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Developing Effective Mentoring Skills Beyond the Basics

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To understand current faculty mentorship needs in our department. To describe the key elements of ... BATHE: Background, Affect, Troubles, Handling, Empathy ... – PowerPoint PPT presentation

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Title: Developing Effective Mentoring Skills Beyond the Basics


1
Developing Effective Mentoring Skills- Beyond the
Basics
  • Karen Leslie MD FRCP(C)
  • Barbara Stubbs MD CCFP
  • Merrilee Brown MD CCFP
  • DFCM Rosser Academic Day
  • April 28,2007

2
Workshop Objectives
  • To understand current faculty mentorship needs in
    our department
  • To describe the key elements of effective
    mentoring
  • To develop and enhance the skills required to
    establish and maintain mentoring relationships

3
Overview
  • Introduction
  • Key Points/Background
  • Interactive Exercise
  • What We Have Learned Together
  • Resources

4
Mentorship In the DFCM
  • Our definition
  • A dynamic, reciprocal relationship leading to
    positive change both for the career development
    of the involved individuals and for the cultural
    development of the department

5
Mentorship Critical Elements
  • A confidential relationship between two
    individuals with the objective of proactively
    assisting the mentee with personal and
    professional development without providing formal
    evaluation

6
Preceptor versus Mentor
  • less formal structured
  • personal professional
  • wide scope, deepens
  • info flows in both directions
  • less hierarchical with time
  • no formal evaluation of student
  • relationship may last for years
  • benefits mutually accrued
  • formal structured
  • professionally focused
  • wide scope, little depth
  • info from preceptor to student
  • hierarchical
  • formal evaluation of student
  • ends after formal clinical experience
  • benefits favour student

7
DFCM Mentorship Survey Results
  • Faculty-wide survey- Sept. 2006
  • 45.7 response rate
  • 112 DFCM Faculty (52) wish to be mentored
  • Female faculty were significantly more interested
    in being mentored than were their male
    counterparts
  • 133 DFCM Faculty (63) were interested in
    mentoring others
  • No significant gender differences in interest
    levels in being mentors

8
Comparison of Faculty Needs for Mentorship
Support (n).
9
Comparison of Mentorship Roles (n).
10
Survey- Mentor Qualities
  • Similar Values
  • Respect for Diversity
  • Accessibility
  • Experience
  • Good interpersonal skills
  • Having a genuine interest in mentoring
  • Same discipline

11
Survey- Mentorship Formats
  • Traditional Dyads
  • Multiple Mentors
  • Group Mentorship Activities
  • Remote- limited to phone or email only

12
Survey- Meaningful Mentorship Experiences
  • Receiving support and encouragement
  • Ability to share and discuss ideas
  • Ability to share values, experiences and
    challenges openly
  • Having someone provide feedback and reinforcement
  • Having a non-judgemental relationship

13
4 Stages of Mentorship
  • Preparing mentor and mentee must prepare
    individually and in partnership
  • Negotiating agree on goals, define content and
    process of relationship
  • Enabling develop a quality mentorship
    relationship and promote learning
  • Closing evaluating, recognizing and celebrating
    achievements of the relationship

From Zachary L. The Mentors Guide
14
Challenges in Mentorship
  • Time pressure/expectations
  • Discomfort on the part of the mentee
  • Lack of mentor confidence
  • Conflict of interest
  • Boundary violations
  • Relationship not working out

15
4 Key Mentorship Skills
  • Empathetic Listening
  • Providing Support / Challenge
  • Reflection
  • Feedback

16
Empathetic Listening
  • Use facial expression, nod or lean slightly
    forward to convey your concern
  • Offer brief confirmations I see
  • Repeat part of key phrases
  • Paraphrase
  • Pose a question or clarify
  • Avoid interrupting the mentee
  • Briefly summarize
  • Adapted from Communicating with Patients A
    Quick Reference Guide for Physicians Cullins,
    VE, et al 2000.

17
Empathetic Listening (cont)
  • Respond in a way that is supportive and
    sympathetic
  • Ask how the mentee feels about emotionally laden
    information
  • Ask the mentee to talk about problems or concerns
    rather than dismissing them
  • BATHE Background, Affect, Troubles, Handling,
    Empathy
  • Adapted from Communicating with Patients A
    Quick Reference Guide for Physicians Cullins VE,
    et al 2000.

18
Knowledge speaks, but wisdom listens. -
Jimi Hendrix
19
Support /Challenge
L.Pololi, adapted from L.A. Daloz. Mentor.
Guiding the Journey of Adult Learners. Pub.
Jossey-Bass 1999.
20
Examples of Feedback with support/challenge model
Well that could have been better why did
you not focus more early on?
A good effort, I could see how you were drawing
the feelings out I wonder if you got to the
crux of the matter?
Critical, induces defensiveness, potentially
paralyzing
Focused, attentive, potentially threatening
That was great, youre obviously trying hard
Good. Carry on. Seems to be working
In passing, nothing specific, dismissive
Safe, general, potentially patronizing
L.Pololi, adapted from L.A. Daloz. Mentor.
Guiding the Journey of Adult Learners. Pub.
Jossey-Bass 1999.
21
Reflective Practice
  • Reflection in action applying past experience to
    new situations while they are occurring
  • Reflection on action thinking back on a past
    situation what contributed to the event, were
    actions appropriate and how it may affect future
    practice
  • Schön

22
Reflection during Mentorship
  • Clarifies thinking, captures the richness of the
    experiences
  • enables us to slow down, rest, and observe our
    journey and the process of self-knowledge that is
    so important along the way
  • Huang and Lynch, 1995

23
Challenges in the Mentorship Process
24
Instructions for Mentoring Scenarios
  • For each scenario
  • Read the scenario on your own
  • Discuss in your group
  • What are the issues?
  • How as a mentor would you approach these issues
    with your mentee?
  • Role play in your group how you would proceed at
    the next meeting with your mentee

25
Summary Key points
  • 4 stages
  • 4 skills
  • Apply the family physician skills you already
    have to a new context
  • There is no one right way to mentor find your
    own path!

26
Resources People
  • DFCM Mentorship Network
  • DFCM Mentorship Advisory Group
  • (contact Cindy Mallory, administrator, DFCM PD
    416-978-6471 , cindy.mallory_at_utoronto.ca)
  • Further mentoring questions? Barbara.Stubbs_at_uhn.on
    .ca

27
Resources Literature
  • Go to the DFCM Home page http//dfcm19.med.utoront
    o.ca/
  • Click on Professional Development
  • Click on Mentor Resources

28
THANK YOU!
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