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Mentoring process in E.M.

Mentoring process in E.M. IVAN P STEINER UNIVERSITY OF ALBERTA, EDMONTON, CANADA. Mentoring process in E.M. Game Plan. Review mentoring Discussion period Summary. Mentoring process in E.M. Mentors: Definition. “A dynamic, reciprocal relationship in a work environment between an advanced

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Mentoring process in E.M.

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  1. Mentoring process in E.M. IVAN P STEINER UNIVERSITY OF ALBERTA, EDMONTON, CANADA

  2. Mentoring process in E.M.Game Plan • Review mentoring • Discussion period • Summary

  3. Mentoring process in E.M.Mentors: Definition “A dynamic, reciprocal relationship in a work environment between an advanced career incumbent (mentor) and a beginner (protégé) aimed at promoting the career development of both."Healy CC & Welchert AJ

  4. Mentoring process in E.M.Mentors "Give a man a fish and you feed him for a day. Teach him how to fish and you feed him for a lifetime." Lao Tzu

  5. Mentoring process in E.M.Mentors: Why Do We Need Them? • Reinforce a positive sense of individual development. • Enhance success: clinical & academic success for junior faculty. • Ensure that the next generation of E.M. clinicians and academicians are prepared to fulfill the clinical, scientific and educational roles of the future.

  6. Mentoring process in E.M.Mentors: Does it Work? Proven that mentoring works!!! • Evidence in business world • Evidence in medical academic world • Personal evidence

  7. Mentoring process in E.M.Mentors: Personal Experience • As a beneficiary: Clinical Publishing • As a mentor: Residents: coping strategies, teaching, publication Junior colleagues: administration, teaching, publication, coping strategies

  8. Mentoring process in E.M.Where Do We Fit in This Picture?

  9. Mentoring process in E.M.Mentors: Prerequisites? • To care! Desire to inspire and provide psycho-social support • A healthy memory of how difficult it can be to try to do it alone • Experience and success at various tasks • Previous experience as protégée • Ideally : training • Understanding that mentoring can be directly beneficial to both parties

  10. “We cannot hold a torch to light another’s path without brightening our own.” Ben Sweetland

  11. Mentoring process in E.M.Mentors: Who Needs Them? • Trainees: students and residents • Junior faculty • Senior faculty • Focus: female colleagues and minorities Everyone!!!

  12. Mentoring process in E.M.Mentors: Who Needs Them and Why? Everyone!!! • Students: career orientation and success. • Residents: healthy coping mechanism and success. • Junior faculty: productive in an efficient manner, for the sake of balance in life. • Senior faculty: networking, career paths, sense of fulfillment. • Female and visible minority colleagues: fairness! !! Disparity: faculty and administrators’ needs.

  13. Informal vs formal Short vs long term Dyad vs multiple Formaltraining [Faculties of education] Networking Mentoring process in E.M.Mentors: Types and Development

  14. Mentoring process in E.M.Mentors: Current Problems • Lack of tested educational models • Lack of expertise • Lack of $$$ • Pressure to provide clinical care, teach and publish

  15. Mentoring process in E.M.A Few References • Farrell SE, Digioia NM, Broderick KB, Coates WC: Mentoring for Clinician–Educators. Acad. Emerg. Med. 2004; 12: 1346-1350 • Lewis RJ. Some Thoughts Regarding Gender Issues in the Mentoring of Future Academicians. Acad. Emerg. Med. 2002; 10: 59-61. • Bickel J, Warra D, Atkinson B, Cohen LS, Dawn M, Hosltler S, et all. Increasing women's leadership in academic medicine: report of the AAMC project implementation committee. Acad Med 2002; 77: 1044-61. • Pololi LH, Dennis K, Winn GM, Mitchell J. A needs assessment of medical school faculty: caring for the caretakers. J Contin Educ Health Prof. 2003;21-9. • Pololi LH, Knight SM, Dennis K, Frankel RM. Helping medical school faculty realize their dreams: an innovative, collaborative mentoring program. Acad Med. 2002 May;77:377-84

  16. Mentoring process in E.M.A Few References • JohnsonJC, Williams B, Jayadevappa R. Mentoring program for minority faculty at the University of Pennsylvania School of Medicine. Acad Med. 1999 Apr;74:376-9. • Aagaard EM, Hauer KE. A cross-sectional descriptive study of mentoring relationships formed by medical students. J Gen Intern Med. 2003 ;18:298-302 • Ragins BR, Cotton JI. MentorFunctions and Outcomes: a Comparison of Men and Women in Formal and Informal Mentoring Relationships. Appl. Psych. 1999; 84: 529-50. • Jackson VA, Palepu A, Szalacha L, Caswell C, Carr PL, Inui T. Having the Right Chemistry: A Qualitative Study of Mentoring in Academic Medicine. Acad. Med. 2003; 78: 328-34. • Connor MP, Bynoe AG, Redfern N, Pakora J, Clarke J. Developing Senior Doctors as Mentors a Form of Continuing Professional Development. Report of an Initiative to Develop a Network of Senior Doctors as Mentors: 1994-99. Med. Educ. 2000; 34: 747-53.

  17. Questions & Discussion

  18. Mentoring process in E.M.Final Comment: Mentoring is essential for the healthy evolution of individuals and of the discipline of Emergency Medicine.

  19. The End Thank you!

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