Of course, there are gaps between the ideal mentoring relationship and the actual ones. Since the relationship is extremely personal, many deviations from the ideal can be personal and idiosyncratic in nature. But because of the institutional framework common to most mentoring relationships, systemic issues can also arise. More intense scientific competition, an increase in the roles of researchers in science and industry, instrumentation requirements for scientific teaching and research – all this is part of the new research environment and must be taken into account in the training of each new researcher. Liars showed significant progress after completing 32-68% [median: 62%] of the planned QMS action steps in their labs. In terms of the perceived value of the program, we found strong evidence that laboratory mentoring improves laboratory quality by promoting accountability for QMS implementation, raising awareness of the importance of QMS, and fostering collaborative problem solving. In a recently published paper on the role and nature of the thesis, the Conseil des écoles supérieures makes several recommendations on higher education and the mentoring relationship, including the conclusion of a prior written agreement on data access and intellectual property rights in collaborative research between the mentor and the trainee; Increase the availability of information on other doctoral students and their academic advisors and mentors for new doctoral students to support their selection process; Preparation of textbooks for teachers and students with guidelines to clarify mutual expectations and obligations in higher education and thesis research; and monitor doctoral students` progress more closely by department.43 Ideally, mentors would be expected to succeed in various categories, and this is often the case. However, there is concern about situations where the mentor abuses a relationship with the intern in a way that violates basic standards of professional integrity and situations that prevent the mentor from providing appropriate training and advice. These situations can result from personal factors such as emotional stress, substance abuse or discriminatory practices. Or they may result from environmental factors that foster a climate in which mentoring becomes a secondary or tertiary responsibility. The Regional Mentorship Program for Influenza Diagnostic Laboratories in Southeast Europe serves as the first proof of concept to achieve significant success when high-quality implementation programs provide mentorship.
We found that 61% of the planned action steps were completed after 1 year. The mentorship program improved accountability for the implementation of planned actions and raised awareness of the importance of quality management processes in a laboratory that goes beyond the influenza laboratory. In addition, mentees and mentors viewed the mentorship program as beneficial in removing barriers to improving laboratory quality, and stakeholders were satisfied with the progress made. Since the start of the mentorship program, work “B” has received NIC recognition, while two other labs have made significant progress and are expected to be recognized for 2018 (Lab “F”) and the first quarter of 2019 (Lab “D” and “E”). In the meantime, NIC Albania retains the WHO ANNUAL RECOGNITION STATUS. In response, CDC and APHL launched a new mentorship program with ten countries in the Africa region. Based on the experience gained from this evaluation, laboratory capacity assessments and training in LQSI tools continue to assist in the development of measures. To improve the program, they introduced a standardized template to support regular reporting on progress and challenges, including specific elements for NIC requirements, and a collaborative online platform with shared resources. .