1. Mentor: Roles, Challenges, and Skills Development Jacob Prunuske, MD, MSPH Amy Prunuske, PhD Margit Chadwell, MD Christopher LaJeunesse Suzanne Minor, MD Kathryn Trayes, MD

2. Disclosures None of the presenters have any conflict of interest with respect to this presentation

3. Objectives 1.Challenges 2.Relationships 3.Evaluation

4. Agenda Introductions Value Qualities & Skills Barriers Practice Evaluation Wrap

5. Introductions Name Institution Why you chose this session

6. VALUE OF MENTORSHIP Dr. Jacob Prunuske

7. Mentoring “...experienced, highly regarded, empathetic person (mentor) guides another individual (mentee) in the development and re- examination of their own ideas, learning, and personal and professional development.” Frei 2010

8. Value of Mentorship Professionalism development Research participation & productivity Career planning Overall well-being Support for individuals underrepresented in medicine Aagaard 2003. Zink 2007. Macaulay 2007. Kosoko-Lasaki 2006. Murr 2002. Dorrance 2008. Zier 2006. Coates 2008. Kalet 2007, 2001.

9. QUALITIES & SKILLS OF EFFECTIVE MENTORS Dr. Suzanne Minor

10. Qualities & Skills of Effective Mentors Groups of four 10 minutes, then share with larger group Develop a list: –Personal characteristics –Behaviors –Skills –Others

11. Group Discussion What characteristics did your group identify? Qualities & Skills of Effective Mentors

12. Mentor Qualities & Skills Consistent availability & engagement Balance guidance & freedom Supportive atmosphere & resources Constructive feedback Individual interest in mentee Nakamura, Shernoff 2009

13. Mentor-Mentee Interactions Emotional safety Support Protégé [mentee]-centeredness Informality Responsiveness Respect

14. Mentor Qualities & Skills Clear expectations for mentoring role Avoid complaining about logistics that are out of students’ control Honesty Budget appropriate time Recognize professional boundaries

15. Mentors Should Encourage Mentee Reflection Self Clinical surroundings Structure of medical education Social determinants of health

16. Female Student Perspectives Optimal mentoring includes... –Shared values, Trust, Personal Connection Relation more important than gender concordance Gender-based assumptions & stereotypes affect mentoring Gender-based power dynamics influence what students disclose Levine 2013

17. MENTORING CHALLENGES Dr. Kathryn Trayes

18. What Challenges do you, your colleagues, and your institution face?

19. Common Challenges Faculty interest, skill, time, engagement Institutional support, resources Cultural, gender, generational differences Student interest, time, engagement, not wanting to ‘bother’ mentor, or seem needy or insecure

20. Challenges/Barriers Mentor conflict of interest Mismatched expectations Acting to please mentor not achieve own goals Personality differences Poor communication External factors –changing health systems, politics, finances

21. Overcoming Barriers Safe, welcoming environment Clear communication Framework/checklist to guide meetings –Personal goals, research, career planning, international experiences, electives, work-life balance, medical issues, others... Defined action items Mentor support, faculty development Teach ability to disagree without being disagreeable

22. MENTORING TOOL Dr. Margit Chadwell

23. Mentoring Tool Available on MedEdPORTALMedEdPORTAL

24. MENTORING SCENARIOS Christopher LaJeunesse

25. Practice Scenarios – Groups of 8 –Describe your own or use one of ours Mentoring Challenges Strategies to overcome those challenges

26. MENTORING PROGRAMS Dr. Jacob Prunuske

27. Ways Institutions Support Effective Mentoring Identified criteria for selecting mentors Incentives for motivating faculty mentors Assignment of mentors-mentee pairing Single or multiple mentors Keyser 2008

28. Value of Institutional Support Increased trust Improved morale Improved retention Enhanced organizational commitment Zachary 2005

29. Traditional Mentoring Dyad (1:1) Most common in literature Experienced to novice Single viewpoint May be too hierarchical, less mutually supportive Some individuals (eg women, minorities) may be less likely to identify or identify with a mentor

30. Alternative Models Co-mentoring (multiple perspectives) Peer mentoring –Value associated with social support –Best with faculty guidance, eg Healer’s Art Group mentoring Layered mentoring Choice vs Assigned

31. Informal Mentoring Perspectives

32. WHAT EVIDENCE WOULD TELL YOU YOUR PROGRAM IS WORKING? Dr. Amy Prunuske

33. What evidence would tell you your program is working? Student perspectives Faculty perspectives Institutional resource use Board scores Attrition and graduation rates Graduate career choices, match success, practice choices

34. Objectives 1.Challenges 2.Relationships 3.Evaluation

35. Thank You! Jacob Prunuske, MD, MSPH Amy Prunuske, PhD Margit Chadwell, MD Christopher LaJeunesse Suzanne Minor, MD Kathryn Trayes, MD Please evaluate this session at: stfm.org/sessionevaluation