Intended learning outcomes Awareness of definitions Reflection on groups experience Synthesis of mentoring strategies using case studies. Formation of future mentoring ideas

Mentoring – many definitions “A process whereby an experienced, highly regarded, empathetic person (the mentor) guides another (usually younger) individual (the mentee) in the development and re-examination of their own ideas, learning, and personal and professional development. The mentor, who often (but not necessarily) works in the same organisation or field as the mentee, achieves this by listening or talking in confidence to the mentee” (Standing Committee on Postgraduate Medical and Dental Education: SCOPE; 1998)

Mentoring v Coaching see Macafee and Garvey, 2010

Both are…. ‘Learning relationships which help individuals to take on their own development so that they can release their potential and achieve the results that they value’. S. Blades, May 2011www.gponline.com

Is there a difference? Mentoring – Long-term, relatively informal relationship with a more experienced colleague from a similar professional background Coaching – More formal arrangement, not necessarily with someone from the same background. Maybe for a fixed number of sessions, with defined objectives, structure and review

However, in reality… A typical approach is non-directive and facilitative, with elements of both; the differences are limited and it is often referred to as coach-mentoring

Successful coach-mentoring can? Help individuals to... Manage competing demands Prioritise time to maximise efficiency Refresh enthusiasm for work Counteract stress/burn-out Set personal targets Free up professional and personal space

And there is more... Achieve work/life balance Improve professional and personal relationships Increase work satisfaction and fulfilment Increase motivation Address partnership issues Consider career options/retirement plans Address appraisal/revalidation issues

Examples from the Group Positive? Negative?...and why?

Requirements? Active participation of both parties Dynamic relationship Process – not the end result Relationship must remain non-competitive

Case studies Groups

How problems arise? Inadequate access – mentors busy/away from work? Unrealistic student expectations of how closely mentors will work with them? Some mentors lack skill in their role? Personality clashes?

Literature review – Frei et al 2010 Mentoring programmes for med students PubMed Background – no clear distinction between terms tutoring, coaching and mentoring Starting point for planning and implementing a mentoring programme (Zurich University Medical School) Conducted literature search

Key aspects of review – Frei et al (2010) Appreciation of mentoring – most papers USA Mentoring as a reciprocal process – supports juniors Less evident – benefits for mentors Requirements for mentors and mentees Confidential relationship – commitment personal and professional development Mentor should motivate, empower and encourage Effects of mentoring programmes 3 factors – a) academic career 1:1 advanced/junior research mentorship effective b) mentor as professional and personal role model c) career counselling – mentors lead juniors – earlier choice speciality and career

Exploring mentoring: (BMA Board of Medical Education2004) Increasingly prominence in medical education agenda Despite prevalence of mentoring schemes – often unclear how many doctors participate Differentiation or roles Postgraduate deaneries Broad scope of mentoring

More mentoring needed? (See Meinel et al, 2011) Survey – all medical schools in Germany Despite upsurge of mentoring programmes for medical students Availability of mentoring is still limited Mentoring models and goal of existing programmes vary considerably Implications for further research – efficiency and effectiveness of different form of mentoring for medical students.

Discussion points What do you envisage as the future role of mentoring? (formation of an discussion paper?) What about other healthcare professions experiences? (see Myall et al, 2008; Huybrecht et al, 2011; Metcalfe, 2010.