1. School of something FACULTY OF OTHER Leeds Institute of Medical Education School of Medicine Mentoring for Teaching Support Workshop at Supporting Medical Educators Skills Day Dr Caitríona Dennis Educational Staff Development Manager Leeds Institute of Medical Education 4 th June 2015

2. Aims This workshop focuses on Mentoring for new Medical Educators What shall be covered today: Qualities of a Mentor Having a successful Mentor/Mentee relationship Objective setting and reviewing

3. Introductions FIND YOUR ‘OTHER HALF’ (famous mentoring pairs) Take it in turns to: Introduce yourself Talk about your background Include an interesting fact about yourself 5 mins each You will relay this information to the group

4. Experiences in the group Individually: Think of people in your past that you know have influenced you significantly in a positive way. They could have been a useful role model or challenged and supported you to acquire a new vision and take a new direction Answer these questions: What role did that person play? What did it do for you? What qualities did that person display that made them so valuable?

5. Your Ideal Mentor Pairs – pair up! (group of 4) You may now have an idea what it takes to be a good mentor. So, on the flipchart: Draw / Outline your ideal mentor

6. Role of a Mentor ROLE MODEL SUPPORTER GUIDE

7. Mentoring Trilogy Listens and empathises Provides a good example Seeks options for the mentee to consider Guides toward solutions Increases mentee’s awareness on the affect s/he has on others Help develop connections to gain experience Critical friend Encourages the use of resources and contacts Encourages mentee to find challenging tasks and supports risk-taking Recognises achievements and celebrates accomplishments Give support as s/he learns by sometimes making mistakes ROLE MODEL SUPPORTER GUIDE

8. Mentoring for Teaching Skills Doctors are responsible for: “Developing the skills and practices of a competent teacher if they are involved in teaching and supervising the students for whom they are responsible, to support their learning and ensure patient safety.”

9. Becoming a Mentor Consider the points on the questionnaire If you can tick at least 50% you may wish to join a mentoring group Do you have a mentoring network at your workplace? LIME runs a mentoring network in teaching skills to support junior doctors/inexperienced teachers

10. Mentor is provided with mentee’s contact details Initial contact Do you feel the foundations are there to build a successful mentoring partnership? If ‘no’ – reallocated to a mentee If ‘yes’ – initial meeting Mentoring partnership begins – initial meeting, ‘agreement’ written etc Partnership continues Partnership is reviewed (this depends highly on the individuals involved but should be no more than 12 months after the partnership has begun) Mentoring partnership ends Mentoring partnership continues Becoming a Mentor – the process

11. Initiate and Maintain a Quality Mentoring Relationship 1.Prepare for your first meeting 2.Take the initiative 3.Be clear about purpose and boundaries 4.Create an agenda 5.Listen deeply and ask powerful questions 6.Plan for next meeting 7.Experiment with process 8.Focus on wisdom 9.Maintain and respect privacy, honesty, and integrity.

12. Boundaries In your groups: Discuss what is out-of-bounds and what is for your teaching mentoring relationship. Mark on the handout where these issues lie: 1.Providing teaching opportunities 2.Getting involved in disputes 3.Career advice 4.Observing teaching 5.Lending money 6.Advice about medical practice 7.Serial cancellations 8.Unscheduled contact

14. Structuring your meeting GROW GOAL REALITY OBSTACLES WAY FORWARD SMART SPECIFIC MEASUREABLE ACHIEVEABLE REALISTIC TIME-BOUND

15. Scenarios In your pairs: One will act as Mentor; one as Mentee Act out a scenario, become aware of a variety of courses of actions 1.Mentee contacts Mentor constantly, seeking advice about how to deal with her supervisor and other aspects of personal life 2.Mentee complains that students aren’t taking the lessons seriously as they are only a year younger 3.Mentee is very sensitive to criticism and quick to take offence 4.Mentee hates teaching 5.Mentor finds it hard to schedule regular mentee meetings

16. Mentoring Network 5 th Year MBChB students have the chance to sign up to the network if they are staying within the region – JUNE Mentors:Mentees matched (Details will be emailed) Introductory lunch Monday 28 th June 12:30-2:30 Level 7 Worsley Information will be sent to the trusts for F1s to sign up – AUGUST Mentors:Mentees matched (Details will be emailed) Mentors stay in contact with network and attend further meetings (mini workshops)

17. Any Questions?

18. SUMMARY Mentoring is a confidential partnership leading to development of both parties Being a mentor requires many competencies and skills Mentoring Styles may vary according to different situations Mentoring is a rewarding experience – a chance to enhance communication and teaching skills and an opportunity to gain recognition THANK YOU