mentoring in medical school

Alcohol Medical Scholars Program

1

Mentoring in Medical School

Gail L. Rose, Ph.D.The University of Vermont

Alcohol Medical Scholars Program 2

Mentors Can:

Guide your development Teach explicit knowledge Impart implicit knowing Be a role model Provide encouragement


Overview

Definition How to mentor How to be mentored Alternatives


Mentoring Relationship

1:1 between teacher and learner

Focus: career development


Mentors Vs. Role Models Sought for 1:1

consultation Know their

mentees Interactive

Observed & imitated

May not know audience

Passive


To Be a Good Mentor

Know yourself Know your mentee Know parameters of relationship Maintain relationship


Top 10 Behaviors/Attributes

Feedback Communicates Experienced Treats as adult Demonstrates

Available Respectful Sees potential Ethical Reliable

(Rose, 1999)


Know Your Limitations

Patience Networking Time Comfort zone


Match Relationship Elements to Stage of Development

StudentMentor Source of direction

ConsultantFeedbackRole of mentor

Long-termShort-termTime frame

Concepts, theorySpecific skillsFocus

AdvancedBeginnerRelationship Elements


Mentors: Know Your Mentee

Acknowledge similarities, differences Demographic attributes

Gender Age Race/ethnicity


Mentors: Know Parameters

Mentee’s goals Structure: informal vs. formal Evaluative vs. nonevaluative Meetings


Mentors: Do Be available Convey respect & confidence Focus on mentee Ask questions Track progress Identify strengths Give feedback Re-assess


Mentors: Don’t

Promote your own agenda Use “free labor” Take credit Make a “clone”


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


To Be a Good Mentee

Know yourself Be proactive Know parameters of relationship Maintain relationship


Mentees: Know Yourself

Your goals Your mentoring preferences Your strengths Your weaknesses


Mentees: What’s Ideal?

Demographics Location; availability Personality Professional interests Professional skills Career stage


Ideal Mentoring Style

Integrity

Guidance

Relationship

(Rose, 1999)


Know Your Strengths

Emotional stability Internal locus of control Coachability Emotional intelligence Achievement focus


Know Your Weaknesses

Too independent Hypersensitive Unmotivated Poor work habits Emotionally needy or negative


Mentees: Be Proactive Identify potential mentors

Senior students Residents Professors

• Junior faculty• Mid-career• Late-career

Take initiative


Mentees: Know Parameters

Structure: formal vs. informal

Evaluative vs. non-evaluative

Meetings


Mentees: Do

Be punctual Convey respect Set agendas Accept

challenge Follow through

Show appreciation

Accept critique Communicate Re-assess


Mentees: Don’t

Remain dependent Avoid decisions Rely exclusively on mentor Acquiesce Over-idealize


Review:To Be a Good Mentee

Know yourself Be proactive Know parameters of your

relationship Maintain the relationship


Alternate Forms of Mentoring

External

Peer

Multiple


Peer Mentoring

Fellow students / colleagues Mutual Non-hierarchical More same-sex / same-race options No expert


Multiple Mentors Relationships with more than one

mentor; each provides important function

Comprehensive mentors rare Different skill sets, attributes,

perspectives


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


Mentoring Summary

Important benefits More than role modeling Steps to improve satisfaction &

productivity Variety of forms


Stages of Mentoring Relationship

Initiation Cultivation Separation Redefinition

(Kram, 1985)

mentoring in medical school

Documents

medical schoolgail

good mentorknow yourselfknow

role modelssought

whats ideal

termtime frameconcepts

menteeacknowledge similarities