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