Mentor presentation

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Ensuring Success\; Developing Skills for Effective Mentoring of Medical Students IAMSE 2013

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  • Amy or Jake take notes!! Whiteboard? Paper?
  • Frei et al. Mentoring programs for medical students - a review of the PubMed literature 2000 – 2008. BMC Medical Education. 2010
  • Aagaard EM, Hauer KE: A cross-sectional descriptive study of mentoring relationships formed by medical students. J Gen Intern Med 2003, 18:298-302. Zink BJ, Hammoud MM, Middleton E, Moroney D, Schigelone A: A comprehensive medical student career development program improves medical student satisfaction with career planning. Teach Learn Med 2007, 19:55-60. Macaulay W, Mellman LA, Quest DO, Nichols GL, Haddad J Jr, Puchner PJ: The advisory dean program: a personalized approach to academic and career advising for medical students. Acad Med 2007, 82:718-722. Kosoko-Lasaki O, Sonnino RE, Voytko ML: Mentoring for women and underrepresented minority faculty and students: experience at two institutions of higher education. J Natl Med Assoc 2006, 98:1449-1459. Murr AH, Miller C, Papadakis M: Mentorship through advisory colleges. Acad Med 2002, 77:1172-1173. Dorrance KA, Denton GD, Proemba J, La Rochelle J, Nasir J, Argyros G, Durning SJ: An internal medicine interest group research program can improve scholarly productivity of medical students and foster mentoring relationships with internists. Teach Learn Med 2008, 20:163-167. Zier K, Friedman E, Smith L: Supportive programs increase medical students’ research interest and productivity. J Investig Med 2006, 54:201-207. Coates WC, Crooks K, Slavin SJ, Guiton G, Wilkerson L: Medical school curricular reform: fourth-year colleges improve access to career mentoring and overall satisfaction. Acad Med 2008, 83:754-760. Kalet AL, Sanger J, Chase J, Keller A, Schwartz MD, Fishman ML, Garfall AL, Kitay A, et al: Promoting professionalism through an online professional development portfolio: successes, joys, and frustrations. Acad Med 2007, 82:1065-1072. Kalet A, Krackov S, Rey M: Mentoring for a new era. Acad Med 2002, 77:1171-1172.Tekian A, Jalovecky MJ, Hruska L: The impact of mentoring and advising at-risk underrepresented minority students on medical school performance. Acad Med 2001, 76:1264. Scheckler WE, Tuffli G, Schalch D, MacKinney A, Ehrlich E: The Class Mentor Program at the University of Wisconsin Medical School: a unique and valuable asset for students and faculty. WMJ 2
  • Nakamura & Shernoff 2009. Good mentoring: fostering excellent practice in higher education. San francisco. J. wiley and sons
  • White board list...
  • Acad Med. 2013 Apr;88(4):527-34. doi: 10.1097/ACM.0b013e31828578bb."A good career choice for women": female medical students' mentoring experiences: a multi-institutional qualitative study.Levine RB, Mechaber HF, Reddy ST, Cayea D, Harrison RA.SourceDivision of General Internal Medicine, Johns Hopkins University School of Medicine, Baltimore, Maryland 21224, USA. rlevine@jhmi.edu
  • Keyser et al. Advancing institutional efforts to support research mentorship: a conceptual framework and self-assessment tool. Academic medicine 2008.
  • Zachary 2005. Creating a mentoring culture: the organization’s guide. San Francisco; Jossey-Bass; 2005
  • Mentor presentation

    1. 1. Ensuring Success:Developing Skills for EffectiveMentoring of Medical StudentsAmy J. Prunuske, PhDJacob Prunuske, MD, MSPHIAMSE 2013 2FS10
    2. 2. Objectives1. Identify challenges to effectivementoring and describe ways toaddress these challenges2. Develop productive mentor-menteerelationships3. Evaluate the effectiveness of mentorprograms for both students and faculty
    3. 3. Introductions• Name• Institution• Role, interest in mentoring• What you want to gain from this session
    4. 4. Aims of the University ofMinnesota Medical SchoolMentoring Program– build long term relationships amongstudents and faculty– identify students‟ needs and connect themto useful resources– promote professional formation throughoutmedical school
    5. 5. Medical School DuluthMentoring ProgramStudents6 learning communities of 10 studentsassigned one MD and one PhD mentorMS11:1 sessions (# of meetings)MD Mentor (2)PhD Mentor (1)MS2PhD Mentor (1)MD Mentor (1)MS3 MD Mentor (2)MS4 Contribute to MSPE
    6. 6. Mentoring“...experienced, highly regarded, empatheticperson (mentor) guides another individual(mentee) in the development and re-examination of their own ideas, learning,and personal and professionaldevelopment.”Frei 2010
    7. 7. Value of Mentorship inMedical Education• Professionalism development• Research participation & productivity• Career planning• Overall well-being• Support for individualsunderrepresented in medicineAagaard 2003. Zink 2007. Macaulay 2007. Kosoko-Lasaki 2006. Murr 2002.Dorrance 2008. Zier 2006. Coates 2008. Kalet 2007, 2001.
    8. 8. Qualities & Skills of EffectiveMentors• Small Groups• 15 minutes, develop a list:– Personal characteristics– Behaviors– Skills– Others• Share
    9. 9. Mentor Qualities & Skills• Consistent availability & engagement• Balance guidance & freedom• Supportive atmosphere & resources• Constructive feedback• Individual interest in menteeNakamura, Shernoff 2009
    10. 10. Mentor Qualities & Skills• Clear expectations for mentoring role• Avoid complaining about logistics thatare out of students‟ control• Honesty• Budget appropriate time• Recognize professional boundaries
    11. 11. Mentors Should EncourageMentee Reflection• Self• Clinical surroundings• Structure of medical education• Social determinants of health
    12. 12. MENTORING CHALLENGESLarge Group Discussion 5 – 10 min
    13. 13. Challenges/Barriers toEffective Mentorship• Faculty interest, skill, time, engagement• Institutional support, resources• Cultural, gender, generationaldifferences• Student interest, time, engagement, notwanting to „bother‟ mentor, or seemneedy or insecure
    14. 14. Challenges/Barriers• Mentor conflict of interest• Mismatched expectations• Acting to please mentor not achieve owngoals• Personality differences• Poor communication• External factors– changing health systems, politics, finances
    15. 15. Volunteer to share a challengingmentor-mentee situation
    16. 16. Ekstasis - Peer ConsultationModel• Present Case• Group asks fact questions• Group does diagnostic brainstormingwith presenter watching and listening• Group does action steps brainstorm• Presenter reflects on what he/she heard
    17. 17. Overcoming Barriers• Safe, welcoming environment• Clear communication• Framework/checklist to guide meetings– Personal goals, research, careerplanning, internationalexperiences, electives, work-life balance, medicalissues, others...• Defined action items• Mentor support, faculty development• Teach ability to disagree without being disagreeable
    18. 18. Female Student Perspectives• Optimal mentoring includes...– Shared values, Trust, Personal Connection• Relation more important than genderconcordance• Gender-based assumptions &stereotypes affect mentoring• Gender-based power dynamicsinfluence what students disclose Levine 2013
    19. 19. Ways Institutions SupportEffective Mentoring• Identified criteria for selecting mentors• Incentives for motivating faculty mentors• Assignment of mentors, mentee pairingKeyser 2008
    20. 20. Benefits of InstitutionalSupport• Increased trust• Improved morale• Improved retention• Enhanced organizational commitmentZachary 2005
    21. 21. Traditional Mentoring Model• Dyad (1:1)– Most common in literature– Experience to novice– Single viewpoint– May be too hierarchical, less mutuallysupportive– Some individuals (eg women, minorities)may be less likely to identify or identify witha mentor
    22. 22. Alternative Mentoring Models• Co-mentoring (multiple perspectives)• Peer mentoring– Value associated with social support– Best with faculty guidance, eg Healer‟s Art• Group mentoring• Layered mentoring• Choice vs Assigned
    23. 23. WHAT EVIDENCE WOULDTELL YOU YOUR PROGRAM ISWORKING?Small Group Discussion (5 – 10 min)
    24. 24. What evidence would tell youyour program is working?• Student perspectives• Faculty perspectives• Institutional resource use• Board scores• Attrition and graduation rates• Graduate career choices, matchsuccess, practice choices
    25. 25. Objectives1. Identify challenges to effectivementoring and describe ways toaddress these challenges2. Develop productive mentor-menteerelationships3. Evaluate the effectiveness of mentorprograms for both students and faculty
    26. 26. CLOSING THOUGHTS

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