1. How to Become a Mentor and Thrive : K Scholar Lecture (1/22/10) Deborah Grady, MD, MPH Professor of Medicine Director, CTSI Training Programs Jeanette S. Brown, MD Professor of Obstetrics and Gynecology Director, CTSI Mentor Development Program

2. Goals for today 25 minutes: slides25 minutes: slides 15 minutes: cases, discussion15 minutes: cases, discussion Who reviewed on-line materials?Who reviewed on-line materials?

3. Why Become a Mentor Rewarding and funRewarding and fun Learn from menteesLearn from mentees Develop a team and increase productivityDevelop a team and increase productivity One of the most important goals of academic lifeOne of the most important goals of academic life Sometimes gain lifelong colleagues and friendsSometimes gain lifelong colleagues and friends

4. Definitions of Mentoring

5. Mentor Definitions Lead/Scholarly Mentor = Not youLead/Scholarly Mentor = Not you Co-mentor = Not youCo-mentor = Not you Career Mentor = Not you (Faculty Mentoring Program)Career Mentor = Not you (Faculty Mentoring Program) Research Mentor = YouResearch Mentor = You

6. UCSF Mentoring Programs UCSF Faculty Mentoring ProgramUCSF Faculty Mentoring Program http://acpers.ucsf.edu/mentoring/ Dept Mentor Facilitators Dept Mentor Facilitators -Coordinate career mentors for -All junior faculty -All series CTSI Mentor Development Program CTSI Mentor Development Program Coming soon to a CTSI near you Coming soon to a CTSI near you Mentor Consultation Service Mentor Consultation Service Find a mentor/find a mentee Find a mentor/find a mentee

7. Level of Mentoring Appropriate for KL2 Probably inappropriate for junior faculty to be a lead or co-mentorProbably inappropriate for junior faculty to be a lead or co-mentor –Need to focus on your own career development –Don’t have the expertise or resources needed –Don’t have the mentoring experience needed But, you have superb expertise and resources for Research Mentoring/AdvisingBut, you have superb expertise and resources for Research Mentoring/Advising –Methodologic skills –Clinical expertise –Time –Enthusiasm Move on to lead/co-mentor as you gain experienceMove on to lead/co-mentor as you gain experience

8. Research Mentor Supervise and support specific project(s)Supervise and support specific project(s) –Expert in methodologic discipline and/or clinical discipline –Provide mostly time and expertise, but might provide resources: databases, access to programmers/biostatisticians Can you? –Mentoring for a set period of time –Start with: life of a project

9. Tips for Mentors Know thyselfKnow thyself Practice active listeningPractice active listening Promote self-efficacy in your mentee- teach them to “manage up”Promote self-efficacy in your mentee- teach them to “manage up” Help mentee move on when appropriateHelp mentee move on when appropriate

10. Good Projects to Mentor Secondary data analysisSecondary data analysis Systemic review and meta-analysisSystemic review and meta-analysis Small primary data collection with adequate resourcesSmall primary data collection with adequate resources Manuscript preparationManuscript preparation –Mentee might assist –Insure clarity of authorship Well thought-out, feasible projectsWell thought-out, feasible projects

11. Choosing a Mentee Good choices of menteesGood choices of mentees –Junior faculty > fellows > residents > students –Mentees with research training and adequate funding, resources to complete project –Just need expertise in research methods, biostatistics, and writing (you) Dangerous choices of mentees/projectsDangerous choices of mentees/projects –Students without training or funding- –Other mentees without research training, adequate funding or resources –Need a lot more help than you can provide

12. Evaluating Mentees Conduct a formal interviewConduct a formal interview –Level of clinical training –Prior research methods training –Mentoring team –Research question and plan –Timeline –Expectations (authorship) Check referencesCheck references –Other mentors –Professors –TAs Other suggestions?Other suggestions?

13. Set Clear Parameters Clearly defined projectClearly defined project Clear end date if all goes wellClear end date if all goes well Reasons why collaboration ends earlyReasons why collaboration ends early –Mentee doesn’t come to meetings prepared –Mentee doesn’t meet timelines –Mentee materials poor quality –Due to unanticipated problems, project is no longer feasible A good mentee will set similar parameters for the mentor!A good mentee will set similar parameters for the mentor!

14. Consider a Contract We agree to the following: Project title, scope, time line Project title, scope, time line Commit to time to meet on a regular basis Commit to time to meet on a regular basis Keep the content of conversations confidential Keep the content of conversations confidential Practice active listening Practice active listening Provide each other with honest, direct and respectful feedback Provide each other with honest, direct and respectful feedback Both sign

15. How to Find Good Mentees Get to know your department’s junior faculty and fellowsGet to know your department’s junior faculty and fellows Ask clinical trainees and colleagues if they are interested in researchAsk clinical trainees and colleagues if they are interested in research Teach in CTST or other research methods coursesTeach in CTST or other research methods courses Let people know that you are eager to mentorLet people know that you are eager to mentor Consider a formal research mentor role in your department (funded)Consider a formal research mentor role in your department (funded) Actively search (UCSF, Google, Profiles)Actively search (UCSF, Google, Profiles)

16. How to Be a Good Mentor Make sure you have timeMake sure you have time Make sure you (or the team) have resourcesMake sure you (or the team) have resources Make expectations and timeline clearMake expectations and timeline clear Make meetings efficient and productiveMake meetings efficient and productive –Agenda developed by mentee –Adequate materials –Brief minutes or action items Keep on scheduleKeep on schedule Respond quickly to emails or callsRespond quickly to emails or calls

17. How to Get Rid of a Bad Mentee  Make it clear that nonperformance is reason for dissolving the collaboration  Review specific timelines and deliverables at each regular meeting  Revise expectations if appropriate  If the collaboration not going well, terminate early  No longer have time  Work and/or communication styles differ  (Hardest) mentee has not met expectations or done a good job

18. Getting Credit for Mentoring Solutions now Get letters from mentees at time of mentoring Get letters from mentees at time of mentoring Send to you and appropriate Dept. staff Send to you and appropriate Dept. staff List specific mentoring role on your CV List specific mentoring role on your CV Coming soon  Formal mentor evaluation (Eval)

19. How Should CTST Facilitate Mentoring by K Scholars  Training  Competitive funding for mentees  Website with K scholar information available to students, residents, fellows  Pairing with more senior faculty mentors  Other ideas?

20. Thank you! More ideas or cases?