavioral changes that might indicate
problems: stress, drug abuse, illness
To provide a meaningful training experience for the
trainee
11

relevant material
performance
trainee
12

relevant material
performance
trainee
13

relevant material
performance
trainee
14

relevant material
performance
trainee
15

relevant material
performance
trainee
16
Research laboratory experience should be at

all times a learning experience , engendering
appreciation of proper methods and conduct
and appropriate ethical considerations of all
those touched by the research
17
Trainees!
Must comply with rules and regulations as

observed directly or monitored indirectly by
the mentor
The breach of any established policy will come

to rest with the mentor as the individual with
overall responsibility for the laboratory group
18
Mentor Trainee relationship
= professional courtesy and trust in an

environment of collegiality
Monitoring the mentor / student relationship =
working together to create a Monthly Progress
Monitor e-mail at the end of every month.
19

and doctoral supervisors
E-mails useful, but not adequate, one needs

direct contact
Verbal and nonverbal cues, crucial to

establishing trust = the foundation of a strong
working relationship
Emoticons are not substitutes for real emotions

J . Hockley . Cambridge Journal of Education
20
Technology assisted person to person

communication sample
Student: :.
21

communicationsample
Student: :.
Mentor: :@
22

communicationsample
Student: :.
Mentor: :@
S:
:|
23

communicationsample
Student: :.
Mentor: :@
S:
:|
M:
IOHO
24

communicationsample
Student: :.
Mentor: :@
S:
:|
M:
IOHO
S:
8-O
25

communicationsample
Student: :.
Mentor: :@
S:
:|
M:
IOHO
S:
8-O
M:
:-)
26

communicationsample
Student: :.
Mentor: :@
S:
:|
M:
IOHO
S:
8-O
M:
:-)
S:
:- {}
If you understand this, then d:-0
27

communicationsample
Student: :.
crying
Mentor: :@
What?
S:
:|
sad
M:
IOHO In my humble opinion
S:
8-O
Oh my God!
M:
:-)
S:
:- {}
Blowing a kiss
If you understand this, then d:-0 Hats off to you!

28

and doctoral supervisors cont
Asking relevant questions + documenting =

the counseling dimension of the supervisor
has to be regulated by further erection of
boundaries, having the potential for negative
impact upon intellectual involvement with
students.
J . Hockley . Cambridge Journal of Education
Intrusion!?
29
30
Quality of communication
The Tg.Mures Survey
Questions to the mentors
Are you satisfied with the communication with
your PhD students? Give a mark from 1 to 10, 10 scoring
1.
the best.
Which is the preferred means of communication

with your students?
2.
a.
Verbal
a.
b.
c.
b.
Written
a.
b.
c.
31
face to face
Phone
messenger
E-mail
Paper letters
Other - specify
Questions to the mentors

3. How many PhD students did you supervise until
now?
4. How many students do you mentor right now?
5. How many of your PhD students are
Residents
Specialists
Consultants
Other specify
6. Did you alter the research plan of your PhD

Students?
Yes, I frequently do
b. Yes, because sometimes it was necessary
c. No, never
+ 6 other questions on communication
a.
32
Results of the Tg.Mures survey on mentor

PhD student communication
Number of questionnaires sent: 61
Veteran mentors over 10 years of mentorship

-18
Rate response:
33
Fresh mentors <5 years: 14
Satisfaction as to the communication with

the PhD students
Grafic cu notele de la 1 la 10
34
The preferred means of communication
35
The incidence of alterations of the research

plans
36
The causes that led to alterations of the initial

research plans
37
Whose initiative was to alter the initial

research plans?
38
Is communication an inborn quality, a talent

or has it to be taught?
39
40
Do you think that a plan of action to educate

communication abilities would be useful?
Do you think the initiative of such an action

plan is way too late?
41
Choosing the appropriate motivation to build

an action plan
A broad perspective on education of communication
skills in the form of an international consensus
statement
Providing a clear sampling of institutional based goals

and objectives, part of the teaching process and of the
evolution strategies.
Other motivations
The perspective of using this communication
improvement in other domains: the patient-doctor
relationship, the scientific speech, the art of
conversation, etc.
42
Conclusions
The senior mentors tend to disregard surveys,

probably due to a near retirement less interest,
or due to inabilities to comply with computerbased communication
Procrastination is an impediment to response:
face to face demand usually works.
Figures tell us that communication is still a
problem.
43
There has to be progress as a result of

mentorship
44

Communication Between Students and Doctoral Supervisors Too Much of An Obstacle?

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Communication between students and

Scoala doctorala 2014

Communication as a means of going on (=

Scoala doctorala 2014

Emotional intelligence 4 branches

Mayer-Salovey _Caruso Emotional Intelligence Test MSCEIT, 202, Toronto

Scoala doctorala 2014

Emotional intelligence among the hottest

Vision gap and/or

Scoala doctorala 2014

Emotional intelligence and it's correlation to

No positive correlation between any facet of

Scoala doctorala 2014

3 concomitant tests: MSCfit, TMMS, EQ-I

Scoala doctorala 2014

Trait Meta Mood

3 concomitant tests: MSCfit, TMMS, EQ-I

AAMC Association of American Medical Colleges

Communication = transactional process

Ist Plan of communication

Collegial discussions to pervade the relationship

Private mentor trainee meetings

Scoala doctorala 2014

Ist Plan of communication

Private mentor trainee meetings

The mentor needs to communicate a clear map of

Scoala doctorala 2014

Providing trainees with relevant rules, regulations and

Scoala doctorala 2014

Providing trainees with relevant rules, regulations and

Scoala doctorala 2014

Providing trainees with relevant rules, regulations and

Scoala doctorala 2014

Providing trainees with relevant rules, regulations and

Scoala doctorala 2014

Providing trainees with relevant rules, regulations and

Scoala doctorala 2014

Providing trainees with relevant rules, regulations and

Scoala doctorala 2014

Research laboratory experience should be at

Scoala doctorala 2014

Must comply with rules and regulations as

The breach of any established policy will come

Scoala doctorala 2014

Mentor Trainee relationship

= professional courtesy and trust in an

Scoala doctorala 2014

Means of communication between students

E-mails useful, but not adequate, one needs

Verbal and nonverbal cues, crucial to

Emoticons are not substitutes for real emotions

Scoala doctorala 2014

Technology assisted person to person

Scoala doctorala 2014

Technology assisted person to person

Scoala doctorala 2014

Technology assisted person to person

Scoala doctorala 2014

Technology assisted person to person

Scoala doctorala 2014

Technology assisted person to person

Scoala doctorala 2014