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Mentoring A Scholarly Collaboration

Mentoring A Scholarly Collaboration. Peggy Beeley, MD August 14 th , 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

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Mentoring A Scholarly Collaboration

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  1. MentoringA Scholarly Collaboration Peggy Beeley, MD August 14th, 2013

  2. 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”

  3. 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

  4. 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

  5. Styles of Mentoring • Formal vs informal • Assigned vs self identified • Dyadic • Multiple mentors • Peer mentoring • Group mentoring • e-mentoring • Mentoring networks

  6. 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

  7. Multiple Mentors Clinician Educator • Career • Scholarly • Functional • Educational Academic Research Model

  8. 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?

  9. 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 publications Reid, M Misky G, et al

  10. Paucity of Qualified Mentors • New Hospitalist track • Rapidly growing programs • Fewer older members • Younger physicians • Women • Diversity • Paucity of literature and model programs

  11. 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.

  12. 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 promotion Howell E, et al

  13. 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

  14. 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

  15. 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 skill Pololi, et al

  16. 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

  17. 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

  18. 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

  19. 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

  20. 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

  21. 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

  22. 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

  23. Behaviors of Not-So-Productive Mentees

  24. 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

  25. 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

  26. 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

  27. 4Take 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

  28. 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 • AcadEmerg Med 2004; 11: 1346-1350

  29. 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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