Mentoring in the COM at MUSC

Benefits of Effective Mentoring For Faculty and Institution Mentee: Critical for Career Development, Career Satisfaction, and Professional Stimulation. If Well Mentored, Likely to Continue the Legacy of Mentoring Mentor: Professionally Stimulating, Personally Satisfying, A Way of Giving Back Department and Institution: Faculty Perception of Department and Institutional Support, Less Attrition of Faculty from Academia, More Successful Faculty

Departmental Mentoring and Career Development– Best Practices and Guidelines Departments Have Adapted Guidelines to Enhance Existing Plans or Develop a New One Framework Includes Information on Promotion, Resources, How to Document Career Development, How to Choose Mentors, Mentee – Mentor Agreements, Mentoring Metrics

Depart Mentoring Plans Each dept. has one in place College of Medicine – aculty/dept_mentoring.htm

Mentoring Champions Each dept. has identified a Mentoring Champion to oversee implementation and progress of plan Find out who this is in your dept. and meet Quarterly Meetings of Mentoring Champions with Assoc. Deans of Faculty Development to solve mentoring problems and strategize One of Associate Deans responsible for overseeing implementation of mentoring in each department

Some Specifics of Mentoring Plans All Faculty at Assistant and Associate Level Required to Have a Mentor Regardless of Track Best if Faculty Find Their Own Mentors (Chairs and Champions Help). Can be External to Dept. Need Mentoring on Career Development and Content Mentoring (e.g. for Research, Clinical, Education)

Contemporary Definition of Mentoring in Academic Setting A dynamic, collaborative, reciprocal and sustained relationship focused on a junior colleague’s acquisition of the values and attitudes, knowledge and skills, and behaviors necessary to develop into a successful independent faculty member Adapted from Abedin Z…,Feldman M, … et al. Clin Transl Sci. 2012; 5:

Key Mentoring Responsibilities Communication Content Mentoring – Research, Education, Clinical Career and Professional Development Psychosocial Support

Key Mentoring Responsibilities Communication  Establish expectations  Frequency of meetings  Listening skills  Prompt feedback  Manage disagreements and conflict  Foster trust

Key Mentoring Responsibilities Content Mentoring – Research, Education, Clinical  Identify gaps in knowledge and skills  Identify training opportunities  Identify resources  Help formulate aims  Help design and develop plan to accomplish aims  Monitor progress  Step aside to allow independence

Key Mentoring Responsibilities Career and Professional Development  Facilitate opportunities and connections  Promote mentee in and out of institution  Help understand promotion requirements and fiscal realities  Help ensure sufficient protected time  Help navigate the system  Model and instruct on ethical behavior

Key Mentoring Responsibilities Psychosocial Support  Discuss work-life balance  Effective time management  Demonstrate leadership skills  Be sensitive to cultural diversity  Encourage peer mentoring (often similar issues for colleagues at same level of training)  Serve as role model

Mentor (and Mentee)Training CTSA Annual Symposiums to Train Mentors Across Campus and Provide a Forum for Mentors and Mentees to Discuss Ways to Improve Mentoring Mentor Leadership Council (CTSA) and Apple Tree Society Hold Monthly Lunch and Learns on Mentor – Mentee Issues and Training

Mentor (and Mentee) Training Tools for Mentors & Mentees TopicSpeaker(s)DateTimeLocation Having Difficult ConversationsConnie Best4/9/1412-1pmTBD How to Develop an Academic Career as a Clinician-Educator Ben Clyburn Elisha Brownfield 2/4/1412-1pmLibrary Room 405 Early Career Researchers - Benefits, Challenges & Lessons Learned Heather Bonhila Chris Gregory DeAnna Adkins Andy Goodwin Mark Bowden 1/21/1412-1pmLibrary Room 405 Insights from A New Mentoring Program in the Department of Medicine at MUSC Gerard Silvestri12/11/135-6pmClinical Science Building, Room 628 Building Your Career as an Academic Educator in the Health Professions Maralynne Mitcham Ruth Patterson 11/06/1312-1pmLibrary Room 405 NIH Peer Review ProcessKathleen Brady Jacqueline McGinty 10/11/1312-1pmLibrary Room 405 Don't Be a Tormentor: Tips for Mentoring Students in the Lab Ed Krug Chris Pelic 9/24/1312-1pmLibrary Room Motivating Mentees & Team Building Amy Blue6/03/1312-1pmLibrary Room 405