m entoring a s cholarly c ollaboration peggy beeley, md august 14 th, 2013
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MENTORINGA SCHOLARLY COLLABORATIONPeggy Beeley, MD
August 14th, 2013
MENTORING COMMON DEFINITIONS
Mentor A wise and trusted counselor or guide Tutor, Coach An influential senior sponsor or supporter
Merriam-Webster’s Dictionary
Mentoring A dynamic, reciprocal relationship in a work
environment between an advanced career incumbent and a beginner aimed at promoting development of both.
Healy 1990 Edu Res
Mentoring Describes a relationship between a less experienced individual ,
the mentee and a more experienced individual, the mentor Typically a face-to-face, long term relationship Designed to foster the mentee’s development (professional, academic,
personal, etc) Wai-Packard, “Definition of Mentoring”
COMMON THEMES
Advisor Usually a more experienced individual Foster and support mentee’s development in
career Support in mentee’s interests in research and
scholarly work When appropriate, finding funding and other
resources to help mentee accomplish these activities
What Mentoring is not: Attempting to encourage the mentee to take the
mentors career path Selling the mentor’s research interest to solicit
help for the mentor’s research project Just being a friend
ACADEMICS
Triad of clinical work, teaching and research Recent changes in the tradition of Academics Academician vs Scholar
Traditional Academician Research Tenure track Scholar in Clinician Educator or Clinician
Investigator Barriers for scholarly work
Protected time Shortage of trained research faculty Lack of infrastructure Lack of resources (financial, support staff) Limited availability of senor mentors
STYLES OF MENTORING
Formal vs informal Assigned vs self identified Dyadic Multiple mentors Peer mentoring Group mentoring e-mentoring Mentoring networks
DYADIC MENTORING
Traditional Assigned Mentors May be self identified by Mentee for certain
projects Best in research Length of Mentorship
Lasts 3-6 yrs until mentee obtains autonomy and financial resources
MULTIPLE MENTORS
Clinician Educator CareerScholarlyFunctionalEducational
Academic Research Model
HOSPITALIST MENTORING
Usually Clinician Educators Scholarly work and quality work are still
expected Many institutions are struggling with making
time for scholarly work
How Big Is This Problem?
HOSPITALISTS: ACADEMIC PRODUCTIVITY AND PROMOTION Email survey to address hospitalists attitudes and
attributes Mentorship, productivity and promotion Consisted of 61 questions Sent to 420 academic hospitalists
Results: 266 or 63 % responded 80% of respondents had practiced < 5 yrs 42 % had a mentor 44% had not presented a poster or abstract at a
national meeting 51% had not been first author on a peer-reviewed
publicationsReid, M Misky G, et al
PAUCITY OF QUALIFIED MENTORS
New Hospitalist track Rapidly growing programs Fewer older members Younger physicians Women Diversity
Paucity of literature and model programs
PEER MENTORING
Group of individuals engaged in similar work Augments traditional mentoring Group can work together as a team or have a
more experienced mentor facilitate Examples:
Brody school of Medicine at East Carolina University University of Toronto Department of Psychiatry Mayo Clinic of Scottsdale
Often used when too few Senior Faculty Mentors available
Collaborated on knowledge, teaching, research and writing
High Satisfaction among participants.
JOHNS HOPKINS PROGRAM Needs assessment
Each Faculty needed scholarship for promotion Each needed appropriate mentorship Each needed protected time for scholarly work Scholarly activities need to support the mission of the
division Objectives for Division
Increase number and quality of peer-reviewed publications Increase protected time for scholarly work To augment leadership roles Support faculty for promotion
Objectives for individuals Advance skill set to work independently on scholarly projects Each member will lead at least 1 scholarly project at all
times, be team member for others. Each member will understand criteria for promotionHowell E, et al
JOHNS HOPKINS PROGRAM
Strategies Establish a strong mentoring system
Identified a primary mentor for the entire group from Div of GIM 0.2 FTE Had excellent track record of publishing
This mentor met yearly with each mentee to identify career goals Additional training needs and resources Identify additional potential mentor to support specific
projects Invest in the requisite resources
30% of protect time, without external funding Could increase protected time with external funding
Recruit Faculty with fellowship Training GIM or Geriatric fellowship programs
JOHNS HOPKINS PROGRAM
Evaluation of Program After 2 yrs in the program
Publication per person per year went from 0.5 to 1.3 External funding increased from 4%/FTE to 15%/FTE
One foundation funded project included all div members Mechanisms to improve discharge of elderly to home Won award for best clinical innovation at SGIM 2007
National Meeting Conclusions
Divisional, departmental and medical center leadership were committed to project
Recognizing needs and developing a systematic approach and strategic plan for mentoring and scholarly work is vital
UNIVERSITY OF MASSACHUSETTS
Developed innovative collaborative peer group mentoring program
80 hour program was conducted twice over two academic years 3 day program followed by 1 full day program
once a month for 6 months 18 faculty (50% women), 89 % attendance
From 8 clinical departments and 12 subspecialties
Manual of extensive readings, bibliographies and career planning notebook
Each session developed a different skillPololi, et al
UNIVERSITY OF MASSACHUSETTS
Evaluation of program Quantitative
Surveyed participants Writing Project: Mean rating of 2.11 (SD+0.92) on 5 point
scale (1 is excellent -5 poor) Career planning: Mean rating of 1.86 (SD+0.83) on 5 point
scale (1 is excellent -5 poor) Qualitative (excerpts of comments)
More reliable mentoring process with accountability Different personalities and different skill sets helped with
learning An environment free to discuss gender or work
environment issues Enhanced trust and built relationships between
departments and specialties Curriculum enhanced skills needed to produce scholarly
work. Pololi, et al
FACILITATED PEER MENTORSHIP
Mayo Clinic, Scottsdale Designed for Women Faculty Recruited 4 female Internists Goals:
skills in writing Develop peer mentoring curriculum Establish, maintain and maximize peer mentoring Develop sustainable educational program
Responsibilities Peer Mentors Peer Mentor Project Manager Facilitator Mentors
Files J, et al
FACILITATED PEER MENTORSHIP
25 hours of time Signed Contract for 1 year Self assessment survey Results
All ranked the following very highly Peer feedback and interaction Listing peer and mentor responsibilities Functioning as a lead author Protected time for scholarly work Group peer meeting
3 coauthored publications produced All 4 achieved promotion
Files J, et al
IMPORTANCE OF MENTORING
Help mentees achieve clinical excellence Clinical reputation Communication and interpersonal skills Professionalism and humanism Diagnostic acumen Skillful negotiation of the health care system Knowledge Scholarly approach to clinical care Passion for clinical medicine
Keeps mentees on track to achieve success In Quality Projects Scholarly Productivity
Enhances Career Planning and Satisfaction Improves likelihood of Promotion
WHAT MAKES A GOOD MENTOR?
Listens Doesn’t drive the agenda Supports the goals of mentees Encourages Involvement in Other Important
Activities: Mentoring Residents Institutional Goals Committees (Educational and Institutional)
Helps Mentee begin networking Assist in working toward scholarly projects
that can be built upon
WHAT ARE BEHAVIORS OF EFFECTIVE MENTORS
Commitment to advancing mentee’s career Directs mentees toward promising
opportunities Be respectful to the mentee as a person Partner with mentee to set and monitor goals Engenders trust Inspires and motivates Fosters reflection Provides encouragement and support Advocates for mentees Lends Expertise to mentees studies and
scholarship
BEHAVIORS OF PRODUCTIVE OF MENTEES
Takes responsibility for the mentorship relationship
Engages in self-assessment-monitoring and –reflection
Respects and appreciates the mentor’s time and advice
Cultivates an appropriate personal relationship with a mentor and demonstrates professionalism
Expectations Makes an agenda Form personal goals Report progress on those goals Makes interests known to the Mentor
BEHAVIORS OF NOT-SO-PRODUCTIVE MENTEES
CONSIDERATIONS FOR SETTING GOALS FOR A SUCCESSFUL MENTORING PROGRAM
Scholarly achievement, support Early Career planning Career Satisfaction Job Satisfaction Retention
Cost 250,000 to replace an individual Promotion
GOALS FOR OUR MENTORING PROGRAM
Take Mentoring Seriously Set up Meetings
on monthly or every other month basis Commit to meeting
Have an agenda for every meeting Milestones Achievements Planning
MOC Promotion
Consider a peer mentoring program to augment our current mentoring system
GOALS FOR OUR MENTORING PROGRAM
Help mentee identify areas of interest Especially QI Projects Align with Hospital initiatives Setting goals that are realistic Suggest mentoring projects with residents
Other Mentoring objectives Help with networking Finding additional funding resources: such at
SEED Or sharing projects in which the Mentor has
funding for project
4 TAKE HOME POINTS
Commit to Mentoring and being Mentored Find you scholarly mentor within the first
year of your hire date Have Clear Goals with agendas and progress
reports Align goals with the needs of mentee
Elevate the importance of the scholarly aspects of Clinician Educators
Guide career development and Promotion Promote involvement and find ways to improve
the Division and HSC through Quality Work
REFERENCES Detsky A. Academic Mentoring-How to Give It and How to Get It (Mount Sinai, Toronto
Univ) JAMA 2007;97: 2134-2136 McGinn T. Helping Hospitalists Achieve Academic Stature ( Mount Sinai) S Hosp Med 2008;3: 285-287 Files J. Facilitated Peer Mentorship: A Pilot Program for Academic Advancement of
Female Medical Faculty (Mayo) J Women’s Health;17: 1009-1015 Pololi L. Helping Medical School Faculty Realize Their Dreams: An Innovative,
Collaborative Mentoring Program (U Mass) Acad. Med. 2002;77:377-384 Huskins C. Identifying and Aligning Expectations in a Mentoring Relationship (Mayo) Clin Trans Scien 2011; 4: 439-447 Farrell S. Mentoring for Clinician-Educators Acad Emerg Med 2004; 11: 1346-1350
REFERENCES Howell E. An Innovative Approach to Supporting Hospitalist Physicians Towards Academic
Success (J Hopkins) S of Hosp Med 2008;3:314-318 Straus S. Issues in the Mentor-Mentee Relationship in Academic Medicine: A Qualitative
Study (U of Toronto) Acad Med 2009; 84:135-139 Chew L. Junior Faculty’s Perspectives on Mentoring (U of Wash) Acad Med 2003;78: 652 Sambunjak D. Mentoring in Academic Medicine, A Systematic Review (U of Calgary, Alberta) JAMA 2006; 296: 1103-1115 Pololi L. Mentoring Faculty in Academic Medicine, A New Paradigm (Women’s Studies
Research center, Mass) J Gen Intern Med 2005;20: 866-870
Reid MB Mentorship, productivity and promotion among academic hospitalists. (Denver Health MC)
J Gen Intern Med 2012, Jan 27 (1): 23-27
Mentoring in Academic Medicine, ACP Teaching Medicine Series by Holly Humphrey MD
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