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John L. Keltner, M.D.. University of California, Davis Department of Ophthalmology & Vision Science Sacramento, California The Mentee’s Perspective.

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Presentation on theme: "John L. Keltner, M.D.. University of California, Davis Department of Ophthalmology & Vision Science Sacramento, California The Mentee’s Perspective."— Presentation transcript:

1 John L. Keltner, M.D.. University of California, Davis Department of Ophthalmology & Vision Science Sacramento, California The Mentee’s Perspective

2 Summary My Background What is mentoring Goal Setting Problems Success/Failures Life Cycle over time Summary

3 My Background to talk about Mentoring: Chair Department of Ophthalmology 26 years NIH U-10 Award for 16 years OHTS NIH U-10 Award for 20 years ONTT Director of Faculty Mentoring Program 5 years Director of Department Research Program 5 years Member of the IRB in the 4th year Chaired Four Search Committees for Department Chair Member of Medical Staff Investigation Committees x 3

4 Background Chair started 1977 with 2 clinicians and one VA Clinician Retired from Chair 2003 12 Clinicians (including 4 at VA) and 4 PhDs Survived 8 Deans ( 5 Permanent and 3 Acting) Survived 5 Hospital Directors

5 What is a Mentor Darling’s Definition: “Mentors are resource persons and counselors with whom protégés clear their thinking or sound out the validity of an important decision. A mentor is an individual whom the protégé can trust to have his or her best interest at heart, someone who would risk telling them what they need to know even though it might be painful for them. A mentor is someone whose perspective and judgment a protégé values and trust implicitly.”

6 What do Mentors Do? Counsel, advice, guidance, moral support and nurturing Listen, probe, and clarify Provide a standard of excellence the mentee will aspire to surpass Provide the mentee a sense of competence and clarify the identity of the mentee

7 Mentoring in the SOM Mentoring culture in the SOM must be nurtured Trust and Openness must be valued Mentoring is a longitudinal process

8 What do Mentors Do? Avoid trial and error learning Provides structure to the learning process Shares knowledge that can only be attained through experience Mentor must be secure enough to TEACH ALL Unselfish gifts of time, energy, trust and willingness for self-disclosure

9 Life Cycle of Mentoring ( Dr Garman UCSD SOM ) Building trust (early) Providing information and advice (middle) Challenging old behaviors Presenting alternatives Motivating Change Helping design a career vision for the future

10 Director of Mentoring Program Match Mentor and Mentee Pairs Personalities should match Must have an administrative assistant who schedules meetings or they will not happen Chair must support this position Monitor that meetings are happening

11 Who should be Mentored? Everyone!! Rare to have Deans develop a Chair Mentoring Process for Chairs--who mentors Deans? Chairs Need to set up a Department Mentoring Process for Faculty Senior Faculty who agree and will make the time Clinicians for Clinicians Researchers for Researchers (Can be both Clinicians and Researchers) Grant Coach

12 Who Should Mentor Senior Faculty who have the time to spend The means reading papers and grants Senior Faculty who are willing to share their Academic knowledge, be supportive and encouraging Senior Faculty who have been successful Senior Faculty who can help you develop a networking program of colleagues Senior Faculty who can help establish collaborative research programs For example: clinicians and Phds

13 Networking Have they read the APM and understood it Remember the 8 year RULE Work/Life Balance!!! GOAL SETTING WITH MENTEE

14 Goal Setting Set Current Goals and for each Resources and Barriers: Teaching- Courses, invited meetings, students Research and related activities Patient Care (Clinical Activates for clinicians) Service or Administrative activities-should limit for for junior faculty Self Development- for yourself-meetings, journals Service-Committees, University and Public Service

15 GOAL SETTING WITH MENTEE Goal setting- 5 year plan Post the 5 year plan and review it often Mentor should review with Mentee several times per year Annual review with Mentor and Department Chair Request from Chair Resources necessary to reach Goals--Mentor can help validate this request

16 Develop Priorities with Mentee ( Note Depends on Acad Series ) Need to develop a focused and productive research program Good teaching is essential but does not substitute for high quality research program Service Junior Faculty may interfere with advancement for Assistant Professors--Learn to be selective and say NO

17 Mentorship Agreement: Responsibilities of Mentor Provide assessment and plan next step Advocacy with the Chair and others Help Reduce stress Actively address problems or issues with mentorship relationship Number of Mentors Most Mentees have multiple mentors Generally a MAM and maybe a RAM

18 Develop the Program Have Mentor and Mentee Sign the Agreement Set Goals and Objectives Meet 2 to 3 times In the year formally Meet informally frequently Part of the Mentor’s responsibility is reading the papers and grants

19 Selecting a Mentor A Senior Faculty who has successfully moved through the ranks and is willing to mentor Senior Faculty who is considered to be excellent teacher and researcher Some in your research field or knowledgeable about your field Someone with whom you feel comfortable discussing problems

20 Mentee’s Responsibilities Mentee is responsible for your Documentation Keep your CV up to date Keep record of teaching evaluations Keep record of service and administrative tasks Preparing your promotion Packet is ultimately mentee’s responsibility!!

21 Mentee’s Responsibilities Must work hard to accomplish the goals and objectives agreed on with the Mentor Do not ask the Mentor to review a grant one week before it is due!!! Do not ask the Mentor to review a final draft of a paper- make the suggested changes or have good reasons why not to Appreciate your Mentor’s time and energy spent on your behalf

22 Truths to share with the Mentee Set priorities and keep them Push hard to get your research goals accomplished Remember Staff make you successful TREAT THEM WELL!!! Do at least one Conf Paper per year-forces deadlines Set aside time each day/week for research and writing There is never enough time learn to say NO Enjoy what you do and have a life outside academics!!

23 Truths to share with the Mentee Read the Academic Personnel Manual (APM) on requirements for advancement - 8 year RULE What is required for a particular Academic Series Research: basic, clinical, clinical trials Teaching; students, residents, fellows Service: type and what is required-- University, National, International Journal reviews, Boards, Committees RECORD KEEPING IS ESSENTIAL

24 Mentoring Success Stories Mentoring my Faculty over the years Faculty Merits and Promotions Mentoring many residents Residents pass their boards Mentoring many medical students research Medical students get residencies Just graduated a Mentee after 7 years UCD Currently have 3 Mentee junior faculty and 2 Medical Students

25 Measuring Success of Mentoring Program Academic Publications Research Grants Merits and Promotions Teaching Awards Local, National, and International Reputation Faculty Turn over

26 Mentor vs Tormentor Mentoring process must be monitored Toxic Mentor Toxic Mentee Toxic Environment Director of Mentoring program or Department Chair must monitor the Program

27 Summary Mentee must work hard to achieve the Goals of the Program Read APM - 8 Year RULE Have a Administrator who can tracking Program Department Chair must “Buy into the Program” Match Mentor and Mentee Success can be monitored by Academic Promotion and faculty turn over in a Department

28 References: UCD School of Medicine Career Mentoring Handbook 2007-2008 Garman, Karen Ed,D, MAPP, UCSD Medical Board of California News Letter Darling LW, Journal of Nursing Admin. 1984 14(10): 42-44. Collins EG, Scott P, Harvard Business Review 1978: 56:89-101 Roch GR, “Much ado about mentors”, Harvard Business Review, 1979; 57:14-28

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