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Identify the skills and attributes of effective mentors and successful mentees. Provide effective feedback on mentee strengths and areas for growth and development, and make progress towards goals. Mentorship is an important part of academic and professional advancement. This toolkit is intended to provide guidance on different mentoring models, allowing groups to train mentors, empower mentees, and optimize their mentorship capacity.
This toolkit has served as a resource to guide our mentoring program in our own organization for many years.
The mentoring toolkit is intended to be a self-guided resource. The subsections describe various mentoring models, which can be adapted to suit the needs of your mentees and optimize the capacity of your potential mentors. This toolkit is intended for use by leaders of institutional and professional society—based faculty development and mentorship programs. Individual components of this toolkit, including the mentoring mosaic, professional development planning tool, guidelines for dyadic mentoring, and meet the professor, speed mentoring, and facilitated peer mentoring sessions, have been used for faculty development in at least 10 different Association of Pediatric Program Directors APPD national meetings, as well as at Pediatric Academic Societies meetings since and, more recently, at the Pediatric Educational Excellence Across the Continuum meeting.
In addition, we have used individual components as parts of workshops delivered at our home institutions and during visiting professorships. Other components, such as professional development planning 15 and mentee-driven mentoring, 16 referenced in this toolkit have been ly published on MedEdPORTAL. These ly published resources provide guidance on goal setting and mentee skill development.
Additional MedEdPORTAL mentoring publications have provided guidance on long-distance mentoring relationships, 17 skills building for mentors, 18 facilitated peer mentoring models, 19 and effective networking skills. This toolkit was thus developed as a stand-alone resource to guide the mentorship program within our organization.
The toolkit was originally created to complement the development of the APPD's mentoring program. Over time recruiting mentors, the APPD Mentoring Subcommittee recognized that mentors—even those who were very accomplished—were often uncomfortable serving as mentors.
Many reported that had never received adequate mentoring themselves. Others relayed that they had never received formal training and were not confident in their skills. In addition, the APPD was faced with mentor fatigue. Many junior and midlevel members sought mentorship from a limited pool of senior mentors.
The APPD Mentoring Subcommittee sought to develop more mentor capacity through recruitment and training of more mentors to meet the growing need. These tools were created to help support the development of mentoring skills and to enhance the mentoring process. Though this toolkit was developed for the APPD membership, we believe the principles and skills are widely applicable to any audience of medical educators. The toolkit begins by providing a definition of mentoring and reinforcing the benefits of effective mentoring relationships. The roles that a mentor can play are explained e.
Next, we discuss the important role that mentees have in creating and maintaining effective mentoring relationships i. We then introduce a mentoring mosaic activity deed to help mentees examine their professional network and think about how they might expand it to fulfill the spectrum of their mentoring needs. Next, we present guidelines for the implementation of four mentoring models that can be used within one's institution: traditional dyadic mentoring, peer group mentoring, meet the professor mentoring, and speed mentoring.
We then provide tools that can be used to help facilitate effective mentoring development.
These include advice on preparing and maintaining one's CV as well as guidance on professional development planning. We emphasize that mentees should complete both of these items prior to meeting with a mentor. In order to optimize mentoring relationships, we present tools that can be used to audit one's mentoring relationship from both the mentor's and the mentee's perspective. Recognizing that the delivery of feedback is critical to an effective ongoing mentoring relationship, we provide guidance for mentors and mentees about how to approach this issue. Lastly, we provide a reference list of articles relevant to mentorship for users of this resource.
Most of these tools were deed to be administered in an interactive format such as a workshop or seminar. Typically, the tools work best if the session offers think-pair-share opportunities whereby participants think and reflect individually to complete a task, pair up with another participant to discuss their thoughts, and then share their findings with the larger group. In order to use this toolkit optimally, it is important for leaders to provide clear directions to participants on how to use the tools.
Many of these tools and organizational frameworks require advanced preparation time in order to be utilized most effectively, for example, recruiting mentors and setting up appropriate spaces. Proper planning, especially with time-limited experiences such as speed mentoring, is essential. The most effective sessions require self-reflection on the part of mentees; therefore, planning time for self-reflection prior to the session or at the beginning of the session is optimal. Effective implementation requires the successful recruitment and selection of mentors and mentees.
Mentors were recruited by the APPD Mentorship Committee based on the following criteria: at least 5 years of experience in their educator role, midcareer or senior faculty status, and current or past educational leadership role regionally or nationally. The majority of mentors solicited agreed to attend the session if they were otherwise planning to attend the APPD Meeting. Mentors were provided with instructions for the sessions via prior to participation. The same process was used for the various session formats that were utilized. This toolkit has been utilized for multiple different mentoring sessions at national meetings predominantly targeting pediatric educators, including program directors, associate program directors, fellowship directors, and pediatric chief residents.
The majority of participants were junior to early midcareer educators. Most participants reported multiple mentoring needs. Nearly all the participants lacked any formal educational leadership roles either at APPD or in other national venues.
Session formats have varied from traditional dyadic pairings to speed mentoring formats to meet the professor sessions. Participants and mentors were consistently positive regarding the various mentoring sessions conducted using components of the toolkit. Inprogram directors, associate program directors, fellowship directors, and other key personnel were registered for the APPD Fall Meeting mentoring session. Mentoring registrants were not identified separately. Wish there was more time for this! During the past two APPD Spring Meetings in andthe toolkit has been utilized as a guide to prepare for the speed mentoring session.
Registration was capped at 30 mentees each year and filled very quickly, with a long waiting list of mentees hoping to secure a place at the session. Nine mentees completed the evaluation for the Spring session. I received great guidance on how to further my career as an educator. All respondents recommended that the session be repeated. Constructive feedback was garnered from all available evaluations and used to inform iterative changes to the mentoring toolkit after each session.
For example, the format of the Fall Meeting informed the need for a more flexible mentoring program. The Fall Meeting primarily attracts newer participants and fewer senior members. In order to maximize the impact of the senior members, the meet the professor format was developed whereby senior mentors would meet with up to eight to 10 participants at a time. In addition, the senior members were paired with more junior, but still experienced, members who also served as professors.
This arrangement allowed the junior members to learn how to serve as a professor, thereby expanding the pool of available mentors. It also allowed us to serve the needs of more participants compared to dyadic or speed mentoring formats, which require a higher mentor-to-mentee ratio. In addition, feedback from the Spring Meeting revealed the need for more guidance to mentors in working with mentees.
The speed mentoring session instructions were adapted to address this need. The mentoring toolkit was developed to meet the ificant mentoring needs of educators at APPD. We are pleased that this toolkit has become a welcome resource for mentors and mentees alike. It provides helpful tools for guiding mentoring relationships and resources to assist in personal development planning. Likewise, the toolkit has enabled the developers of mentorship programs to optimize their mentors, empowering midlevel mentors by developing their mentorship skills to mentor junior mentees.
The toolkit has proven easy to use and functions well as a stand-alone document for mentors and mentees. Given their use of general principles, the mentoring methods and tools are easily generalizable to local institutions or to other national organizations outside of APPD.
The toolkit can be used by other medical educators beyond the field of pediatrics. Although developed with educators in mind, the toolkit can be used to support mentorship for noneducator faculty. Our greatest challenge remains the time required of mentors as well as program leaders to organize and invest in mentorship programs.
A limited of senior mentors can often lead to ificant use of senior mentor skills and increase the risk of burnout. The tools in this toolkit have helped mitigate this problem by providing resources and guidance to expand an organization's mentor pool, providing alternative mentoring models that require fewer mentors, and appropriately preparing mentees to take an active role in their mentorship experience. Additionally, this toolkit has served as a resource for more-junior faculty who are interested in growing their mentoring skills, thereby improving the mentoring workforce.
Adequate planning is also a challenge for organizing mentoring activities. Again, this toolkit has helped to address this challenge as it provides a consolidated repository of resources for leaders to draw upon as they plan their sessions. Lessons learned include the need to work with organizational leadership to identify mentorship as key to a strategic plan. This dialogue will help identify organizational resources to support use of the toolkit in promoting mentorship. For example, mentees can be recognized as organizational contributors based on their participation in mentoring sessions.
Conference time and resources can be allotted to support mentoring programs.
In addition, it is more effective when individuals first identify their own mentoring and professional development needs and then use the relevant components of the toolkit to address their needs. The toolkit is intended to be adapted by individuals, programs, or institutions using the elements that align best with their identified needs.
This toolkit covers a of mentoring needs and continues to be a resource within our association. Future plans include further development of the toolkit; for example, not all mentoring relationships are successful, and ending a mentoring relationship is a topic that warrants attention.
Mentor development, particularly the development of midlevel mentors, is an ongoing need in our organization and one that may benefit from creative solutions, such as the use of technology for remote faculty development sessions. These topics are not included in this toolkit and remain opportunities for future development.
In addition, the of our mentorship programming have been limited to satisfaction data. This has shaped the development of the resource; however, more robust assessment of outcomes beyond satisfaction may help inform the effectiveness of mentoring efforts. This remains an opportunity for future investigation.
Google Scholar More articles by this author. Christopher's Hospital for Children. Keith J. Janet R. Marsha S. Nancy D. Sections About Abstract. Tools Download Citations. Abstract Abstract Introduction: Mentorship is a vital component of academic and professional development.
To address this in our own professional society, the Association of Pediatric Program Directors, we developed a mentor toolkit in order to utilize a variety of mentoring models, provide faculty development for midlevel mentors, and offer guidance to mentees.
Methods: Most of these tools were deed to be administered in an interactive format such as a workshop or seminar with think-pair-share opportunities. The toolkit begins by providing a definition of mentoring and reinforcing the benefits and the characteristics of effective mentoring relationships. : This toolkit has successfully served as a self-guided resource at national meetings for many years, garnering positive feedback from mentors and mentees alike.Preparing for the First Meeting with Your Mentor
Discussion: The principles and methods are easily generalizable and may be used to guide mentorship programs within institutional and professional societies, as well as to assist mentors and mentees in optimizing their individual mentoring relationships. References 1. A systematic review of qualitative research on the meaning and characteristics of mentoring in academic medicine. J Gen Intern Med. A culture of coaching: achieving peak performance of individuals and teams in academic health centers.10 Essential Questions to Ask Your Mentor
Acad Med. Helping medical school faculty realize their dreams: an innovative, collaborative mentoring program. Pololi L, Knight S. Mentoring faculty in academic medicine: a new paradigm?Mentor meeting tools
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e-WoMentoring: How to have great online mentoring