Accepted Manuscript David Sackett’s legacy includes evidence-based mentorship Sharon E. Straus, R. Brian Haynes PII:
S0895-4356(16)00151-7
DOI:
10.1016/j.jclinepi.2016.02.015
Reference:
JCE 9108
To appear in:
Journal of Clinical Epidemiology
Received Date: 26 January 2016 Accepted Date: 18 February 2016
Please cite this article as: Straus SE, Haynes RB, David Sackett’s legacy includes evidence-based mentorship, Journal of Clinical Epidemiology (2016), doi: 10.1016/j.jclinepi.2016.02.015. This is a PDF file of an unedited manuscript that has been accepted for publication. As a service to our customers we are providing this early version of the manuscript. The manuscript will undergo copyediting, typesetting, and review of the resulting proof before it is published in its final form. Please note that during the production process errors may be discovered which could affect the content, and all legal disclaimers that apply to the journal pertain.
ACCEPTED MANUSCRIPT
David Sackett’s legacy includes evidence-based mentorship Sharon E. Straus, R. Brian Haynes
RI PT
Word count:
Dr. David L. Sackett has touched the lives of thousands of people worldwide, creating an
SC
enduring legacy. He was an extraordinary clinician, scientist, mentor and teacher and his
contributions to each of these domains are immense. He mentored hundreds of people who
M AN U
subsequently developed their own independent research careers. His unfailing support and generosity are well known. He was a role model for mentorship and his enthusiasm and
TE D
commitment to trainees was an inspiration to all who came into contact with him.
In Dave’s own words,[1] he used the following definition of mentoring as ‘a process whereby an experienced, highly regarded, empathetic person (the mentor) guides another (usually younger or
EP
more junior) individual (the mentee) in the development and re-examination of their own ideas, learning, and personal and professional development. The mentor, who often (but not
AC C
necessarily) works in the same organization or field as the mentee, achieves this by listening or talking in confidence to the mentee.’ [2]
Mentorship is an important relationship and successful mentorship has been linked to mentee career choices, faculty advancement, research productivity, faculty retention, and overall wellbeing and job satisfaction.[3,4] We are fortunate to be David Sackett’s mentees and we not only
1
ACCEPTED MANUSCRIPT
benefited from learning clinical epidemiology from him but also gained knowledge about effective mentoring. Brian first met Dave in 1972, when Dave gave a talk at the University of Toronto titled “Is Health Care Researchable?” and its timely positive message set in motion the
RI PT
training (as one of Dave’s first graduate students), mentorship (lifelong) and work that became Brian’s career. Sharon was Dave’s first research fellow at the University of Oxford and
subsequently wrote a book on mentorship with Dave[5]. In this article, we want to share some of
M AN U
SC
the mentorship lessons we learned from Dave, through his actions and words.
1. Infect the young
At the time of Dave’s 1972 U of T talk on health care research methods, Brian was an intern in internal medicine at the Toronto General Hospital, and avidly looking for training in research
TE D
methods to address the myriad of unanswered questions that arise in clinical practice. With Dave as the vector, Brian was a willing “victim”, and then became witness to so many others, typically young health care practitioners (of any kind) looking for a career that combined research with
EP
clinical practice, won over by Dave’s infectious enthusiasm and mentorship, all reinforced by his
AC C
creative and seminal research projects, virtually all of which were widely collaborative.
Dave was recruited to the University of Oxford in 1994 to establish the Centre for EvidenceBased Medicine. John Stein, a Fellow and Tutor at Magdalen College, approached Dave to lead a seminar for medical students to illustrate the link between their education and patient care. At that time, the medical students spent huge amounts of their training in seminars and lectures without patient involvement. This initial seminar led Dave and Sharon to begin a weekly seminar 2
ACCEPTED MANUSCRIPT
during term at Magdalen, whereby we discussed patient scenarios and illustrated how to use evidence in clinical decision making to optimise patient care. Our seminar room was a lovely, old room with wood paneling and a stone fireplace – excellent for teaching students how to
RI PT
percuss, although we often had to compete with the choir that rehearsed in the chapel across the hall from us. It was terrific to see the students’ enthusiasm, leading many of them to join us on rounds on our inpatient clinical team. Dave highlighted that everything begins and ends with
2. Provide opportunities
M AN U
SC
patients, a lesson Brian and I continue to use in our own teaching.
Dave consistently sought to provide his trainees and faculty colleagues with opportunities, whether this was research projects (theirs and his), speaking at meetings, writing up research for
TE D
publication, co-writing commentaries and peer reviews, or co-teaching workshops. He used these opportunities as strategies for the mentee to develop skills and to establish a career profile. He was thoughtful about removing his name from publications to highlight the mentee’s role and
EP
to facilitate their career development, stating that he did not need the accolades or acknowledgements and that it was the mentee’s time to shine! This altruism is rare in academic
AC C
medicine but is a key strategy for effective mentorship. He also demonstrated enthusiastic support for his mentees with any of their accomplishments. When one of his mentees published a paper, obtained a grant, received a thank you note from a patient, or delivered an education session, no one was more vocal in their support and enthusiasm than Dave.
3
ACCEPTED MANUSCRIPT
He made a point to introduce trainees to established academics, thereby providing networking opportunities. For example, Dave frequently took the train from Oxford to London for various meetings and would often invite Sharon along to meet with whoever was attending the meeting
RI PT
with him including Doug Altman, Iain Chalmers and Muir Gray1. These were terrific
opportunities to be exposed to these amazingly accomplished individuals, while making it
informal so the mentee felt comfortable. Moreover, he illustrated how mentees can and should
SC
reach out to very senior, well-established people to ask for advice, the worst case scenario being that they say no. He also used these discussions as opportunities to demonstrate that the mentee
M AN U
should be in the drivers’ seat in the mentoring relationship and thus be responsible for establishing the priorities, maintaining a commitment to the relationship and being accountable.
TE D
3. Celebrate knowledge gaps
Dave was a general internist and attended as a staff physician on the inpatient medicine units in Hamilton, Ontario and later in his career, in Oxford. On clinical rounds, Dave demonstrated that
EP
the 3 most important words in medical education are ‘I don’t know’ because this is where the learning starts. After we have identified a clinical question, we can do a literature search to see if
AC C
the question has an answer, which will then inform clinical care. If it doesn’t have an answer, it becomes a potential research question. Dave role modelled this behaviour on the clinical teaching unit and it was very powerful for trainees to see a senior, well-established consultant admit he didn’t know the answer to something and to offer to ‘fill an educational prescription’.[6] An educational prescription is a written document that Dave used to record a
1
And, if I wasn’t attending the meeting with him, Dave would tell me to have a fun day in London and always checked to make sure I had money and a return ticket – a full-service mentor!
4
ACCEPTED MANUSCRIPT
question (including the ‘PICO2’ elements). The prescription was useful because it served as a reminder about the question, who posed it and when it was to be answered. He demonstrated through his actions, how privileged we are to be lifelong learners. In Oxford, this led directly to
RI PT
creating and testing the evidence cart3, to show how evidence could be used to quickly fill these
SC
gaps in clinical decision making.[7]
His approach also highlighted the critical link between patient care and research. He advocated
M AN U
the need for patient-oriented research (foreshadowing initiatives such as PCORI in the US and SPOR in Canada[8,9]) and highlighted how critical it was for clinical researchers to develop research skills to be able to answer these complex questions. Dave was a generalist in his clinical work and in his research methods – ensuring that any question that came up could be matched to
TE D
an appropriate research design. He also advocated that clinicians can be brilliant observers but we also need to be ‘well-trained experimenters’. Observation by itself provides insufficient
EP
evidence of efficacy.
AC C
4. Manage your time to match your priorities If anyone reading this article hasn’t read Dave’s paper on the determinants of academic success[10], we encourage you to do so. Dave highlighted the importance of time management in 2
Population, Intervention, Comparison, Outcome In 1996, Dave and Sharon felt the long-term solution to our challenge to bring evidence to the point of care was hand-held computers ‘radio-linked’ to the evidence, but this technology was in its infancy. In the interim, we wanted to see if an ‘Evidence Cart’ might provide a short-term solution. In particular, we were interested in assessing whether it was feasible to find and apply evidence using an Evidence Cart during clinical rounds and we commissioned a carpenter to build a trolley for us to house a laptop computer (with various evidence resources), a printer, and LCD projector.[7]
3
5
ACCEPTED MANUSCRIPT
his article. He role modelled this in his interactions with mentees through strategies such as ‘blocking off writing time’ ensuring that one day per week was dedicated to writing papers. This time wasn’t to be used for writing emails or grants or editing other authors’ manuscripts. Dave
RI PT
noted that writing time was often the first thing that academics ‘let slide’– but publications are our academic ‘currency’ and it is critical that we focus on this activity to ensure our research is
SC
disseminated.
M AN U
Dave advocated the use of 5 lists to help with time management and productivity. List 1 is the things that you’re doing that you want to quit. List 2 is the things that people have just asked you to do that you want to say no to. List 3 is the things that you are doing that you want to keep doing. List 4 is the things that you would like to do that you’re not doing. And, List 5 includes
TE D
strategies for achieving a better balance across these lists by shortening List 1 and 2, and lengthening List 4 over the coming 6 months. One of the key strategies for achieving balance is learning how to say ‘no’ – a skill that many junior academics struggle to develop. With Andy
AC C
mentees.[11]
EP
Oxman, Dave wrote a useful approach to how to say no, providing tips for mentors and
When demonstrating use of the ‘5 lists’ Dave also showed that the role of the mentor is to ask questions and provide guidance, not tell the mentee what to do. One of the last conversations Sharon had with Dave before his death included a discussion around a potential career opportunity and the first thing that he asked was, ‘what’s on your lists?’ which quickly focused the necessary decision making.
6
ACCEPTED MANUSCRIPT
5. Inject fun into everything
RI PT
Being an academic clinician is a privilege and a joy. Dave showed how to have fun in everything we do – from driving a steam train to giving shocking pink “victory ties” to fellow investigators in a stroke prevention trial stopped early for clear and substantial benefit.
SC
He recognised that it was tempting for academics to be negatively impacted by rejection as we all struggle with our response when a grant or a manuscript is rejected or a teaching session
M AN U
didn’t go as well as we wanted. He saw these experiences resulting in paralysis – academics fearing failure and thus not trying; and in cynicism – academics becoming negative in their responses and interactions with others (e.g. if I failed at this, you will too! If I had to go through this, you do too!) He was quick to highlight these behaviours and their consequences, and stated
TE D
that if we stop feeling the joy in what we do, it was time to do something else!
EP
6. Strive for work-life balance
Because we love what we do, it is terribly easy for us to get caught up in our career to the extent
AC C
that we neglect other aspects of our life. Dave advocated for ensuring we attend to this balance. When Sharon first arrived in Oxford to complete her fellowship with Dave, he invited her to dinner at a local pub (which became a frequent home for follow up chats!) where she was introduced to Barbara Sackett. Dave was generous in inviting his mentees into his home and Barbara immediately took us into her circle. She highlighted the importance of family, friends, work/life balance, honesty and integrity. Even after retiring from clinical practice and research, Dave and Barbara continued to contribute their time and energy to support junior colleagues as 7
ACCEPTED MANUSCRIPT
they launched their careers. Dave created workshops focused on trial methodology for trainees and junior clinicians, which he and Barbara hosted in their home. These workshops were opportunities to develop trial protocols with a master methodologist and interact with peers from
RI PT
around the world.
SC
In his final interview, just before his death, [1], Dave said, “Over the past 46 years I reckon I have mentored over 300 aspiring academics, some for as little as a year and others for decades.
M AN U
It has been the most fulfilling element of my career.” We are both proud and honoured to have had Dave as a mentor, colleague, and friend. It was an amazing privilege to learn from him and
AC C
EP
TE D
to be part of his ‘trainee legacy’.
8
ACCEPTED MANUSCRIPT
References
AC C
EP
TE D
M AN U
SC
RI PT
1. David L Sackett: Interview in 2014 and 2015, http://fhs.mcmaster.ca/ceb/docs/David_L_Sackett_Interview_in_2014_2015.pdf, accessed January 16, 2016. 2. Standing Committee on Postgraduate Medical and Dental Education. Supporting doctors and dentists at work: An enquiry into mentoring. 1998. www.mcgl.dircon.co.uk/scopme/mentor5.pdf. Accessed 16 January, 2016. 3. Sambunjak D, Straus SE, Marusic A. Mentoring in academic medicine: a systematic review. JAMA 2006;296:1103-15. 4. Sambunjak D, Straus SE, Marusic A. A systematic review of qualitative research on the meaning and characteristics of mentoring in academic medicine. J Gen Intern Med 2010;25:72-8. 5. Mentorship in academic medicine. Straus SE, Sackett DL. Wiley Blackwell, Oxford 2014. 6. Evidence-based medicine: How to practice and teach it. Straus SE, Glasziou P, Richardson WS, Haynes RB. Elsevier, Edinburg, 2009. 7. Sackett DL, Straus SE. Finding and applying evidence during clinical rounds: the ‘evidence cart’ JAMA 1998;280:1336-8. 8. www.pcori.org Accessed 16 Jan 2016. 9. http://www.cihr-irsc.gc.ca/e/41204.html, Accessed 16 Jan 2016. 10. Sackett DL. On the determinants of academic success as a clinician scientist, Clin Invest Med 2001;24:2. 11. Oxman AD, Sackett DL. Clinician trialist rounds, Ways to advance your career by saying ‘no’ – part 3. How to say no nicely. Clin Trials 2013;10:340-3.
9
S0895-4356(16)00151-7
DOI:
10.1016/j.jclinepi.2016.02.015
Reference:
JCE 9108
To appear in:
Journal of Clinical Epidemiology
Received Date: 26 January 2016 Accepted Date: 18 February 2016
Please cite this article as: Straus SE, Haynes RB, David Sackett’s legacy includes evidence-based mentorship, Journal of Clinical Epidemiology (2016), doi: 10.1016/j.jclinepi.2016.02.015. This is a PDF file of an unedited manuscript that has been accepted for publication. As a service to our customers we are providing this early version of the manuscript. The manuscript will undergo copyediting, typesetting, and review of the resulting proof before it is published in its final form. Please note that during the production process errors may be discovered which could affect the content, and all legal disclaimers that apply to the journal pertain.
ACCEPTED MANUSCRIPT
David Sackett’s legacy includes evidence-based mentorship Sharon E. Straus, R. Brian Haynes
RI PT
Word count:
Dr. David L. Sackett has touched the lives of thousands of people worldwide, creating an
SC
enduring legacy. He was an extraordinary clinician, scientist, mentor and teacher and his
contributions to each of these domains are immense. He mentored hundreds of people who
M AN U
subsequently developed their own independent research careers. His unfailing support and generosity are well known. He was a role model for mentorship and his enthusiasm and
TE D
commitment to trainees was an inspiration to all who came into contact with him.
In Dave’s own words,[1] he used the following definition of mentoring as ‘a process whereby an experienced, highly regarded, empathetic person (the mentor) guides another (usually younger or
EP
more junior) individual (the mentee) in the development and re-examination of their own ideas, learning, and personal and professional development. The mentor, who often (but not
AC C
necessarily) works in the same organization or field as the mentee, achieves this by listening or talking in confidence to the mentee.’ [2]
Mentorship is an important relationship and successful mentorship has been linked to mentee career choices, faculty advancement, research productivity, faculty retention, and overall wellbeing and job satisfaction.[3,4] We are fortunate to be David Sackett’s mentees and we not only
1
ACCEPTED MANUSCRIPT
benefited from learning clinical epidemiology from him but also gained knowledge about effective mentoring. Brian first met Dave in 1972, when Dave gave a talk at the University of Toronto titled “Is Health Care Researchable?” and its timely positive message set in motion the
RI PT
training (as one of Dave’s first graduate students), mentorship (lifelong) and work that became Brian’s career. Sharon was Dave’s first research fellow at the University of Oxford and
subsequently wrote a book on mentorship with Dave[5]. In this article, we want to share some of
M AN U
SC
the mentorship lessons we learned from Dave, through his actions and words.
1. Infect the young
At the time of Dave’s 1972 U of T talk on health care research methods, Brian was an intern in internal medicine at the Toronto General Hospital, and avidly looking for training in research
TE D
methods to address the myriad of unanswered questions that arise in clinical practice. With Dave as the vector, Brian was a willing “victim”, and then became witness to so many others, typically young health care practitioners (of any kind) looking for a career that combined research with
EP
clinical practice, won over by Dave’s infectious enthusiasm and mentorship, all reinforced by his
AC C
creative and seminal research projects, virtually all of which were widely collaborative.
Dave was recruited to the University of Oxford in 1994 to establish the Centre for EvidenceBased Medicine. John Stein, a Fellow and Tutor at Magdalen College, approached Dave to lead a seminar for medical students to illustrate the link between their education and patient care. At that time, the medical students spent huge amounts of their training in seminars and lectures without patient involvement. This initial seminar led Dave and Sharon to begin a weekly seminar 2
ACCEPTED MANUSCRIPT
during term at Magdalen, whereby we discussed patient scenarios and illustrated how to use evidence in clinical decision making to optimise patient care. Our seminar room was a lovely, old room with wood paneling and a stone fireplace – excellent for teaching students how to
RI PT
percuss, although we often had to compete with the choir that rehearsed in the chapel across the hall from us. It was terrific to see the students’ enthusiasm, leading many of them to join us on rounds on our inpatient clinical team. Dave highlighted that everything begins and ends with
2. Provide opportunities
M AN U
SC
patients, a lesson Brian and I continue to use in our own teaching.
Dave consistently sought to provide his trainees and faculty colleagues with opportunities, whether this was research projects (theirs and his), speaking at meetings, writing up research for
TE D
publication, co-writing commentaries and peer reviews, or co-teaching workshops. He used these opportunities as strategies for the mentee to develop skills and to establish a career profile. He was thoughtful about removing his name from publications to highlight the mentee’s role and
EP
to facilitate their career development, stating that he did not need the accolades or acknowledgements and that it was the mentee’s time to shine! This altruism is rare in academic
AC C
medicine but is a key strategy for effective mentorship. He also demonstrated enthusiastic support for his mentees with any of their accomplishments. When one of his mentees published a paper, obtained a grant, received a thank you note from a patient, or delivered an education session, no one was more vocal in their support and enthusiasm than Dave.
3
ACCEPTED MANUSCRIPT
He made a point to introduce trainees to established academics, thereby providing networking opportunities. For example, Dave frequently took the train from Oxford to London for various meetings and would often invite Sharon along to meet with whoever was attending the meeting
RI PT
with him including Doug Altman, Iain Chalmers and Muir Gray1. These were terrific
opportunities to be exposed to these amazingly accomplished individuals, while making it
informal so the mentee felt comfortable. Moreover, he illustrated how mentees can and should
SC
reach out to very senior, well-established people to ask for advice, the worst case scenario being that they say no. He also used these discussions as opportunities to demonstrate that the mentee
M AN U
should be in the drivers’ seat in the mentoring relationship and thus be responsible for establishing the priorities, maintaining a commitment to the relationship and being accountable.
TE D
3. Celebrate knowledge gaps
Dave was a general internist and attended as a staff physician on the inpatient medicine units in Hamilton, Ontario and later in his career, in Oxford. On clinical rounds, Dave demonstrated that
EP
the 3 most important words in medical education are ‘I don’t know’ because this is where the learning starts. After we have identified a clinical question, we can do a literature search to see if
AC C
the question has an answer, which will then inform clinical care. If it doesn’t have an answer, it becomes a potential research question. Dave role modelled this behaviour on the clinical teaching unit and it was very powerful for trainees to see a senior, well-established consultant admit he didn’t know the answer to something and to offer to ‘fill an educational prescription’.[6] An educational prescription is a written document that Dave used to record a
1
And, if I wasn’t attending the meeting with him, Dave would tell me to have a fun day in London and always checked to make sure I had money and a return ticket – a full-service mentor!
4
ACCEPTED MANUSCRIPT
question (including the ‘PICO2’ elements). The prescription was useful because it served as a reminder about the question, who posed it and when it was to be answered. He demonstrated through his actions, how privileged we are to be lifelong learners. In Oxford, this led directly to
RI PT
creating and testing the evidence cart3, to show how evidence could be used to quickly fill these
SC
gaps in clinical decision making.[7]
His approach also highlighted the critical link between patient care and research. He advocated
M AN U
the need for patient-oriented research (foreshadowing initiatives such as PCORI in the US and SPOR in Canada[8,9]) and highlighted how critical it was for clinical researchers to develop research skills to be able to answer these complex questions. Dave was a generalist in his clinical work and in his research methods – ensuring that any question that came up could be matched to
TE D
an appropriate research design. He also advocated that clinicians can be brilliant observers but we also need to be ‘well-trained experimenters’. Observation by itself provides insufficient
EP
evidence of efficacy.
AC C
4. Manage your time to match your priorities If anyone reading this article hasn’t read Dave’s paper on the determinants of academic success[10], we encourage you to do so. Dave highlighted the importance of time management in 2
Population, Intervention, Comparison, Outcome In 1996, Dave and Sharon felt the long-term solution to our challenge to bring evidence to the point of care was hand-held computers ‘radio-linked’ to the evidence, but this technology was in its infancy. In the interim, we wanted to see if an ‘Evidence Cart’ might provide a short-term solution. In particular, we were interested in assessing whether it was feasible to find and apply evidence using an Evidence Cart during clinical rounds and we commissioned a carpenter to build a trolley for us to house a laptop computer (with various evidence resources), a printer, and LCD projector.[7]
3
5
ACCEPTED MANUSCRIPT
his article. He role modelled this in his interactions with mentees through strategies such as ‘blocking off writing time’ ensuring that one day per week was dedicated to writing papers. This time wasn’t to be used for writing emails or grants or editing other authors’ manuscripts. Dave
RI PT
noted that writing time was often the first thing that academics ‘let slide’– but publications are our academic ‘currency’ and it is critical that we focus on this activity to ensure our research is
SC
disseminated.
M AN U
Dave advocated the use of 5 lists to help with time management and productivity. List 1 is the things that you’re doing that you want to quit. List 2 is the things that people have just asked you to do that you want to say no to. List 3 is the things that you are doing that you want to keep doing. List 4 is the things that you would like to do that you’re not doing. And, List 5 includes
TE D
strategies for achieving a better balance across these lists by shortening List 1 and 2, and lengthening List 4 over the coming 6 months. One of the key strategies for achieving balance is learning how to say ‘no’ – a skill that many junior academics struggle to develop. With Andy
AC C
mentees.[11]
EP
Oxman, Dave wrote a useful approach to how to say no, providing tips for mentors and
When demonstrating use of the ‘5 lists’ Dave also showed that the role of the mentor is to ask questions and provide guidance, not tell the mentee what to do. One of the last conversations Sharon had with Dave before his death included a discussion around a potential career opportunity and the first thing that he asked was, ‘what’s on your lists?’ which quickly focused the necessary decision making.
6
ACCEPTED MANUSCRIPT
5. Inject fun into everything
RI PT
Being an academic clinician is a privilege and a joy. Dave showed how to have fun in everything we do – from driving a steam train to giving shocking pink “victory ties” to fellow investigators in a stroke prevention trial stopped early for clear and substantial benefit.
SC
He recognised that it was tempting for academics to be negatively impacted by rejection as we all struggle with our response when a grant or a manuscript is rejected or a teaching session
M AN U
didn’t go as well as we wanted. He saw these experiences resulting in paralysis – academics fearing failure and thus not trying; and in cynicism – academics becoming negative in their responses and interactions with others (e.g. if I failed at this, you will too! If I had to go through this, you do too!) He was quick to highlight these behaviours and their consequences, and stated
TE D
that if we stop feeling the joy in what we do, it was time to do something else!
EP
6. Strive for work-life balance
Because we love what we do, it is terribly easy for us to get caught up in our career to the extent
AC C
that we neglect other aspects of our life. Dave advocated for ensuring we attend to this balance. When Sharon first arrived in Oxford to complete her fellowship with Dave, he invited her to dinner at a local pub (which became a frequent home for follow up chats!) where she was introduced to Barbara Sackett. Dave was generous in inviting his mentees into his home and Barbara immediately took us into her circle. She highlighted the importance of family, friends, work/life balance, honesty and integrity. Even after retiring from clinical practice and research, Dave and Barbara continued to contribute their time and energy to support junior colleagues as 7
ACCEPTED MANUSCRIPT
they launched their careers. Dave created workshops focused on trial methodology for trainees and junior clinicians, which he and Barbara hosted in their home. These workshops were opportunities to develop trial protocols with a master methodologist and interact with peers from
RI PT
around the world.
SC
In his final interview, just before his death, [1], Dave said, “Over the past 46 years I reckon I have mentored over 300 aspiring academics, some for as little as a year and others for decades.
M AN U
It has been the most fulfilling element of my career.” We are both proud and honoured to have had Dave as a mentor, colleague, and friend. It was an amazing privilege to learn from him and
AC C
EP
TE D
to be part of his ‘trainee legacy’.
8
ACCEPTED MANUSCRIPT
References
AC C
EP
TE D
M AN U
SC
RI PT
1. David L Sackett: Interview in 2014 and 2015, http://fhs.mcmaster.ca/ceb/docs/David_L_Sackett_Interview_in_2014_2015.pdf, accessed January 16, 2016. 2. Standing Committee on Postgraduate Medical and Dental Education. Supporting doctors and dentists at work: An enquiry into mentoring. 1998. www.mcgl.dircon.co.uk/scopme/mentor5.pdf. Accessed 16 January, 2016. 3. Sambunjak D, Straus SE, Marusic A. Mentoring in academic medicine: a systematic review. JAMA 2006;296:1103-15. 4. Sambunjak D, Straus SE, Marusic A. A systematic review of qualitative research on the meaning and characteristics of mentoring in academic medicine. J Gen Intern Med 2010;25:72-8. 5. Mentorship in academic medicine. Straus SE, Sackett DL. Wiley Blackwell, Oxford 2014. 6. Evidence-based medicine: How to practice and teach it. Straus SE, Glasziou P, Richardson WS, Haynes RB. Elsevier, Edinburg, 2009. 7. Sackett DL, Straus SE. Finding and applying evidence during clinical rounds: the ‘evidence cart’ JAMA 1998;280:1336-8. 8. www.pcori.org Accessed 16 Jan 2016. 9. http://www.cihr-irsc.gc.ca/e/41204.html, Accessed 16 Jan 2016. 10. Sackett DL. On the determinants of academic success as a clinician scientist, Clin Invest Med 2001;24:2. 11. Oxman AD, Sackett DL. Clinician trialist rounds, Ways to advance your career by saying ‘no’ – part 3. How to say no nicely. Clin Trials 2013;10:340-3.
9
