mentoring in medical school
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Alcohol Medical Scholars Program
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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
1:1 between teacher and learner
Focus: career development
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Mentors Vs. Role Models Sought for 1:1
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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Match Relationship Elements to Stage of Development
StudentMentor Source of direction
ConsultantFeedbackRole of mentor
Long-termShort-termTime frame
Concepts, theorySpecific skillsFocus
AdvancedBeginnerRelationship Elements
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Mentors: Know Your Mentee
Acknowledge similarities, differences Demographic attributes
Gender Age Race/ethnicity
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Mentors: Know Parameters
Mentee’s 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: Don’t
Promote your own agenda Use “free labor” Take credit Make a “clone”
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Review:To Be a Good Mentor
Know yourself Know your mentee Know parameters of
relationship Maintain relationship Overall goal: focus on mentee’s
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: What’s 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: Don’t
Remain dependent Avoid decisions Rely exclusively on mentor Acquiesce Over-idealize
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Review:To Be a Good Mentee
Know yourself Be proactive Know parameters of your
relationship Maintain the relationship
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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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