Mentorship in qamc
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Mentorship in qamc

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The outline of recently introduced Mentorship in Quaid-e-Azam Medical College, Bahawalpur Pakistan by Department of Medical Education

The outline of recently introduced Mentorship in Quaid-e-Azam Medical College, Bahawalpur Pakistan by Department of Medical Education

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Mentorship in qamc Mentorship in qamc Presentation Transcript

  • Welcome to Department of Medical Education 7/4/2014 Department of Medical Education: QAMC
  • 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. 7/4/2014 Department of Medical Education: QAMC
  • Mentorship Department of Medical Education: QAMC 7/4/2014
  • Background The entry system in medical college 7/4/2014 Department of Medical Education: QAMC
  • 7/4/2014 Department of Medical Education: QAMC
  • Student support Program Mentorship 7/4/2014 Department of Medical Education: QAMC
  • Mentor, advisor to Telemachus, the son of Odysseus Department of Medical Education: QAMC 7/4/2014
  • Mentor... • “A wise and trusted teacher or guide.” Funk and Wagnall’s dictionary Department of Medical Education: QAMC 7/4/2014
  • 7/4/2014 Department of Medical Education: QAMC
  • It’s a bit like asking “Why have children?” 7/4/2014 Department of Medical Education: QAMC
  • Why grow flowers? 7/4/2014 Department of Medical Education: QAMC
  • 7/4/2014 Department of Medical Education: QAMC
  • 7/4/2014 Department of Medical Education: QAMC
  • TRADITIONAL CURRICULUM BASIC SCIENCES CLINICAL SCIENCES
  • 7/4/2014 Department of Medical Education: QAMC
  • 7/4/2014 Department of Medical Education: QAMC
  • 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 7/4/2014
  • How will it work? • The batch meet with the Mentor once a month for a 90 minute session. Department of Medical Education: QAMC 7/4/2014
  • 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. Department of Medical Education: QAMC 7/4/2014
  • • Exploring the potential of the Mentee. • Creating an environment of peer support. • Conveying the minutes to DME Department of Medical Education: QAMC 7/4/2014
  • Zones in human life DEAD ZONE COMFORT ZONE STRETCH ZONE PANIC ZONE
  • Support vs. Challenge Challenge Support Low High High Lack of confidence, Withdrawal, Paralysis Growth Affirmation Absence of progress or change Department of Medical Education: QAMC 7/4/2014
  • Mentoring Cycle 1. Building Rapport 2. Contracting 3. Direction Setting 4. Progress Making 5. Maturation 6. Closure
  • BE A WATCHER Department of Medical Education: QAMC 7/4/2014
  • Mentor • No Evaluative role. • Confidentiality Department of Medical Education: QAMC 7/4/2014
  • 7/4/2014 Department of Medical Education: QAMC Role Modal
  • 7/4/2014 Department of Medical Education: QAMC
  • Mentor vs Supervisor  Informal, less structured  Wide scope of role; personal/ professional  Involves conversation rather than instruction  Paternal/Maternal  Ongoing  No evaluation • Structured – resident is assigned formally • Role is professional • Mostly concerned with teaching • Exists only during training • Evaluation a key part of the role Department of Medical Education: QAMC 7/4/2014
  • How many mentors? • “It takes a village to raise a child” African proverb • One to one relation Department of Medical Education: QAMC 7/4/2014
  • 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. 7/4/2014 Department of Medical Education: QAMC
  • 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 Department of Medical Education: QAMC 7/4/2014
  • What do you need to be a mentor? Empathic, Enthusiastic, Encouraging and Supportive Sufficient time. Wisdom Altruistic, remembering that your role is to help the mentee, not to help yourself. Department of Medical Education: QAMC 7/4/2014
  • 7/4/2014 Department of Medical Education: QAMC
  • How will you communicate to DME? • Each Mentor will be provided a structured Performa to be filled for each student for each meeting. 7/4/2014 Department of Medical Education: QAMC
  • Department of Medical Education: QAMC 7/4/2014
  • 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.” Department of Medical Education: QAMC 7/4/2014
  • 7/4/2014 Department of Medical Education: QAMC EVERYON E NEEDS TO BE CLEAR WHAT THE ROLES
  • Fundamental differences of opinion Department of Medical Education: QAMC 7/4/2014
  • 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 7/4/2014 In any case, we have to make sure that mentee attends the session
  • 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 7/4/2014 Department of Medical Education: QAMC
  • 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. Department of Medical Education: QAMC 7/4/2014
  • In Summary • This system is initiated to provide a regular and on-going support to our students to foster their personal and professional growth. 7/4/2014 Department of Medical Education: QAMC
  • Inshallah, If we are determined 7/4/2014 Department of Medical Education: QAMC
  • 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 Department of Medical Education: QAMC 7/4/2014
  • Any Questions? Department of Medical Education: QAMC 7/4/2014
  • Department of Medical Education: QAMC 7/4/2014