Written by: Alberto Peraza Labrador, DDS, MSc
The student moves on, the professor remains—but a true mentor becomes the voice in your conscience long after the classroom fades.
Professor’s lives and careers have many challenges. Sometimes they remain in the same office for a long tenure and merely continue on their quest. However, in many cases, they might be moved to other academic areas. Administrative duties can increase. There are thoughts to leave for the private sector, with the promise of higher income, fewer restrictions on budgets, and discarding expanding layers of administrative roles. The devoted professor, though, stands by the essential purpose of education: teaching and mentorship. This passion fosters a desire to continue as a professor.
Dental institutions must rebalance their priorities, investing more in faculty positions than in administrative overhead, which is necessary, but they need to improve that proportion. A strong foundation of dedicated professors nurture clinical skill, ethical practice, and professional identity—the very pillars of dentistry. True progress lies not in paperwork but in people. When faculty are supported, and mentorship is prioritized, the entire institution thrives.
What influence can that person have on someone who is just starting in the academic setting and professional life? How can you check for a good mentor?
Where does mentorship start?
In the corridors of a dental university, mentorship is the pulse that sustains both academic excellence and human connection. For a professor, few moments rival the quiet joy of seeing a student thrive—mastering their craft, gaining confidence, and stepping into their future. It is in these successes that faculty find lasting fulfillment far beyond lectures or research. The student’s growth becomes the teacher’s reward.
Mentorship in a dental university is not just about passing on knowledge—it’s about cultivating a balanced and respectful work environment. A great mentor teaches not only technique but also empathy, communication, and how to navigate differences in culture, background, and personality. And those students are going to challenge you later. In doing so, they prepare students to lead with both competence and compassion. Balance in mentorship means fostering growth while honoring the individuality of each student and colleague.
What defines a great mentor?
Effective mentorship walks a fine line between care and overfamiliarity. A good mentor supports, guides, and listens—creating a safe space for growth—while maintaining clear professional boundaries. This balance protects both the student and the mentor, ensuring that encouragement doesn’t turn into dependency and objectivity remains intact. By focusing on the student’s goals, challenges, and progress rather than personal matters, mentorship stays rooted in respect, trust, and academic integrity.
There is always one professor, coach, or teacher—maybe from high school or university—who sees something in us before we see it in ourselves. They challenge us, support us, and push us not only to be better students but also to be better people. Their belief becomes a quiet strength we carry forward long after the grades are gone. They don’t just teach; they shape who we become.
Some professors carry silent battles—health challenges, personal struggles, unseen burdens—yet show up every day with purpose and integrity. They honor deadlines, lead research with discipline, and share their knowledge with sincerity. Their quiet strength teaches more than any textbook: it shows us what true professionalism looks like—committed, consistent, and deeply human.
To the professors who stay late after lectures, who review our research drafts for the third time, who teach us not just the science but the soul of our work—this is your tribute, too. You transform students into clinicians, instill ethics into decision-making, and light the spark of curiosity that fuels discovery. You are still learning, just in a more specific way.
To the professors who challenged, the peers who inspired, and all those who walked alongside future leaders—your humility, dedication, and commitment to creating a supportive and enriching environment are part of a living legacy that continues to drive academic excellence forward. Behind every major achievement, even Nobel Prizes, there are often many individuals working quietly, without fanfare. Yet, the impact of your mentorship endures. One day, a former student may spot you at a dinner, approach with a proud smile, and greet you with a heartfelt “Doctor”. You may not remember every name, but rest assured, the assignment was fulfilled.
Who was my inspiration?
One of my dearest mentors in life is John Wright, DDS, an oral pathologist with over 50 years of experience in the field, currently on the faculty at the Texas A&M College of Dentistry.
For someone so successful in life, it takes a remarkable degree of understanding and tolerance of different cultures, religions, scientific facts, opinions, and even politics. He possesses the rare ability to see beyond the surface, even if he often needs glasses to do so.
A thoughtful question arises: how does one build tolerance? In today’s world, it almost feels like a rare superpower. It begins with listening—not to reply, but to truly understand. It means respecting another person’s point of view, even when it differs from your own—something many find challenging yet essential for meaningful connection and growth. On the other hand, being open to having your biases challenged and accepting new knowledge is essential. As he often says, “Often wrong, never in doubt,” a quote attributed to Nels “Nelbert” Neimi, a lifelong river guide originally from Salem, Ore.
What seems like a simple moment is, in my opinion, one of life’s quiet lessons in tolerance—a reminder that sometimes, growth comes from staying silent, observing, and not fearing judgment. It’s in these small, humbling experiences that we learn to be more patient with ourselves and with others.
Being Dr. John means being practical. His most important gift to others is time, and that deserves a deeper explanation. It’s not just about giving time, but about teaching others how to manage it. His blend of structure and flexibility has enabled him to achieve multiple goals—building strong, healthy relationships with residents, colleagues, students, and, most notably, with his family and friends (and now with their dog, Dia). This approach is especially important in a field where power can sometimes lead to disrespect or ego.
For him, being truly productive isn’t just about publications or recognition—it’s about creating a non-toxic, safe work environment where dignity, humility, and collaboration thrive.
Sometimes, it feels as though he tries to maintain a certain distance, not out of coldness, but to preserve objectivity. Still, it is difficult to stay distant when you spend nearly 8 hours a day with the very people you call your mentors and students, sharing both knowledge and life lessons.
For him, efficiency isn’t a demand; it is a courtesy to others. And perhaps the clearest measure of his legacy isn’t found in titles or accolades, but in our achievements—the collective success of all the residents he has guided along the way.
The message
Let this chapter serve as a collective expression of gratitude to the many whose names may never be printed in journals but whose influence endures in every life they’ve touched.
I would like to conclude these lines with a collective term used in pathology: “Do you agree with the diagnosis?”
ABOUT THE AUTHOR
Dr. Peraza Labrador earned his dental degree from Carabobo University in Venezuela; oral surgery degree from the Javeriana University in Bogota, Colombia; Masters in Dental Sciences University from el Bosque, Colombia; and a Masters in Oral Biology from Texas A&M University. He is currently a 3rd year resident of oral and maxillofacial pathology at Texas A&M University. He can be reached at [email protected].
Disclosure: Dr. Peraza Labrador reports no disclosures.
FEATURED IMAGE CREDIT: Leolintang/Shutterstock.com.
