Workshop slides, 'Mentors, Advisors... or Coaches? Kick-starting Professional Identity Formation' by Michael Gisondi, MD at Stanford Innovations in Medical Education Conference. #SIMEC16 @MikeGisondi

1. Michael A. Gisondi, MD
Associate Professor of Emergency Medicine and Medical Education
Northwestern University Feinberg School of Medicine
MENTORS, ADVISORS…OR COACHES?
KICK-STARTING
PROFESSIONAL IDENTITY FORMATION

2. NO PERTINENT DISCLOSURES

3. CASE 1.
YOU ARE A NEW FACULTY MEMBER IN THE
DEPARTMENT OF SURGERY.
YOUR OPERATIVE CASE LOAD IS EXPECTED TO BE HIGH
AND YOU HAVE ALREADY BEEN ASSIGNED TEACHING
RESPONSIBILITIES IN THE MEDICAL SCHOOL.
A STUDENT ASKS YOU TO MENTOR HER ON A RESEARCH
PROJECT.
WHAT CONSIDERATIONS ARE IMPORTANT?
WHAT DO YOU SAY TO HER?

4. CASE 2.
YOU ARE THE MEDICAL DIRECTOR AT A REGIONAL
HOSPITAL, IN CHARGE OF THE INPATIENT MEDICAL
SERVICE.
YOU HIRE ONE OF THE STARS FROM YOUR RECENT
CLASS OF TRAINEES.
18 MONTHS INTO HER EMPLOYMENT, SHE SHARES
WITH YOU THAT HER MARRIAGE IS ENDING AND SHE
BLAMES HER CHOICE OF PROFESSION. SHE RESENTS
HER PATIENTS.
WHAT DO YOU SAY?

5. CASE 3.
YOUR DEPARTMENT CHAIR TELLS YOU THAT YOU
NEED TO HELP A STRUGGLING RESIDENT WHO
HAS MADE SEVERAL MEDICAL ERRORS OVER THE
LAST SIX MONTHS.
THE TRAINEE IS IN HIS FIRST YEAR AND HIS
EXAM SCORES ARE SIGNIFICANTLY BELOW HIS
PEERS.
WHAT DO YOU DO?

6. CASE 4.
YOU ARE A SENIOR PULMONOLOGIST WHO CONDUCTS
RESEARCH IN THE TREATMENT OF EMPHYSEMA.
NO ONE IN YOUR HOSPITAL HAS SHARED YOUR
RESEARCH INTEREST FOR OVER A DECADE, UNTIL NOW.
THE HOSPITAL HIRES A YOUNG PHYSICIAN WHO HAS
GREAT POTENTIAL AS A RESEARCHER AND SHARES
YOUR PASSION. YOU ARE ASKED TO MENTOR HER.
WHAT DO YOU DO?

7. SESSION GOALS
• Compare and contrast the roles of mentor, advisor, and coach.
• Describe strategies for promoting professional identity formation
by optimizing the teacher-learner relationship.

8. IT IS NOT ENOUGH TO BE
BUSY. THE ANTS ARE BUSY.
WE MUST ASK,
‘WHAT ARE WE BUSY ABOUT?’
Henry David Thoreau, 1817 - 1862

9. LACK OF TRAINING
ADMINISTRATIVE BURDEN
POOR JOB SATISFACTION
UNDER-VALUED

10. EXPERTISE
CREATIVITY
TEACHING
ACADEMIC PROMOTION

11. FACULTY DEVELOPMENT
Training opportunities that allow faculty members to attain
skills necessary for efficient academic promotion.

12. FACULTY DEVELOPMENT
Training opportunities that help faculty members do their jobs better.

13. COMMUNITY OF PRACTICE
Individuals who share a common professional identity.
By sharing information and experiences,
members learn from each other,
and have an opportunity to develop themselves
personally and professionally.

14. FOR EVERY SKILL THAT
CAN BE MASTERED,
THERE ARE TEACHERS
AND LEARNERS.
TEACHERS CAN BECOME
BETTER TEACHERS OF THE
SKILL IN QUESTION.
LEARNERS CAN LIKE WISE
BECOME BETTER
LEARNERS.

15. THINK-PAIR-SHARE
ACTIVITY
5 MINUTES:
1. Introduce yourself to your
neighbor and describe the
workplace in which you teach.
2. Discuss the characteristics of a
great teacher in your workplace.
3. Describe the characteristics of a
great learner in your workplace.

16. TEACHERS AND LEARNERS
ARE IN RELATIONSHIPS.

17. MENTOR
The word was inspired
by the character of
Mentor in Homer's
Odyssey.
The goddess Athena
takes on his appearance
in order to guide young
Telemachus in his time
of difficulty.

18. THE MENTORING RELATIONSHIP
Characteristics of a good mentor:
• Willing to teach
• Possess skill expertise
• Role models
• Successful in their profession
• Motivate their learners
• Commits effort to the relationship

19. THE MENTORING RELATIONSHIP
Characteristics of a good mentee:
• Willing to accept feedback
• Desires skill expertise
• Open to risk-taking
• Potential in their profession
• Meets deadlines
• Punctual
• Commits effort to the relationship

20. MENTORS VS. ADVISORS
MENTOR
• Broad professional expertise
• Longitudinal
• Deeply personal
• Trust develops over time
• Priceless
ADVISOR
• Task specific expertise
• Shorter duration of relationship
• Professional only
• Trust is implicit at the start
• Paid

21. MENTORS VS. ADVISORS
MENTOR
• Broad professional expertise
• Longitudinal
• Deeply personal
• Trust develops over time
• Priceless
ADVISOR
• Task specific expertise
• Shorter duration of relationship
• Professional only
• Trust is implicit at the start
• Paid

23. COACHES VS. CONSULTANTS
COACH
• Establishes goals
• Understands and resolves challenges
• Creates a process of discovery
• Focused on learner skill development
• Unemotional
• Success is measured by learner
performance
CONSULTANT
• Individual or company
• Hired to complete a task for you
• Not interested in your skill development
• Possess expertise and resources

24. TEACHER-LEARNER
RELATIONSHIPS
1. Mentor – Mentee
2. Advisor – Advisee
3. Coach – Trainee
4. Consultant - Organization

25. PROFESSIONAL IDENTITY FORMATION
Creating an understanding of a learner’s
professional role in the work place
Recognizes and builds upon their
unique personal strengths

26. PROFESSIONAL COACH
PERSONAL BRAND
PERSONAL BOARD OF DIRECTORS

27. STRATEGIES FOR OPTIMIZING
TEACHER-LEARNER RELATIONSHIPS
1. Mentor – Mentee Contracts
2. GAANT Charts for Coaches & Trainees

28. EXAMPLE:
UNIVERSITY OF PITTSBURGH
TEAM MENTORING AGREEMENT
(Credit: Dr. Michael Fleming,
University of Wisconsin CSTA Training)

33. GAANT CHART
Developed by Henry Gaant, 1910s
Bar graph
Illustrates project management as
a function of time
Clear summary deliverables

34. Year 1 Year 2 Year 3 Year 4
summer winter spring summer winter spring summer winter spring summer winter spring
clinical care
adjusting to
being a doctor
stepping up to
PGY2 role
PGY2 workflow
check-in
focus on
mastering
procedures and
resuscitation,
you will be
teaching this
soon!
stepping up to
senior role,
discuss a
particularly
effective senior
you want to
emulate
senior
workflow
check-in
polishing the
product, what
do you want to
get out of
senior year?
reflect on
clinical
experiences,
identify areas
for ongoing
improvement
first year as
attending
work/life
balance and
wellness
how is living in
chicago?
winter
wellness check
adjusting to a
demanding
year
winter
wellness check
winter
wellness check
winter
wellness check
reflect on
wellness
during
residency,
challenges?
support?
identify
strategies to
maintain
wellness
throughout
career
career
planning and
professional
development
how to start
your brand as
an intern
get involved in
the residency:
admin,
education,
recruitment
first real
discussion
about career
goals,
academics vs
community etc
discuss
research
interests,
remind about
scholarly
project
career
planning, what
is the target?
review CV to
date, consistent
with career
plans? find
projects/experi
ences that will
build brand
make sure CV is
done and ready
to go
planning for
job application
interview
check in,
decisions about
where to work,
contract
negotiation
reflect on
development of
brand during
residency.
discuss 5-10
year career
plans.
what
residents
want
1. Help with adjustment from medical school 1. Tips on improving efficiency without sacrificing quality 1. Early discussion of career planning. 1. Guidance on job search.
2. Reassurance during tough transition especially with "feeling
dumb"
2. Advice on going from competency to mastery both with
procedures and patient care.
2. Guidance on the new role of the senior resident. 2. Help find contacts for jobs.
3. Clarification of general expectations 3. Outlet during difficult year. 3. Tips billing/coding/charting/supervisory attestation.
4. Outlet to discuss tough cases/interactions 4. Discuss work/life balances as an attending

35. Group Activity, 20min:
Review each case scenario and answer the questions that follow.
CASE DISCUSSIONS & REVIEW

36. CASE 1.
YOU ARE A NEW FACULTY MEMBER IN THE
DEPARTMENT OF SURGERY.
YOUR OPERATIVE CASE LOAD IS EXPECTED TO BE HIGH
AND YOU HAVE ALREADY BEEN ASSIGNED TEACHING
RESPONSIBILITIES IN THE MEDICAL SCHOOL.
A STUDENT ASKS YOU TO MENTOR HER ON A RESEARCH
PROJECT.
WHAT CONSIDERATIONS ARE IMPORTANT?
WHAT DO YOU SAY TO HER?

37. CASE 2.
YOU ARE THE MEDICAL DIRECTOR AT A REGIONAL
HOSPITAL, IN CHARGE OF THE INPATIENT MEDICAL
SERVICE.
YOU HIRE ONE OF THE STARS FROM YOUR RECENT
CLASS OF TRAINEES.
18 MONTHS INTO HER EMPLOYMENT, SHE SHARES
WITH YOU THAT HER MARRIAGE IS ENDING AND SHE
BLAMES HER CHOICE OF PROFESSION. SHE RESENTS
HER PATIENTS.
WHAT DO YOU SAY?

38. CASE 3.
YOUR DEPARTMENT CHAIR TELLS YOU THAT YOU
NEED TO HELP A STRUGGLING RESIDENT WHO
HAS MADE SEVERAL MEDICAL ERRORS OVER THE
LAST SIX MONTHS.
THE TRAINEE IS IN HIS FIRST YEAR AND HIS
EXAM SCORES ARE SIGNIFICANTLY BELOW HIS
PEERS.
WHAT DO YOU DO?

39. CASE 4.
YOU ARE A SENIOR PULMONOLOGIST WHO CONDUCTS
RESEARCH IN THE TREATMENT OF EMPHYSEMA.
NO ONE IN YOUR HOSPITAL HAS SHARED YOUR
RESEARCH INTEREST FOR OVER A DECADE, UNTIL NOW.
THE HOSPITAL HIRES A YOUNG PHYSICIAN WHO HAS
GREAT POTENTIAL AS A RESEARCHER AND SHARES
YOUR PASSION. YOU ARE ASKED TO MENTOR HER.
WHAT DO YOU DO?

40. SESSION GOALS
• Compare and contrast the roles of mentor, advisor, and coach.
• Describe strategies for promoting professional identity formation
by optimizing the teacher-learner relationship.