1. Advising and Mentoring: Guiding Learners to Success in Residency and Beyond Raj Woolever, MD, FAAFP Program Director Deborah Taylor, PhD Associate Program Director

2. Objectives for Today 1) Identify key features of productive mentoring 2) Delineate the variety of resident tasks and needs that would benefit from mentoring 3) Define skills that faculty would need to develop in order to provide more effective advising and mentoring

3. Key Components What makes a good advisor?

4. Key Components What makes a good advisor? What makes a good mentor?

5. Key Components What makes a good advisor? What makes a good mentor? What are the key differences?

6. Key Components What makes a good advisor? What makes a good mentor? What are the key differences? Is it just a matter of choosing? – (arranged marriage vs. love marriage…)

7. Key Components What makes a good advisor? What makes a good mentor? What are the key differences? Is it just a matter of choosing? Or is it a continuum…

8. Advising and Mentoring How are advising relationships determined in your program/department?

9. Advising and Mentoring How are advising relationships determined in your program/department? How about mentoring relationships?

10. Advising and Mentoring How are advising relationships determined in your program/department? How about mentoring relationships? Are there different advisors/mentors for different tasks/requirements?

11. Advising and Mentoring the Central Maine way… Advisors/Advocates are chosen Clinical mentors/team leaders are assigned Research advisor is assigned Individual research mentor is chosen Competency specialist/mentor is assigned

12. Advising and Mentoring the Central Maine way… Advisors/Advocates are chosen Clinical mentors/team leaders are assigned Research advisor is assigned Individual research mentor is chosen Competency specialist/mentor is assigned + variety of other mentors…

13. Mentoring Responsibilities Mentor: – Courtesy and respect – Sensitive to culture, gender, religion, etc. – Limit # of mentees – Promote interests of mentee (rather than those of mentor) – Sensitive to potential indicators of stress – Facilitate networking – Offer career/life advice Ramani, S; Guppen, L; Krajic, K. “Twelve Tips for Developing Effective Mentors.” Med Teach 2006; 28: 404-8.

14. Mentoring Responsibilities Mentor: – Courtesy and respect – Sensitive to culture, gender, religion, etc. – Limit # of mentees – Promote interests of mentee (rather than those of mentor) – Sensitive to potential indicators of stress – Facilitate networking – Offer career/ life advice Ramani, S; Guppen, L; Krajic, K. “Twelve Tips for Developing Effective Mentors.” Med Teach 2006; 28: 404-8.

15. Mentoring Responsibilities Mentor: – Courtesy and respect – Sensitive to culture, gender, religion, etc. – Limit # of mentees – Promote interests of mentee (rather than those of mentor) – Sensitive to potential indicators of stress – Facilitate networking – Offer career/life advice Mentee: – Courtesy and respect – Mature and ethical manner – Mindful of mentor time constraints – Take initiative in asking questions – Take responsibility for directing own training/career Ramani, S; Guppen, L; Krajic, K. “Twelve Tips for Developing Effective Mentors.” Med Teach 2006; 28: 404-8.

16. Mentoring Responsibilities Mentor: – Courtesy and respect – Sensitive to culture, gender, religion, etc. – Limit # of mentees – Promote interests of mentee (rather than those of mentor) – Sensitive to potential indicators of stress – Facilitate networking – Offer career/life advice Mentee: – Courtesy and respect – Mature and ethical manner – Mindful of mentor time constraints – Take initiative in asking questions – Take responsibility for directing own training/career Ramani, S; Guppen, L; Krajic, K. “Twelve Tips for Developing Effective Mentors.” Med Teach 2006; 28: 404-8.

17. The “Challenge”… NO SUPPORT SUPPORT CHALLENGERegressionGrowth NO CHALLENGE StasisValidation Mentor: – Willing to challenge Mentee: – Willing to embrace/ accept challenge Daloz, LA. “Effective Teaching and Mentorship: Realizing the Transformational Power of Adult Learning Experiences.” 1986; Jossey-Bass: San Francisco; 209-35.

18. The “Challenge”… Goal is the “Learning Zone” – Pull back from “Panic Zone” – Push out of “Comfort Zone”

19. Potential Problems in Mentoring Relationships Lack of time/commitment from mentor and/or mentee Overdependence of mentee on the mentor Inclination to make a “clone” Following mentor’s agenda only (i.e. “free labor”) Lack of respect for boundaries Divulging confidences Not knowing limitations Rose, G; Rukstalis, M; Schuckit, M. “Informal Mentoring Between Faculty and Medical Students.” Acad Med 2005; 80: 344-8.

20. Residency Advising and Mentoring Begin with nuts/bolts – Requirements – Rotations – Tests

21. Residency Advising and Mentoring Begin with nuts/bolts – Requirements – Rotations – Tests Expand to big picture – Style – Passions – Future

22. Tools to Facilitate Mentoring Portfolios

23. Tools to Facilitate Mentoring Portfolios – Feedback Formative Summative

24. Tools to Facilitate Mentoring Portfolios – Feedback – Wellness

25. Tools to Facilitate Mentoring Portfolios – Feedback – Wellness – Teaching

26. Tools to Facilitate Mentoring Portfolios – Feedback – Wellness – Teaching – Goals

27. Tools to Facilitate Mentoring Portfolios – Feedback – Wellness – Teaching – Goals – Reflection

28. Tools to Facilitate Mentoring Portfolios – Feedback – Wellness – Teaching – Goals – Reflection Guide for mentored presentation of self

29. Tools to Facilitate Mentoring Portfolios – Feedback – Wellness – Teaching – Goals – Reflection Accomplishes a number of ACGME requirements

30. Focus on Feedback 360 Tools for collection (i.e. New Innovations) Competency-based Subjective backed up with objective – Narrative, not just “check box” Formative vs. summative

31. Focus on Feedback 360 Tools for collection (i.e. New Innovations) Competency-based Subjective backed up with objective – Narrative, not just “check box” Formative vs. summative Work on processing and incorporating

32. How to Create Mentors Time Tools – Advancement Checklist – Portfolios – Various feedback mechanisms – Mentee Groups Peer support and learning

33. How to Create Mentors Time Tools – Advancement Checklist – Portfolios – Various feedback mechanisms – Mentee Groups Peer support and learning Focused faculty development

34. Faculty Development Developing mentors – Clear expectations – Enhanced listening skills – Enhanced feedback skills Ramani, S; Guppen, L; Krajic, K. “Twelve Tips for Developing Effective Mentors.” Med Teach 2006; 28: 404-8.

35. Faculty Development Developing mentors Rewarding mentors – Academic recognition – Protected time – Financial/non-financial rewards Ramani, S; Guppen, L; Krajic, K. “Twelve Tips for Developing Effective Mentors.” Med Teach 2006; 28: 404-8.

36. Faculty Development Developing mentors Rewarding mentors Supporting mentors – Peer support group – Mentors for mentors – Availability of consultants (study skills, counselors, psychologists, etc.) Ramani, S; Guppen, L; Krajic, K. “Twelve Tips for Developing Effective Mentors.” Med Teach 2006; 28: 404-8.

37. How to Create Mentors Time Tools – Advancement Checklist – Portfolios – Various feedback mechanisms – Mentee Groups Peer support and learning Focused faculty development – What additional skills would your faculty need?

38. Advising and Mentoring Residents who are more open and receptive to feedback Richer mentor/mentee relationships Graduates who are better prepared for their long professional journey as family physicians

39. References Bauman, R. “Physician Mentoring and Evaluation.” J Med Pract Manage – 01-JAN-2007; 22(4): 214-9. Daloz, LA. “Effective Teaching and Mentorship: Realizing the Transformational Power of Adult Learning Experiences.” 1986; Jossey-Bass: San Francisco; 209-35. Dougherty, P; Ross, P; Lypson, M. “Monitoring Resident Progress Through Mentored Portfolios.” JGME 2013; Vol 5, No 4; 701-2. Fawcett, D. “Mentoring-What It Is and How to Make It Work.” AORN Journal – 01-MAY-2002; 75(5): 950-4. Foster, E; Biery, N; Dostal, J. “RAFT (Resident Assessment Facilitation Team): Supporting resident well-being through an integrated advising and assessment process.” Fam Med – 01- NOV-2012; 44(10): 731-4. Memon, B; Memon, M. “Mentoring and Surgical Training: A time for reflection!” Adv in Hlth Sci Educ – 01-DEC-2010; 15(5): 749-54. Ramani, S; Guppen, L; Krajic, K. “Twelve Tips for Developing Effective Mentors.” Med Teach 2006; 28: 404-8. Rose, G; Rukstalis, M; Schuckit, M. “Informal Mentoring Between Faculty and Medical Students.” Acad Med 2005; 80: 344-8. Yeung, M; Nuth, J; Stiell, I. “Mentoring in Emergency Medicine: The art and the evidence.” CJEM – 01-MAR-2010; 12(2): 143-9.

40. Questions/Comments? Thanks for participating