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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...
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...
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 ...
How will it work?
• The batch meet with the Mentor once a
month for a 90 minute session.
Department of Medical Education:
...
What to do in the session
• Detailed introduction.
• Developing a “friendly” relationship.
• Make the Mentee speak and dis...
• Exploring the potential of the Mentee.
• Creating an environment of peer support.
• Conveying the minutes to DME
Departm...
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...
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
rath...
How many mentors?
• “It takes a village to raise a child”
African proverb
• One to one relation
Department of Medical Educ...
In case of female students
• A trusted female collogues must be
present during “one to one” conversation.
• No female stud...
What do you need to be a
mentor?
• Understand the perspective of the mentee.
• Being respected by the community in
which t...
What do you need to be a mentor?
Empathic, Enthusiastic, Encouraging and
Supportive
Sufficient time.
Wisdom
Altruistic...
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
ea...
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 wa...
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, he...
Forms to be filled
• Structured form to be filled by the the
MENTOR
• Structured form to be filled by each
student
• Perso...
The mentee places you in a difficult
situation ethically
• Provide damaging information, complaint
or gossip about your co...
In Summary
• This system is initiated to provide a regular
and on-going support to our students to
foster their personal a...
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 r...
Any Questions?
Department of Medical Education:
QAMC
7/4/2014
Department of Medical Education:
QAMC
7/4/2014
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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

Published in: Education, Health & Medicine

Mentorship in qamc

  1. 1. Welcome to Department of Medical Education 7/4/2014 Department of Medical Education: QAMC
  2. 2. 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
  3. 3. Mentorship Department of Medical Education: QAMC 7/4/2014
  4. 4. Background The entry system in medical college 7/4/2014 Department of Medical Education: QAMC
  5. 5. 7/4/2014 Department of Medical Education: QAMC
  6. 6. Student support Program Mentorship 7/4/2014 Department of Medical Education: QAMC
  7. 7. Mentor, advisor to Telemachus, the son of Odysseus Department of Medical Education: QAMC 7/4/2014
  8. 8. Mentor... • “A wise and trusted teacher or guide.” Funk and Wagnall’s dictionary Department of Medical Education: QAMC 7/4/2014
  9. 9. 7/4/2014 Department of Medical Education: QAMC
  10. 10. It’s a bit like asking “Why have children?” 7/4/2014 Department of Medical Education: QAMC
  11. 11. Why grow flowers? 7/4/2014 Department of Medical Education: QAMC
  12. 12. 7/4/2014 Department of Medical Education: QAMC
  13. 13. 7/4/2014 Department of Medical Education: QAMC
  14. 14. TRADITIONAL CURRICULUM BASIC SCIENCES CLINICAL SCIENCES
  15. 15. 7/4/2014 Department of Medical Education: QAMC
  16. 16. 7/4/2014 Department of Medical Education: QAMC
  17. 17. 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
  18. 18. 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
  19. 19. 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
  20. 20. • 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
  21. 21. Zones in human life DEAD ZONE COMFORT ZONE STRETCH ZONE PANIC ZONE
  22. 22. 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
  23. 23. Mentoring Cycle 1. Building Rapport 2. Contracting 3. Direction Setting 4. Progress Making 5. Maturation 6. Closure
  24. 24. BE A WATCHER Department of Medical Education: QAMC 7/4/2014
  25. 25. Mentor • No Evaluative role. • Confidentiality Department of Medical Education: QAMC 7/4/2014
  26. 26. 7/4/2014 Department of Medical Education: QAMC Role Modal
  27. 27. 7/4/2014 Department of Medical Education: QAMC
  28. 28. 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
  29. 29. 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
  30. 30. 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
  31. 31. 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
  32. 32. 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
  33. 33. 7/4/2014 Department of Medical Education: QAMC
  34. 34. 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
  35. 35. Department of Medical Education: QAMC 7/4/2014
  36. 36. 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
  37. 37. 7/4/2014 Department of Medical Education: QAMC EVERYON E NEEDS TO BE CLEAR WHAT THE ROLES
  38. 38. Fundamental differences of opinion Department of Medical Education: QAMC 7/4/2014
  39. 39. 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
  40. 40. 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
  41. 41. 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
  42. 42. 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
  43. 43. Inshallah, If we are determined 7/4/2014 Department of Medical Education: QAMC
  44. 44. 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
  45. 45. Any Questions? Department of Medical Education: QAMC 7/4/2014
  46. 46. Department of Medical Education: QAMC 7/4/2014

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