Mentor: Roles, Challenges, and Skills Development Jacob Prunuske, MD, MSPH Amy Prunuske, PhD Margit Chadwell, MD Christopher LaJeunesse Suzanne Minor, MD Kathryn Trayes, MD

Disclosures None of the presenters have any conflict of interest with respect to this presentation

Objectives 1.Challenges 2.Relationships 3.Evaluation

Agenda Introductions Value Qualities & Skills Barriers Practice Evaluation Wrap

Introductions Name Institution Why you chose this session

VALUE OF MENTORSHIP Dr. Jacob Prunuske

Mentoring “...experienced, highly regarded, empathetic person (mentor) guides another individual (mentee) in the development and re- examination of their own ideas, learning, and personal and professional development.” Frei 2010

Value of Mentorship Professionalism development Research participation & productivity Career planning Overall well-being Support for individuals underrepresented in medicine Aagaard Zink Macaulay Kosoko-Lasaki Murr Dorrance Zier Coates Kalet 2007, 2001.

QUALITIES & SKILLS OF EFFECTIVE MENTORS Dr. Suzanne Minor

Qualities & Skills of Effective Mentors Groups of four 10 minutes, then share with larger group Develop a list: –Personal characteristics –Behaviors –Skills –Others

Group Discussion What characteristics did your group identify? Qualities & Skills of Effective Mentors

Mentor Qualities & Skills Consistent availability & engagement Balance guidance & freedom Supportive atmosphere & resources Constructive feedback Individual interest in mentee Nakamura, Shernoff 2009

Mentor-Mentee Interactions Emotional safety Support Protégé [mentee]-centeredness Informality Responsiveness Respect

Mentor Qualities & Skills Clear expectations for mentoring role Avoid complaining about logistics that are out of students’ control Honesty Budget appropriate time Recognize professional boundaries

Mentors Should Encourage Mentee Reflection Self Clinical surroundings Structure of medical education Social determinants of health

Female Student Perspectives Optimal mentoring includes... –Shared values, Trust, Personal Connection Relation more important than gender concordance Gender-based assumptions & stereotypes affect mentoring Gender-based power dynamics influence what students disclose Levine 2013

MENTORING CHALLENGES Dr. Kathryn Trayes

What Challenges do you, your colleagues, and your institution face?

Common Challenges Faculty interest, skill, time, engagement Institutional support, resources Cultural, gender, generational differences Student interest, time, engagement, not wanting to ‘bother’ mentor, or seem needy or insecure

Challenges/Barriers Mentor conflict of interest Mismatched expectations Acting to please mentor not achieve own goals Personality differences Poor communication External factors –changing health systems, politics, finances

Overcoming Barriers Safe, welcoming environment Clear communication Framework/checklist to guide meetings –Personal goals, research, career planning, international experiences, electives, work-life balance, medical issues, others... Defined action items Mentor support, faculty development Teach ability to disagree without being disagreeable

MENTORING TOOL Dr. Margit Chadwell

Mentoring Tool Available on MedEdPORTALMedEdPORTAL

MENTORING SCENARIOS Christopher LaJeunesse

Practice Scenarios – Groups of 8 –Describe your own or use one of ours Mentoring Challenges Strategies to overcome those challenges

MENTORING PROGRAMS Dr. Jacob Prunuske

Ways Institutions Support Effective Mentoring Identified criteria for selecting mentors Incentives for motivating faculty mentors Assignment of mentors-mentee pairing Single or multiple mentors Keyser 2008

Value of Institutional Support Increased trust Improved morale Improved retention Enhanced organizational commitment Zachary 2005

Traditional Mentoring Dyad (1:1) Most common in literature Experienced to novice Single viewpoint May be too hierarchical, less mutually supportive Some individuals (eg women, minorities) may be less likely to identify or identify with a mentor

Alternative 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

Informal Mentoring Perspectives

WHAT EVIDENCE WOULD TELL YOU YOUR PROGRAM IS WORKING? Dr. Amy Prunuske

What evidence would tell you your program is working? Student perspectives Faculty perspectives Institutional resource use Board scores Attrition and graduation rates Graduate career choices, match success, practice choices

Objectives 1.Challenges 2.Relationships 3.Evaluation

Thank You! Jacob Prunuske, MD, MSPH Amy Prunuske, PhD Margit Chadwell, MD Christopher LaJeunesse Suzanne Minor, MD Kathryn Trayes, MD Please evaluate this session at: stfm.org/sessionevaluation