TRIBUTE

 

The 6th UCT Bongani Mayosi Memorial Lecture: Fostering evidence-based humanity in the academy and beyond: Lessons from the legacy of Prof. Bongani Mayosi

 

 

Prof. Bongani Mayosi (1967 - 2018) was a world-renowned cardiologist and Dean of the Faculty of Health Sciences at the University of Cape Town (UCT). He was an exemplary leader known for his groundbreaking research in prevention and treatment of poverty-related heart diseases, especially rheumatic fever and tuberculous pericarditis, and his passion in mentorship of young black researchers, striving to change the face of academia in South Africa (SA) and beyond. One of a handful of members from Africa of the National Academy of Medicine of the USA, he also received the Order of Mapungubwe, SA's highest honour, for his contributions to medicine.

Following his untimely death in 2018, UCT, in partnership with the Bongani Mayosi Foundation, established the annual UCT Bongani Mayosi Memorial Lecture to serve as a platform to honour the enduring legacy of Prof. Bongani Mayosi. Its primary purpose is to foster critical dialogue on health equity, scientific innovation and the transformation of the medical profession - values that were central to Prof. Mayosi's life and work.

Prof. Mayosi's accomplishments in academic medicine have been celebrated through various lectures,^[1] a biographical textbook,^[2] a special edition of the South African Medical Journal^[3] and many tributes published in various scientific journals.

This article is an essay based on the 6th UCT Bongani Mayosi Memorial Lecture that I delivered on 23 January 2026 at UCT in Cape Town, SA (you can watch the lecture recording here and read the full article on UCT News). It uses his legacy as a lens through which to explore how we might rehumanise the academy. Drawing on both personal experience and empirical evidence, it distills seven guiding principles - live with intention, volunteer, be humble, be a friend, be kind, collaborate, and share and mentor -for fostering evidence-based humanity in academic and healthcare institutions.

The humanity problem in the academy

Humanity can be understood biologically (the human species), philosophically (the state of being human) and ethically (the virtues that distinguish our better nature -kindness, empathy, altruism, compassion). In practice, humanity is expressed in how we talk, listen, include, support and make choices that affect others.

The academy is facing a humanity crisis. Across countries and disciplines, incivility -bullying, disrespect, exclusion, harassment and subtle everyday rudeness - has become a pervasive feature of academic and healthcare environments. This is not merely a matter of etiquette; workplace incivility is now recognised as a serious organisational and public health problem, with cascading 'incivility spirals' that erode wellbeing, performance and culture.^[4,5]

The COVID-19 pandemic has intensified existing fractures: geopolitical polarisation, social inequality, individualism and the amplifying effects of digital communication have all contributed to a decline in civility and trust.^[6,7] Academic medicine and higher education are not immune - indeed, recent work documents high levels of harassment, cyber-incivility and hostile climates in academic medicine, with clear links to mental health.^[5]

Workplace incivility has been defined as low-intensity deviant behaviour with ambiguous intent to harm, violating norms of mutual respect.^[4] It includes behaviours such as ignoring colleagues, dismissive comments, subtle exclusion and public belittling. Though seemingly minor, these behaviours accumulate and can spiral into more severe aggression, undermining psychological safety, performance and organisational trust.^[4]

In academic medicine, large-scale surveys show that harassment and cyber-incivility are common, with disproportionate impact on women, faculty of colour and LGBTQ+ individuals, and are associated with worse mental health outcomes.^[5] In higher education more broadly, incivility contributes to burnout, attrition and toxic climates that compromise teaching, research and service.^[8] Table 1 provides some examples of stories of and research on academic incivility in different countries.

These patterns mirror broader societal trends: polarisation, social inequality and the dehumanising potential of online discourse. The academy cannot isolate itself from these forces - but it can choose how to respond. The question is not only whether we can address the humanity crisis, but whether we will.

In this context, the life and legacy of Prof. Bongani Mayosi offer a powerful, deeply human counter-example. A world-class scientist based in the Global South, Bongani combined scientific rigour with humility, kindness, mentorship and a profound commitment to community. His actions embodied the African humanist philosophy of ubuntu/botho - 'I am because you are' - which emphasises interconnectedness, compassion and shared responsibility.^[9,10]

Bongani Mayosi's legacy as a framework for rehumanising the academy

Bongani's legacy is not only his scientific output -major clinical trials such as the investigation of the management of pericarditis (IMPI) trial,^[11,12] global policy influence and extensive grant funding - but the way he lived and worked: with intention, service, humility, friendship, kindness, collaboration and mentorship. These are not abstract traits; they are choices, and can serve as a direct call for implementation, as actionable imperatives, or simply to catalyse immediate practical application.

Below, each lesson is paired with empirical scientific evidence that supports its value and benefit for individuals and institutions.

Lesson 1: Live with intention

Bongani's life was marked by purposeful action - from designing the IMPI trial to improve outcomes for patients with tuberculous pericarditis, to the seemingly simple choice of doing the family grocery shopping as an expression of responsibility and care. His actions were rarely random; they were aligned with clear goals and values.

Psychological research on purpose and intentional living shows that having a sense of meaning and direction is associated with better mental health, greater engagement and more sustained effort towards long-term goals.^[13-15] Individuals who live with intention tend to dream more, learn more, share more, care more, participate more, do more and become more - exactly the pattern observed in Bongani's life and in those he inspired.

Choosing to live with intention in the academy means aligning our daily behaviours and actions - teaching, supervision, leadership, collegial interactions - with a conscious commitment to humanity and service, rather than drifting with the currents of competition and ego.

Lesson 2: Volunteer in your community

Bongani quietly gave enormous amounts of time and expertise: reviewing for dozens of journals, serving on editorial boards, and contributing to the World Health Organization, South African Medical Research Council, Lancet Commissions and professional societies. This was not transactional; it was an expression of civic and scientific responsibility.

An umbrella review of systematic reviews on volunteering shows that volunteering is associated with improved social, mental and physical health, including greater wellbeing, reduced depression and enhanced life satisfaction.^[16] Longitudinal studies in older adults suggest that volunteering is linked to better health and even lower mortality risk, particularly when motivated by other-oriented reasons.^[17]

In academic contexts, volunteering - whether through peer review, committee work, community engagement, or pro bono teaching -can therefore be seen not only as service to others but as a health-promoting behaviour for the volunteer. It reinforces a sense of belonging and shared purpose, countering the isolation and cynicism that often fuel incivility.

Lesson 3: Be humble

Bongani left us with a legacy that combines brilliance with grace. He was committed to rigorous enquiry guided by humility. He was one of the top and most accomplished scientists in the world -with over 350 peer-reviewed publications, over 100 national and international conferences, over 14 awards and honours, and more than ZAR100 million rands in grant funding. Despite being among the top 2% of scientists globally (according to Stanford University/ Elsevier Top 2% Scientists), Bongani remained deeply humble and humane, a testament to the idea that true greatness lies in service and not prestige. He listened more than he spoke, credited others generously and treated students, colleagues and staff with equal respect. His humility made collaboration easier, feedback safer and learning continuous.

Organisational research suggests that leader humility - characterised by accurate self-awareness, appreciation of others' strength, and openness to learning - is associated with stronger relationships, better team functioning and greater innovation.^[18] Furthermore, a systematic review and meta-analysis of several studies shows moderate association between humility and important health outcomes and wellbeing.^[19] Humility can also buffer against the 'success arrogance' that can erode empathy and increase incivility.

The Chinese proverb 'Be like the bamboo. The higher you grow, the deeper you bow' captures a crucial corrective for the academy: as our achievements grow, our humility should deepen. This is especially important in hierarchical environments where power differentials can easily be abused.

Lesson 4: Be a friend

Bongani's friendships were not incidental; they were central to his way of being. He worked hard, but he also made space for joy, hospitality and genuine connection. People remember not only what he did, but how he made them feel - valued, seen, heard, included and supported.

A landmark meta-analysis of social relationships and mortality found that strong social connections are associated with a significantly reduced risk of death, comparable with or exceeding many traditional risk factors.^[20] Social support is also linked to better mental health, resilience and recovery from illness.^[21]

In academic life, friendship can be a protective factor against burnout, isolation and the corrosive effects of incivility. Choosing to be a friend - to check in, to celebrate others' successes, to stand with them in difficulty - is a concrete way to practise humanity.

Lesson 5: Be kind

Bongani embodied ubuntu/botho: 'You are a person because of other people.' This philosophy emphasises that our identity and flourishing are inseparable from the wellbeing of others. It reminds us of our collective fate and inherent oneness - where every individual journey is part of a single shared human story - and that our existence is fundamentally communal, finding its true purpose and fulfilment only when we intentionally practise kindness and share what we have with others. Bongani always embraced kindness. For him, kindness was not an occasional act but a way of life. His life and tragic passing have served as a catalyst for a deeper conversation about the importance of solidarity in the academy, encouraging us to be more morally attentive to one another.

Randomised controlled trials of kindness interventions show that performing kind acts for others can improve wellbeing, reduce stress and enhance positive affect, including among adolescents and individuals at risk for mental illness.^[22-24] Kindness also fosters social connection and reduces loneliness, which are themselves critical determinants of health.^[23,25]

Hope theory further suggests that hope - often sparked by the kindness of others - contributes to subjective, psychological and social wellbeing, and motivates constructive action.^[26] Bongani's kindness gave others hope and courage to pursue ambitious goals, especially in resource-constrained settings.

In environments where competition and scarcity can breed harshness, choosing kindness is both transformational and evidence based.

Lesson 6: Collaborate and share

Bongani's scientific life was defined by collaboration. The IMPI network, and many others he helped build, spanned countries and disciplines. He insisted on fair credit, opportunities for emerging leaders and transparent documentation (such as the IMPI CV; Table 2) to ensure that contributions were visible and shared. Updating the IMPI CV was a standing agenda item for all IMPI Trial Steering Committee meetings, and sharing credit was a fundamental guiding principle for the IMPI collaboration.

Bibliometric and network analyses consistently show that collaboration networks are associated with higher productivity, greater impact and more resilient research ecosystems.^[27-31] Strong, diverse networks facilitate knowledge exchange, innovation and the translation of research into policy and practice.^[28,31]

Collaboration is also a social antidote to the individualism that fuels entitlement and incivility. When sharing - data, credit, opportunities - is a guiding principle, the academy becomes a more just and generative space.

Lesson 7: Mentor others

Mentorship was one of Bongani's most powerful legacies. He mentored formally and informally, offering guidance, advocacy and honest feedback. He possessed the classic attributes of an effective mentor: experience, integrity, patience, humility and unselfishness.

A growing body of literature in academic medicine shows that effective mentorship is associated with greater career satisfaction, higher research productivity (more grants and publications), faster promotion and better retention.^[32-37] Mentorship benefits mentors as well, enhancing their sense of purpose and engagement.^{[32,35,36,38]}

To choose to mentor is to choose to invest in the future. It is also a direct challenge to exclusionary practices that reproduce or perpetuate inequity in the academy. As Trevor Noah says, 'being chosen is one of the greatest gifts we can offer another human being'.^[39] This Bongani understood quite well. His passion for mentoring was not just about academic rigour but also about empowering students, particularly giving hope and a sense of belonging to black students in the health sciences.

Institutional responsibility and the case for compassion

Individual choices matter, but they must be supported by institutional structures and cultures. Some institutions have begun to place humanity and compassion at the centre of their strategic plans, recognising that the safety and wellbeing of staff, learners and patients are foundational, not optional.

The emerging field of 'compassionomics' synthesises evidence that compassion in healthcare is associated with better clinical outcomes, improved adherence, reduced costs and lower burnout among clinicians.^[40] Compassion is not merely a moral ideal; it is a measurable, impactful component of high-quality care.^[40]

For the academy, this suggests that embedding compassion and humanity into policies, leadership behaviours, promotion criteria and learning environments is both ethically and empirically justified. The idea of a Bongani Mayosi Research Hub - focused on diseases of poverty, mentorship, collaboration, compassion and social res ponsiveness - illustrates how an institution such as UCT could operationalise his legacy as a 'humanity revival' in African higher education.

Such a hub would require sustained endowment, global and pan-African partnerships and deliberate cultural work. But its core tenets - ubuntu, equity, mentorship, collaboration and compassion -are precisely the pillars needed to build a culture of caring and compassion in the academy and beyond.

Some concluding remarks

The humanity crisis in the academy is real and well documented. Incivility, harassment and exclusion harm individuals, corrode institutions and undermine the public mission of education and healthcare. Yet the life of Prof. Bongani Mayosi demonstrates that another way is possible. My beloved friend and former Dean of the Medical School at Stellenbosch University, Prof. Jimmy Volmink, reminded me that 'Bongani stood out as a beacon of light in the midst of a climate of self-interest, greed, quest for personal recognition, prestige and power, polarisation and a lack of solidarity.'

Bongani's legacy is a profound testament to a life lived with steady integrity, exceptional kindness, scientific excellence and unwavering compassion, reminding us to embrace generosity, intention, mentorship and humility in how we live our own lives in service to others. His dedication to public service and his commitment to uplifting future generations of scientists and leaders, especially those from marginalised backgrounds, has left an indelible mark, and continues to inspire through the Bongani Mayosi Foundation, the UCT Bongani Mayosi Memorial Lecture and the countless individuals whose lives he touched.

By distilling his legacy into seven guiding actionable principles - live with intention, volunteer, be humble, be a friend, be kind, collaborate and share, and mentor - we gain not only an ethical framework but an evidence-based roadmap. Each of these actions is supported by empirical research showing benefits for wellbeing, productivity, equity and organisational health.

The challenge now is to move from admiration to imitation - from tribute to transformation. Individually, we can choose to embody these attributes in our daily work. Collectively, institutions can embed humanity and compassion into their structures and strategies. Fig. 1 depicts the nature of the crisis, its far-reaching impact and the potential of the Mayosi framework to guide transformative change at both individual and institutional levels to restore humanity within the academy.

The former US first lady, Michelle Obama, once said 'We've got a responsibility to live up to the legacy of those who came before us by doing all that we can to help those who come after us.' Adapting her words: we have a responsibility to live up to Bongani's legacy by doing all that we can to help those who come after us. The work of rehumanising the academy is long and difficult - but it is also deeply hopeful. Every intentional act of kindness, mentorship, collaboration and courage bends the culture a little closer to the world Bongani imagined and worked for.

Acknowledgements. Both Profs Bongani Mayosi and Jimmy Volmink invited me to Cape Town in 2012. Their enduring warmth, friendship and authenticity marked the genesis of a transformative odyssey in my own life. I am equally grateful to their respective spouses, Prof. Nonhlanhla (Nala) Khumalo and Mrs Blossom Volmink, for the incredible warmth, hospitality, kindness and grace with which they have accepted me into their families. They always made me feel more than just a friend, but part of the circle. I am also grateful to several individuals who provided useful feedback on some early versions of the lecture slides or manuscript. These include Profs Jimmy Volmink, Lionel Green-Thompson, Mpiko Ntsekhe, Phuthehang Maphatsoe and Nonhlanhla Khumalo. I am particularly grateful to dear friends Profs Ntobeko Ntusi and Elelwani Ramugondo, whose kind remarks at the memorial lecture set the stage for the event. My sincere gratitude to Dean Lionel Green-Thompson for his warm hospitality and grace as a host. Many thanks to the UCT Bongani Mayosi Memorial Lecture Committee for the opportunity to honor Bongani, and to his family for sharing him with the world.

Conflicts of interest. I have no conflicts of interest to declare. Bongani was one of my dearest friends and collaborators with whom I co-supervised students and shared a passion for mentorship. As such, I have some personal biases I should declare: in particular, being friends with Bongani was a true gift, collaborating with him was a real academic treat and spending time with him was truly delightful!

Lehana Thabane

Vice-President Research, St. Joseph's Healthcare Hamilton, Hamilton, Canada; Professor, Department of Health Research, Evidence and Impact, McMaster University, Hamilton, Canada

thabanl@mcmaster.ca

 

References

1. Mensah GA. Cardiovascular health research, training, and capacity building for the eradication of rheumatic fever and rheumatic heart disease in our lifetime: The inaugural Bongani Mayosi Memorial Lecture. Lancet Glob Health 2020;8:e1098-e1100. https://doi.org/10.1016/S2214-109X(20)30297-7        [ Links ]

2. Dlamini J, Mabaso KM. Doctor of Hearts: The Biography of Bongani Mayosi. Johannesburg: Sifiso Publishers, 2023.         [ Links ]

3. Festschrift: Bongani Mayosi. S Afr Med J 2023;113(3b). https://samajournals.co.za/index.php/samj/issue/view/43        [ Links ]

4. Andersson LM, Pearson CM. Tit for Tat? The spiraling effect of incivility in the workplace. Acad Manage Rev 1999;24(3):52. https://doi.org/10.2307/259136        [ Links ]

5. Jagsi R, Griffith K, Krenz C, et al. Workplace harassment, cyber incivility, and climate in academic medicine. JAMA 2023;329(21):1848-1858. https://doi.org/10.1001/jama.2023.7232        [ Links ]

6. Yaqoob S, Shahzad K, Faisal M, Kitchlew N, Abualigah A. Why, how, and when incivility unfolds in the workplace: A 24-year systematic literature review. Manage Rev Q 2025:1-57. https://doi.org/10.1007/s11301-025-00525-5        [ Links ]

7. Green J. Incivility in the workplace: The impact on performance, patient care and wellbeing. Br J Community Nurs 2025;30(3):104-106. https://doi.org/10.12968/bjcn.2025.0024        [ Links ]

8. Rao R. Understanding the impact of workplace incivility in higher education - faculty focus. Faculty Focus, 2025. https://www.facultyfocus.com/articles/academic-leadership/understanding-the-impact-of-workplace-incivility-in-higher-education (accessed 9 February 2026).         [ Links ]

9. Eze MO. I am because you are. UNESCO Courier, 2023. https://courier.unesco.org/en/articles/i-am-because-you-are (accessed 9 February 2026).         [ Links ]

10. Wikipedia. Ubuntu philosophy. https://en.wikipedia.org/wiki/Ubuntu_philosophy (accessed 9 February 2026).         [ Links ]

11. Mayosi BM, Ntsekhe M, Bosch J, et al. Rationale and design of the investigation of the management of pericarditis (IMPI) trial: A 2 χ 2 factorial randomized double-blind multicenter trial of adjunctive prednisolone and Mycobacterium w immunotherapy in tuberculous pericarditis. Am Heart J 2013;165(2):1121-1130. https://doi.org/10.1016/j.ahj.2012.08.006        [ Links ]

12. Mayosi BM, Ntsekhe M, Bosch J, et al Prednisolone and Mycobacterium indicuspranii in tuberculous pericarditis. N Engl J Med 2014;371(12):1121-1130. https://doi.org/10.1056/nejmoa1407380        [ Links ]

13. Kim ES, Kawachi I, Chen Y, Kubzansky LD. Association between purpose in life and objective measures of physical function in older adults. JAMA Psychiatry 2017;74(10):1039-1045. https://doi.org/10.1001/jamapsychiatry.2017.2145        [ Links ]

14. Kim ES, Shiba K, Boehm JK, Kubzansky LD. Sense of purpose in life and five health behaviors in older adults. Prev Med 2020;139:106172. https://doi.org/10.1016/j.ypmed.2020.106172        [ Links ]

15. Shiba K, Kubzansky LD, Williams DR, VanderWeele TJ, Kim ES. Associations between purpose in life and mortality by SES. Am J Prev Med 2021;61(2):e53-e61. https://doi.org/10.1016/j.amepre.2021.02.011        [ Links ]

16. Nichol B, Wilson R, Rodrigues A, Haighton C. Exploring the effects of volunteering on the social, mental, and physical health and well-being of volunteers: An umbrella review. Voluntas 2023;35:97-128. https://doi.org/10.1007/s11266-023-00573-z        [ Links ]

17. Strkljevic I, Tiedemann A, Souza de Oliveira J, Haynes A, Sherrington C. Health professionals' involvement in volunteering their professional skills: A scoping review. Front Med 2024;11:1368661. https://doi.org/10.3389/fmed.2024.1368661        [ Links ]

18. Nielsen R, Marrone JA. Humility: Our current understanding of the construct and its role in organizations. Int J Manage Rev 2018;20(4):805-824. https://doi.org/10.1111/ijmr.12160        [ Links ]

19. Lee Y, McLaughlin AT, Bowes SM, et al. What is humility good for? A meta-analysis of humility, health, and well-being. Couns Psychol 2025;53(5):881-912. https://doi.org/10.1177/00110000251352566        [ Links ]

20. Holt-Lunstad J, Smith TB, Layton JB. Social relationships and mortality risk: A meta-analytic review. PLoS Med 2010;7:e1000316. https://doi.org/10.1371/journal.pmed.1000316        [ Links ]

21. Pezirkianidis C, Galanaki E, Raftopoulou G, Moraitou D, Stalikas A. Adult friendship and wellbeing: A systematic review with practical implications. Front Psychol. 2023;14:1059057. https://doi.org/10.3389/fpsyg.2023.1059057        [ Links ]

22. Byrne M, Tan RKJ, Wu D, et al. Prosocial interventions and health outcomes: A systematic review and meta-analysis. JAMA Netw Open 2023;6(12):e2346789-e2346789. https://doi.org/10.1001/jamanetworkopen.2023.46789        [ Links ]

23. Lim MH, Hennessey A, Qualter P, et al The KIND challenge community intervention to reduce loneliness and social isolation, improve mental health, and neighbourhood relationships: An international randomized controlled trial. Soc Psychiatr Epidemiol 2024;60:931. https://doi.org/10.1007/s00127-024-02740-z        [ Links ]

24. Petrovic J, Mettler J, Cho S, Heath NL. The effects of loving-kindness interventions on positive and negative mental health outcomes: A systematic review and meta-analysis. Clin Psychol Rev 2024;110:102433. https://doi.org/10.1016/j.cpr.2024.102433        [ Links ]

25. Friis AM, Johnson MH, Cutfield RG, Consedine NS. Kindness matters: A randomized controlled trial of a mindful self-compassion intervention improves depression, distress, and HbA1c among patients with diabetes. Diabetes Care 2016;39(11):1963-1971. https://doi.org/10.2337/dc16-0416        [ Links ]

26. Snyder CR. Hope theory: Rainbows in the mind. Psychol Inq 2002;13(4):249-275. https://doi.org/10.1207/s15327965pli1304_01        [ Links ]

27. Olivier B. Academic collaboration isn't just a nice-to-have: The evidence-based case for building your research network. Research Masterminds, 2025. https://www.researchmasterminds.com/blog/academic-collaboration-networking-research-impact (accessed 9 February 2026).         [ Links ]

28. Heffernan T. Academic networks and career trajectory: 'There's no career in academia without networks.' Higher Educ Res Dev 2021;40(5):981-994. https://doi.org/10.1080/07294360.2020.1799948        [ Links ]

29. Hashiguchi A, Asashima M, Takahashi S. The influence of human connections and collaboration on research grant success at various career stages: Regression analysis. JMIR Form Res 2024;8:e58733. https://doi.org/10.2196/49905        [ Links ]

30. Martin A, Mori J, Froehlich DE. Career development of early career researchers via distributed peer mentoring networks. Merits 2023;3(3):569-582. https://doi.org/10.3390/merits3030034        [ Links ]

31. Li W, Zhang S, Zheng Z, Cranmer SJ, Clauset A. Untangling the network effects of productivity and prominence among scientists. Nature Commun 2022;13(1):4907. https://doi.org/10.1038/s41467-022-32604-6        [ Links ]

32. Sambunjak D, Straus SE, Marusic A. Mentoring in academic medicine: A systematic review. JAMA 2006;296(9):1103 1115. https://doi.org/10.1001/jama.296.9.1103        [ Links ]

33. Steiner JF, Curtis P, Lanphear BP, Vu KO, Main DS. Assessing the role of influential mentors in the research development of primary care fellows. Acad Med 2004:79:865-872. https://doi.org/10.1097/00001888-200409000-00012        [ Links ]

34. 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(1):72-78. https://doi.org/10.1007/s11606-009-1165-8        [ Links ]

35. Benson CA, Morahan PS, Sachdeva AK, Richman RC. Effective faculty preceptoring and mentoring during reorganization of an academic medical center. Med Teach 2002;24(5):550-557. https://doi.org/10.1080/0142159021000002612        [ Links ]

36. Wise MR, Shapiro H, Bodley J, et al. Factors affecting academic promotion in obstetrics and gynaecology in Canada. J Obstet Gynaecol Canada 2004;26(2):127-136. https://doi.org/10.1016/        [ Links ]

37. Dutta R, Hawkes SL, Kuipers E, Guest D, Fear NT, Iversen AC. One year outcomes of a mentoring scheme for female academics: A pilot study at the Institute of Psychiatry, King's College London. BMC Med Educ 2011;11:13. https://doi.org/10.1186/1472-6920-11-13        [ Links ]

38. Orandi BJ, Blackburn S, Henke PK. Surgical mentors' and mentees' productivity from 1993 to 2006. Am J Surg 2011;201:260-265. https://doi.org/10.1016/j.amjsurg.2010.01.026        [ Links ]

39. Noah T. Born a Crime: Stories from a South African Childhood. New York: Delacorte Press, 2019.         [ Links ]

40. Trzekiak S, Mazzarelli A. Compassionomics: The Revolutionary Scientific Evidence That Caring Makes a Difference. Pensacola: Studer Group, 2019.         [ Links ]