1. Patrick Nana-Sinkam MD Director, Mentorship, Center for Faculty Advancement, Mentorship Engagement Mentorship in Academic Medicine (What I Know Now that I Wish I Knew Before)

2. Objectives 2  Understand the impact of mentorship on productivity and retention  Myths about mentorship  Components to successful mentorship  Mentorship in the context of professional development  FAME Mentorship program  Exercises

3. Common Themes  JS is a second year faculty member on the clinical track. He states that “ I have no idea where I am going with my career” “Should I just go into private practice?” ” I am not sure how I am ever going to be promoted”. “I think that I need a mentor”  AM is an assistant professor on the tenure track. He has struggled to secure extramural funding and as a result, his clinical responsibilities have increased. “ it is now even harder for me to do research” he says. “How am I going to figure this out?” he says  WJ is an assistant professor on the clinical track. She has been very successful and has become increasingly interested in transitioning to administration. Her mentor does not have that type of experience. What should she do? 3

4. Road to Professional Development 4 Professional Goals and Purpose: What do you want out of your career? Needs assessment Who? (Mentor, mentee, collaboration) What? (Resources, skills) How? (where do I start?) Aligning your professional and personal goals Developing a focused plan of action and alignment with organizational goals Course correction Career Growth and Satisfaction Promotion

5. Obstacles to Academic Pursuits 5 Tong et al, JACC, 2014

6. Retention: Why Do Faculty Leave?  Initiated by the Medical Education Research Group (MERG), subcommittee of FAME  Period of Interviews: October 28, 2014 to July 10, 2015  65 interviews requested  34 accepted and completed (52.3%) 6

7. Overall Themes – Associate Professors  Too much pressure to see patients and generate more revenue  Burnout is an issue  Lack of mentoring  Positives: friendly colleagues, good environment, teaching residents, watching students succeed 7

8. Overall Themes – Assistant Professors  Physician contracts are not understood and take too long to get to the physician  Lack of mentoring  Lack of recognition for the good work they do  Work/life balance  Too much bureaucracy  Positives: variety in patient care, colleagues and staff, like their specialty and working with residents 8

9. Feedback from retention question  Treat faculty with respect and listen to them  Pay attention to the career development of faculty  Work/life balance needs to be considered when setting expectations  Support research faculty with salary recovery $ and protected time for clinical faculty who want to do research  Transparency  Change the culture 9

10. Mentorship in an Academic Medical Center :How are we doing?  Survey of 289 assistant and associate professors  51% of faculty identified established mentor relationship with at least one faculty member (fewer in clinical track)  53% assistants versus 37% associates  Mostly self identified  Variability in frequency of meeting 10 Binkley and Brod, Am J Med, 2013

11. Does Mentorship Matter? 11  Mentee (% vs. no mentoring ) (Holincheck, 2006)  Compensation 25% vs. 5.3%  Retention 72% vs. 49%  Mentor (% vs. no mentoring)  Compensation 28% vs. 5%  Retention 69% vs. 49%  Faster time to promotion (Morrison et, 2014)  71% of Fortune 500 companies have a mentoring program Holincheck, J., “Case Study: WorkforceAnalytics at Sun,” Gartner, Inc., 2006

12. 8 Myths regarding mentoring  Mentoring is only for researchers  Mentoring is only for junior faculty  Mentoring is static  Mentorship is altruistic  You only need one mentor  Mentoring cannot be learned  Mentoring is a long-term relationship  Mentoring takes too much time 12

13. Role modelAdvocacySponsorship Guidance in writing Guidance in promotion Work/Life balance Networking Simple advice Type of mentors

14. Keys to Successful Mentoring Program 14 Organizational Culture (support from the top) Mentor Leads (onboarding) Mentor Leads (onboarding) Programming Access and Flexibility Programming Access and Flexibility Track Specific Programs + Success (avoid too many deliverables) Track Specific Programs + Success (avoid too many deliverables) Recognition Awards/annual reviews Recognition Awards/annual reviews Aligning mentorship with individual needs (mentee drives)

15. Role of the Mentor  Honesty and transparency  Foster YOUR success and open to your goals (Advocacy)  Engagement and LISTENING  Accessible  Open-minded  Positive  Prepared and knowledgeable of norms and culture  Model character  Structure and timelines (short and long term)

16. Changing Mentors (“ They are just not that into you”)  Are you straying from the path of your mentor?  They withhold on introductions and expanding your network  They are not curious about you (“asymmetry of attention”)  They discourage growth or moving out of your comfort zone  They do not acknowledge your progress  They do not share the same values (“chemistry”)  Conflict of interest (mentor is your direct supervisor) 16

17. Defining the Mentee  Engage, engage, engage  Honesty  Be prepared and deliberate about your goals  Be open to feedback and give feedback.  Follow agreed upon time lines and benchmarks  Discuss any challenges or impediments (FAME can help)  Course correction  Reassess your mentor’s competency  Be willing to change mentors

18. 5 Mentee Questions  What is it that you want to do?  What do you do really well that is helping you reach your goals?  What are you not doing well that is preventing you from getting there?  Can you think of 3 positive qualities of a current or previous mentor?  Can you think of time when a mentor relationship did not work and why? 18

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20. Structure of FAME Mentoring Program (Mentoring Lead) 20  Each Department Has a Mentoring Lead  Assists Junior Faculty: Network, Expectations, Goals, Alignment (experience and goals)  Assists Senior Faculty: Expectations, Directs to training opportunities  Onboarding  Troubleshoots and problem solving  Professional mission statement  Coordinates with Department Chair  Assist with faculty development plan and annual review

21. FD4ME  25 online interactive modules  4 modules dedicated to mentoring  Mentorship I: overview  Mentorship for the mentee  Mentorship for the mentor  P and T  Professionalism  Feedback  Difficult conversations https://fd4me.osu.edu/

22. FD4ME 22

23. Mentorship for the Mentor 23

24. How do you find a mentor?  Know your purpose  Meet with the mentoring lead in your Department to get suggestions  Know what you have to offer: enthusiasm, new ideas, ability to amplify your mentor’s career as well as your own  Personal statement  You do not get a mentor, you build the relationship and it takes time  Attend FAME training sessions

25. FAME Mentor Programming  Mentor Open House (interaction of tracks)  Speed Mentoring/Networking (addressing hierarchy)  Mentorship for the mentor  Mentorship for clinical faculty  Professional Mission statement  One on one consultation  Online modules (FD4ME)  Mentor Leads

26. Keys to Successful Mentoring 26 Organizational Culture (support from the top) Mentor Leads (onboarding) Mentor Leads (onboarding) Programming Access and Flexibility Programming Access and Flexibility Track Specific Programs + Success (avoid too many deliverables) Track Specific Programs + Success (avoid too many deliverables) Recognition Awards/annual reviews Recognition Awards/annual reviews Aligning mentorship with individual needs (mentee drives)

27. 5 Ps of Developing Mentorship  Purpose  Passion  Partner  Plan  Progress 27

28. References  Bauman et al, Academic Medicine, 2014  Morrison et al, Medical Teacher, 2014  Sambunjak et al, J Gen Intern Med, 2010  Sambunjak et al, Acta Medica Academica, 2015 28