1. Mentoring in the COM at MUSC

2. Contemporary Definition of Mentoring in Academic Setting A dynamic, collaborative, reciprocal, and sustained relationship focused on a junior colleague’s acquisition of the values and attitudes, knowledge and skills, and behaviors necessary to develop into a successful independent faculty member Adapted from Abedin Z et al., Clin Transl Sci. 2012; 5: 273-280

3. Key Mentoring Responsibilities Communication Content Mentoring – Research, Education, Clinical Career and Professional Development Psychosocial Support

4. Key Mentoring Responsibilities Communication  Establish expectations  Frequency of meetings  Listening skills  Prompt feedback  Manage disagreements and conflict  Foster trust

5. Key Mentoring Responsibilities Content Mentoring – Research, Education, Clinical  Identify gaps in knowledge and skills  Identify training opportunities  Identify resources  Help formulate aims  Help design and develop plan to accomplish aims  Monitor progress  Step aside to allow independence

6. Key Mentoring Responsibilities Career and Professional Development  Facilitate opportunities and connections  Promote mentee in and out of institution  Help understand promotion requirements and fiscal realities  Help ensure sufficient protected time  Help navigate the system  Model and instruct on ethical behavior

7. Key Mentoring Responsibilities Psychosocial Support  Discuss work-life balance/integration  Effective time management  Demonstrate leadership skills  Be sensitive to cultural diversity  Encourage peer mentoring (often similar issues for colleagues at same level of training)  Serve as role model

8. “The mentee is not an empty vessel receiving the mentor’s advice and wisdom, but, rather, an active participant, shaping the relationship.”

9. Benefits of Effective Mentoring For Faculty and Institution Mentee: Critical for career development/satisfaction, and professional stimulation. If well mentored, likely to continue the legacy of mentoring Mentor: Professionally stimulating, personally satisfying, giving back Department and Institution: Faculty perception of department and institutional support, less attrition, more success

10. Departmental Mentoring and Career Development– Best Practices and Guidelines Departments have adapted Mentor Leadership Council (under CTSA) guidelines to enhance existing plans, create new Plans include: Promotion info, resources, documenting career development, choosing mentors, mentee–mentor agreements, metrics

11. Departmental Mentoring Plans Each COM department has one: http://academicdepartments.musc.edu/com/fa culty/dept_mentoring.htm

13. Mentoring Champions Each department has a Mentoring Champion to oversee implementation and progress of plan Find yours, meet Mentoring Champions meet quarterly with Assoc. Deans to solve mentoring problems and strategize One Associate Dean responsible for monitoring implementation of mentoring in each department

14. Some Specifics of Mentoring Plans All Assistant & Associate Professors required to have a mentor, regardless of track Strongly suggest that faculty find their own mentors (with Chair/Champion help); can be outside dept. Focus on both career development and content (e.g., research, clinical, education)

15. Impact of COM Mentoring Program 201120132014P-value 2011 vs. Other Professors Actively Mentoring 59 / 113 (52%) 142 / 187 (76%) 80 /109 (73%) <0.0001 Instructors/ Asst Professors Being Mentored 112 / 197 (57%) 229 / 286 (80%) 142 / 184 (77%) <0.0001 Satisfaction of Junior Faculty Being Mentored 88 / 105 (84%) 189 / 229 (83%) 122 / 142 (86%) <0.0001

16. Mentor (and Mentee)Training CTSA Annual Symposiums to train mentors across campus and provide a forum for mentors and mentees to discuss ways to improve mentoring Mentor Leadership Council (CTSA) and Apple Tree Society hold regular “Lunch & Learns” on mentor– mentee issues and training

17. Mentor (and Mentee) Training Tools for Mentors & Mentees TopicSpeaker(s)DateTimeLocation Having Difficult ConversationsConnie Best4/9/1412-1pmTBD How to Develop an Academic Career as a Clinician-Educator Ben Clyburn Elisha Brownfield 2/4/1412-1pmLibrary Room 405 Early Career Researchers - Benefits, Challenges & Lessons Learned Heather Bonhila Chris Gregory DeAnna Adkins Andy Goodwin Mark Bowden 1/21/1412-1pmLibrary Room 405 Insights from A New Mentoring Program in the Department of Medicine at MUSC Gerard Silvestri12/11/135-6pmClinical Science Building, Room 628 Building Your Career as an Academic Educator in the Health Professions Maralynne Mitcham Ruth Patterson 11/06/1312-1pmLibrary Room 405 NIH Peer Review ProcessKathleen Brady Jacqueline McGinty 10/11/1312-1pmLibrary Room 405 Don't Be a Tormentor: Tips for Mentoring Students in the Lab Ed Krug Chris Pelic 9/24/1312-1pmLibrary Room 116-118 Motivating Mentees & Team Building Amy Blue6/03/1312-1pmLibrary Room 405

18. Mentor (and Mentee) Training Tools for Mentors & Mentees TopicSpeakersDate Scientific Writing & Communication Kimberly McGhee, PhD Lindy Carter Spring 2015 Practical Application Workshop: IDP & Goal Setting Gerard Silvestri, MD, MSSpring 2015 Practical Application Workshop: Choosing Your Mentor & Professional Networking Gerard Silvestri, MD, MS Spring/Summer 2015 NIH ReporterJoann Sullivan, PhD Spring/Summer 2015 Interdisciplinary & Team Science Edward Krug, PhD Cathy Melvin, PhD, MPH Spring 2015 Interprofessional / InterdisciplinaryJeffrey Borckardt, PhD05/05/2015 Part 2: Where does your time go? Work-Life Balance Gail Stuart, PhD, RN, FAAN02/03/2015 Part 1: Where does your time go? Learn how to prioritize and manage your time. Perry Halushka, PhD, MD 01/27/2015 01/28/2015 ** Previous topics and recordings can be found on the SCTR website under “Education & Training”.