Mentoring in the COM at MUSC

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

Key Mentoring Responsibilities

• Communication

• Content Mentoring – Research, Education, Clinical

• Career and Professional Development

• Psychosocial Support

Key Mentoring Responsibilities

• Communication

Establish expectationsFrequency of meetingsListening skillsPrompt feedbackManage disagreements and conflictFoster trust

Key Mentoring Responsibilities

• Content Mentoring – Research, Education, Clinical

Identify gaps in knowledge and skills Identify training opportunities Identify resourcesHelp formulate aims Help design and develop plan to accomplish aimsMonitor progressStep aside to allow independence

Key Mentoring Responsibilities

• Career and Professional Development

Facilitate opportunities and connectionsPromote mentee in and out of institutionHelp understand promotion requirements and

fiscal realitiesHelp ensure sufficient protected timeHelp navigate the systemModel and instruct on ethical behavior

Key Mentoring Responsibilities

• Psychosocial Support

Discuss work-life balance/integrationEffective time managementDemonstrate leadership skillsBe sensitive to cultural diversityEncourage peer mentoring (often similar issues

for colleagues at same level of training)Serve as role model

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

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

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

Departmental Mentoring Plans

• Each COM department has one:

http://academicdepartments.musc.edu/com/faculty/dept_mentoring.htm

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

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)

Impact of COM Mentoring Program

2011 2013 2014 P-value 2011 vs.

OtherProfessors 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

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

Mentor (and Mentee) Training Tools for Mentors & Mentees

Topic Speaker(s) Date Time LocationHaving Difficult Conversations Connie Best 4/9/14 12-1pm TBD

How to Develop an Academic Career as a Clinician-Educator

Ben ClyburnElisha Brownfield

2/4/14 12-1pm Library Room 405

Early Career Researchers - Benefits, Challenges & Lessons Learned

Heather BonhilaChris Gregory

DeAnna AdkinsAndy GoodwinMark Bowden

1/21/14 12-1pm Library Room 405

Insights from A New Mentoring Program in the Department of Medicine at MUSC

Gerard Silvestri 12/11/13 5-6pm Clinical Science Building, Room 628

Building Your Career as an Academic Educator in the Health Professions

Maralynne Mitcham

Ruth Patterson

11/06/13 12-1pm Library Room 405

NIH Peer Review Process Kathleen Brady Jacqueline McGinty

10/11/13 12-1pm Library Room 405

Don't Be a Tormentor: Tips for Mentoring

Students in the Lab

Ed KrugChris Pelic

9/24/13 12-1pm Library Room 116-118

Motivating Mentees & Team Building

Amy Blue 6/03/13 12-1pm Library Room 405

Mentor (and Mentee) Training Tools for Mentors & Mentees

Topic Speakers Date

Scientific Writing & Communication Kimberly McGhee, PhD Lindy Carter Spring 2015

Practical Application Workshop: IDP & Goal Setting Gerard Silvestri, MD, MS Spring 2015

Practical Application Workshop: Choosing Your Mentor & Professional Networking Gerard Silvestri, MD, MS Spring/Summer

2015

NIH Reporter Joann Sullivan, PhD Spring/Summer 2015

Interdisciplinary & Team Science Edward Krug, PhD Cathy Melvin, PhD, MPH Spring 2015

Interprofessional / Interdisciplinary Jeffrey Borckardt, PhD 05/05/2015Part 2: Where does your time go? Work-Life Balance Gail Stuart, PhD, RN, FAAN 02/03/2015

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”.