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Arch Pediatr Adolesc Med. 1999;153:1015-1016.

	Since this article does not have an abstract, we have provided the first 150 words of the full text and any section headings.

IN PREPARING my talk for the 1998 Research Award of the Ambulatory Pediatric Association, I tried to consider what it meant to be an effective preceptor of trainees who are conducting research. I reflected in part on the many ways that I have been helped to be a good researcher and in part on what I have tried to accomplish in helping others as they have begun their careers in research.

Figure appears in full text version. John M. Leventhal, MD

Researchers take special pleasure in asking answerable questions, meeting the challenges of designing and conducting rigorous studies, and appreciating the importance of advancing knowledge about child health. They also have the privilege of supervising many trainees—fellows and medical students and an occasional resident—from inception to completion of a research project, and it is this topic of precepting, supervising, or advising that is the subject of this editorial.

Of course, researchers do not develop de novo . . . [Full Text of this Article]

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