Mentoring in Medical School

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Mentoring in Medical School

• Gail L. Rose, Ph.D.
• The University of Vermont

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Mentors Can

• Guide your development
• Teach explicit knowledge
• Impart implicit knowing
• Be a role model
• Provide encouragement

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Overview

• Definition
• How to mentor
• How to be mentored
• Alternatives

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Mentoring Relationship

• 11 between teacher and learner
• Focus career development

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Mentors Vs. Role Models

• Sought for 11 consultation
• Know their mentees
• Interactive

• Observed imitated
• May not know audience
• Passive

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To Be a Good Mentor

• Know yourself
• Know your mentee
• Know parameters of relationship
• Maintain relationship

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Top 10 Behaviors/Attributes

• Feedback
• Communicates
• Experienced
• Treats as adult
• Demonstrates

• Available
• Respectful
• Sees potential
• Ethical
• Reliable

(Rose, 1999)
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Know Your Limitations

• Patience
• Networking
• Time
• Comfort zone

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Match Relationship Elements to Stage of
Development
Advanced
Beginner
Relationship Elements
Concepts, theory
Specific skills
Focus
Long-term
Short-term
Time frame
Consultant
Feedback
Role of mentor
Student
Mentor
Source of direction
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Mentors Know Your Mentee

• Acknowledge similarities, differences
• Demographic attributes
• Gender
• Age
• Race/ethnicity

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Mentors Know Parameters

• Mentees goals
• Structure informal vs. formal
• Evaluative vs. nonevaluative
• Meetings

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Mentors Do

• Be available
• Convey respect confidence
• Focus on mentee
• Ask questions
• Track progress
• Identify strengths
• Give feedback
• Re-assess

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Mentors Dont

• Promote your own agenda
• Use free labor
• Take credit
• Make a clone

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ReviewTo Be a Good Mentor

• Know yourself
• Know your mentee
• Know parameters of
  relationship
• Maintain relationship
• Overall goal focus on mentees career growth
  potential

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To Be a Good Mentee

• Know yourself
• Be proactive
• Know parameters of relationship
• Maintain relationship

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Mentees Know Yourself

• Your goals
• Your mentoring preferences
• Your strengths
• Your weaknesses

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Mentees Whats Ideal?

• Demographics
• Location availability
• Personality
• Professional interests
• Professional skills
• Career stage

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Ideal Mentoring Style

• Integrity
• Guidance
• Relationship

(Rose, 1999)
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Know Your Strengths

• Emotional stability
• Internal locus of control
• Coachability
• Emotional intelligence
• Achievement focus

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Know Your Weaknesses

• Too independent
• Hypersensitive
• Unmotivated
• Poor work habits
• Emotionally needy or negative

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Mentees Be Proactive

• Identify potential mentors
• Senior students
• Residents
• Professors
• Junior faculty
• Mid-career
• Late-career
• Take initiative

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Mentees Know Parameters

• Structure formal vs. informal
• Evaluative vs. non-evaluative
• Meetings

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Mentees Do

• Be punctual
• Convey respect
• Set agendas
• Accept challenge
• Follow through

• Show appreciation
• Accept critique
• Communicate
• Re-assess

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Mentees Dont

• Remain dependent
• Avoid decisions
• Rely exclusively on mentor
• Acquiesce
• Over-idealize

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ReviewTo Be a Good Mentee

• Know yourself
• Be proactive
• Know parameters of your relationship
• Maintain the relationship

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Alternate Forms of Mentoring

• Peer

• Multiple

• External

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Peer Mentoring

• Fellow students / colleagues
• Mutual
• Non-hierarchical
• More same-sex / same-race options
• No expert

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Multiple Mentors

• Relationships with more than one mentor each
  provides important function
• Comprehensive mentors rare
• Different skill sets, attributes, perspectives

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External Mentors

• Different department or institution
• Advantages
• Objectivity
• Confidentiality
• Lack of evaluation or conflict of interest
• Available when local mentors are not
• Professional organizations more options

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Mentoring Summary

• Important benefits
• More than role modeling
• Steps to improve satisfaction productivity
• Variety of forms

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Stages of Mentoring Relationship

• Initiation
• Cultivation
• Separation
• Redefinition

(Kram, 1985)