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Welcome to Department of Medical Education
04/08/2023 Department of Medical Education: QAMC
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PIKES PRINCIPLES
• Adults are big babies• The amount of learning is directly proportional to
the amount of fun during the learning process.• Adults don’t learn if the learning is not related to
them• I have taught: I can only be sure if you are able
to teach others, what I taught you….And he has understood that too.
04/08/2023 Department of Medical Education: QAMC
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Mentorship
Department of Medical Education: QAMC
04/08/2023
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Background
The entry system in medical college
04/08/2023 Department of Medical Education: QAMC
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04/08/2023 Department of Medical Education: QAMC
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Student support Program
Mentorship
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Mentor, advisor to Telemachus, the son of Odysseus
Department of Medical Education: QAMC
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Mentor...• “A wise and trusted teacher or guide.”
Funk and Wagnall’s dictionary
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04/08/2023 Department of Medical Education: QAMC
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It’s a bit like asking “Why have children?”
04/08/2023 Department of Medical Education: QAMC
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Why grow flowers?
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04/08/2023 Department of Medical Education: QAMC
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04/08/2023 Department of Medical Education: QAMC
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TRADITIONAL CURRICULUM
BASIC SCIENCES
CLINICAL SCIENCES
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04/08/2023 Department of Medical Education: QAMC
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04/08/2023 Department of Medical Education: QAMC
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MENTORSHIP
• All the students are divided in 52batches• Each batch has around 30 students• Each batch has mix of female and male
students• Each batch has students from all classes
Department of Medical Education: QAMC
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How will it work?
• The batch meet with the Mentor once a month for a 90 minute session.
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What to do in the session
• Detailed introduction.• Developing a “friendly” relationship.• Make the Mentee speak and discuss
whatever he/she wants to.• Identify the areas, where some support is
needed.• Keeping a record of all the activities.
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• Exploring the potential of the Mentee.• Creating an environment of peer support.• Conveying the minutes to DME
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Zones in human life
DEADZONE
COMFORTZONE
STRETCHZONE
PANICZONE
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Support vs. Challenge
Ch
alle
ng
e
SupportLow
High
High
Lack of confidence, Withdrawal,
ParalysisGrowth
AffirmationAbsence of progress or
change
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Mentoring Cycle
1. Building Rapport
2. Contracting
3. Direction Setting
4. Progress Making
5. Maturation
6. ClosurePhase 1
ClarifyingExpectations
Phase 2Productive
Phase
Phase 3Maturation &
Closure
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BE A WATCHER
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Mentor• No Evaluative role.• Confidentiality
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04/08/2023 Department of Medical Education: QAMC
Role Modal
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04/08/2023 Department of Medical Education: QAMC
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Mentor vs Supervisor
Informal, less structuredWide scope of role; personal/ professionalInvolves conversation rather than
instructionPaternal/Maternal OngoingNo evaluation
• Structured – resident is assigned formally• Role is professional• Mostly concerned with teaching• Exists only during training• Evaluation a key part of the role
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How many mentors?
• “It takes a village to raise a child”African proverb
• One to one relation
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In case of female students
• A trusted female collogues must be present during “one to one” conversation.
• No female student must ever be counseled in privacy.
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What do you need to be a mentor?
• Understand the perspective of the mentee. • Being respected by the community in which the
mentee works• Humility – We need to be able to talk to the mentee
as an equal, even if we are substantially more senior
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What do you need to be a mentor?
Empathic, Enthusiastic, Encouraging and Supportive
Sufficient time.WisdomAltruistic, remembering that your role is to
help the mentee, not to help yourself.
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04/08/2023 Department of Medical Education: QAMC
Reflection
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How will you communicate to DME?
• Each Mentor will be provided a structured Performa to be filled for each student for each meeting.
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Department of Medical Education: QAMC
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Misunderstanding role of mentor/mentee:“You are my mentor – I thought you would do my
SIFARISH to pass me....”• “That wasn’t what the role was about”• “I TOLD you to prepare for USMLE and not Part I.
Why didn’t you follow my advice?”• “I decided not to. And you are my mentor, not my
father or my boss.”
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04/08/2023 Department of Medical Education: QAMC
EVERYONE NEEDS TO BE CLEAR WHAT THE ROLES ARE
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Fundamental differences of opinion
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Mentee misses meetings, ignores advice• Find out what is happening...
– Maybe personal problems– Maybe work problems, health problems
(He/She may need a little prompting to tell you)Inform it to DME
Department of Medical Education: QAMC
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In any case, we have to make sure that mentee attends the session
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Forms to be filled
• Structured form to be filled by the the MENTOR
• Structured form to be filled by each student
• Personal record by MENTOR
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The mentee places you in a difficult situation ethically
• Provide damaging information, complaint or gossip about your colleagues
• Provide damaging information, complaint or gossip about their peers (other residents)
• Become emotionally too close• EXPLAIN YOUR CONCERNS.
DISCOURAGE THE BEHAVIOUR.
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In Summary
• This system is initiated to provide a regular and on-going support to our students to foster their personal and professional growth.
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Inshallah, If we are determined
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References• Holt VP, Ladwa R. Mentoring. A quality assurance tool for dentists. Part 3: building
a successful mentoring relationship. Prim Dent Care. 2009 Apr;16(2):67-73.• Zerzan JT, Hess R, Schur E, Phillips RS, Rigotti N. Making the most of mentors: a
guide for mentees. Acad Med. 2009 Jan;84(1):140-4.• Levy BD, Katz JT, Wolf MA, Sillman JS, Handin RI, Dzau VJ.• An initiative in mentoring to promote residents' and faculty members' careers. Acad
Med. 2004 Sep;79(9):845-50.• Farrell SE, Digioia NM, Broderick KB, Coates WC. Mentoring for clinician-educators
Acad Emerg Med. 2004 Dec;11(12):1346-50. • Sambunjak D, Straus SE, Marusić A Mentoring in academic medicine: a systematic
review. JAMA. 2006 Sep 6;296(9):1103-15. • Ramani S, Gruppen L, Kachur EK.• Twelve tips for developing effective mentors. Med Teach. 2006 Aug;28(5):404-8• Zachary LJ . The Mentor's Guide John Wiley 2nd Edition, 2002 195pp
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Any Questions?
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Department of Medical Education: QAMC
04/08/2023 Thank You