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Mentoring Programs

Mentoring Programs. Steven R. Lowenstein, MD, MPH Professor of Emergency Medicine Associate Dean for Faculty Affairs November 3, 2010. Departmental benefits. Faculty career satisfaction & success Faculty retention Success of the department Departmental and institutional loyalty

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Mentoring Programs

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  1. Mentoring Programs Steven R. Lowenstein, MD, MPH Professor of Emergency Medicine Associate Dean for Faculty Affairs November 3, 2010

  2. Departmental benefits • Faculty career satisfaction & success • Faculty retention • Success of the department • Departmental and institutional loyalty • Development of the next generation of leaders

  3. Guiding principles • Mentoring programs are important • Mentoring is time-sensitive • Quick start • Address mentoring needs before hire • Clinician-educators need mentoring, too • External connections are vital • Productive colleagues • National exposure • SOM courses and programs

  4. Guiding principles • Required: Knowledgeable mentors • Career-building skills • Promotion & tenure • Required: Departmental leadership • Required: Investments • Required: Mentors with time

  5. Departmental Program • Infra-structure • Assignment • Team mentoring • Monitoring • Resources • Time for scholarship • Departmental expertise • Performance reviews • Effective use of SOM resources • TSP, AME • OFA • Clinical Scholars • Tailored course-work, training Mentoring Pairs Network of productive colleagues National involvement

  6. Case Study The Misguided Mentor

  7. MAJORS & MINORS MERITORIOUS* IN ALL Teaching Clinical/service Scholarship *Praiseworthy… deserving of merit EXCELLENT* IN ONE Teaching Research Clinical activity *Outstanding…of exceptional merit M E

  8. Promotion & Tenure Approval Rates2002 - 2009 Associate Professor (n = 462): 97% Clinician-educators (114; 2002-2005): 97% Professor (226): 96% Tenure (105): 88%

  9. Scholarship: Required by Rules All faculty are required to participate in scholarship The products of scholarship must be in a format that can be evaluated, which would normally mean in a written format

  10. Scholarship: Broadly Defined Discovery, application, integration and education Products that can be reviewed: Publications, CDs, educational syllabi, web sites, chapters, case reports, reviews, residency training manuals, policy “white papers,” clinical guidelines, evidence-based pathways. Alternative Forms of Scholarship

  11. Case Study Publish, perish and the teaching scholar • Should she opt out of the intern coordinator position? • How will she find time for grants? • How can she ever get promoted? • What about her “isolation?” • Please help …

  12. MAJORS & MINORS MERITORIOUS* IN ALL Teaching Clinical/service Scholarship *Praiseworthy… deserving of merit EXCELLENT* IN ONE Teaching Research Clinical activity *Outstanding…of exceptional merit M E

  13. Meritorious vs. excellent Active participation in teaching activities of the department, including (2 or more): presenting series of lectures, coordinating a course, advising students, attending on inpatient or outpatient service, mentoring students/fellows, seminar or laboratory group leader)… Meritorious teaching evaluations Development, revision of teaching materials for students, CME courses… Invitations to present courses, lectures outside of department, give grand rounds Greater than average share of teaching duties (e.g., course or fellowship director) … Consistently receives outstanding teaching evaluations or teaching awards … Develops innovative teaching methods, such as educational software, videotapes.. Provides educational leadership by writing syllabi, or assuming administrative roles Consistent participation in national educational activities (RRC’s, board examiner) Invitations to be Visiting Professor TEACHING

  14. Excellence: Using the matrices Teaching Excellence Provides educational leadership by writing syllabi or textbooks or assuming administrative roles Developed “Sports Medicine” module for residents Wrote 84-page evidence-based syllabus Developed 6 web-based patient encounters demonstrating knee examination and approach to common knee injuries Co-director of multi-disciplinary CME course, “Sports Medicine for Primary Care Clinicians” Co-chair, departmental Medical Student Education Committee

  15. Meritorious vs. Excellent Active & effective participation in clinical activities of the unit Board certification Support from internal peers at practice site Invitations to speak on clinical topics on campus Participation on institutional clinical care committees Development of new therapies or health care delivery systems that have improved health care Active participation in evaluating effectiveness, access, utilization Recognition of clinical excellence at regional or national level (through requests to write reviews, speaking invitations, awards, letters of reference) Clinical leadership (practice director, head of inter-disciplinary team that creates and evaluates a pathway) National leadership activities (e.g., chairing national meetings or committees, editorial role, officer of national organization) CLINICAL PRACTICE

  16. Promotion Matrices Use them to guide career planning Concrete examples to distinguish “meritorious” vs. “excellent” Excellence: Engage in several activities in area of focus Demonstrate leadership in one or more Document these accomplishments

  17. Lesson: Focus on documentation Quality, importance, impact, reach C.V. – not enough Teaching evaluations – not enough Reprints of articles – not enough Chair’s letter – not enough Supporting evidence Clinical and teaching portfolios Narratives Annotated bibliographies Junior faculty must build a dossier --- starting now

  18. Dr. Jones could … • Clear objectives • What need did course fill • Preparation • Background, literature • Development of content • Teaching methods used • Significant results(impact) • Who took it • Dissemination, presentation • Productsthat can be reviewed • Clear description of faculty role • Develop and own the intern rotation • Think about leadership and scholarship • “Curriculum innovation” • Critical principles of pathophysiology at bedside • End-of-life care • Evidence-based mgt of respiratory failure • Professionalism • Bedside teaching as a technique • Develop simulations, PBL, manuals, syllabi • Document learner outcomes

  19. External connections-Teaching • Teaching Scholars Program • Academy of Medical Educators • Course work and training • Involvement in undergraduate medical education and residency program • Simulation center • Leadership opportunities--SOM, national

  20. External connections - Clinical • SOM , UCH, Denver Health initiatives: • Patient safety and quality • Inter-professional ethics • Electronic health records • Team-based practice • Practice and teaching opportunities • LEADS, global health, women’s health, rural • CU-UNITE (Colorado Urban Underserved Interdisciplinary Health Training and Education)

  21. Building a successful program Mentoring Faculty Development

  22. Faculty development essentials • Mentoring programs are a component of faculty development • Performance feedback • Annual reviews by chair • Mid-course comprehensive reviews • Support and rewards for teaching & clinical service • Support & time for scholarship

  23. Responsibilities of the chair • SOM Rules: Mandatory assignment • Facilitate process by which junior faculty identify & approach mentors • Whom they admire • After learning about their career interests and observing their teaching, clinical, scientific and personal styles • Common “match points” • During recruitment • Initiation of joint research, clinical or teaching projects • Assist in identifying mentors outside department • Message to new Assistant Professor …

  24. Responsibilities of chair • Communicate in writing to mentors and mentees • Remind them of their responsibilities to one another • Consult regularly with junior faculty to gauge mentoring needs • Monitor process, evaluate outcomes, identify gaps, suggest new pairings

  25. Limitations to pairs • Requires time … Senior faculty report they are “near mentoring capacity” • Some senior faculty members are reluctant • Senior mentors cannot know it all • Protégés are short on time • Challenges of “mentoring across differences” • Generational differences • Many minority faculty members leave their jobs early, because of feelings of isolation and “benign neglect” • Newer models need to save time, improve efficiency & expand reach of mentoring

  26. Newer mentoring models • Workshops • Present information that all faculty members need • In collaboration with other departments • Mentoring consultations • Enable a faculty member to request a specific consult for a particular area (course supervision, academic writing, time management, preparing a grant, presenting research abstract) • Co-mentoring • Match junior faculty with 2-3 mentors (broader expertise) • Results in a department of medicine: • Provided a better experience for mentees and for co-mentors • Less demanding than being a sole mentor • Lackhaupt, 2005

  27. Collaborative mentoring • Groups of peers and senior mentors • Visible, quick and efficient means to share knowledge + academic skills • Promotion process and preparing dossiers • Career planning • Negotiation skills, work-life balance, time management • Mentor-mentee responsibilities • Scientific and grant writing • Harness energy & knowledge of senior faculty & peers • Suggest influential colleagues and national connections • Help mid-career faculty gain mentoring skills • Build collegiality, break down barriers • Especially helpful in first 1-2 years

  28. External connections:SOM Faculty Development Resources Comprehensive web site www.medschool.ucdenver.edu/faculty Faculty development seminars Links to Newsletter, Diversity, Academy of Medical Educators, AAMC resources, FAQ Articles on time management, mentoring, demonstrating scholarship, teaching skills, curriculum design, grant-writing, managing a lab, others

  29. Other ingredients • Incorporate mentoring programs into departmental strategic planning • Director participates in departmental leadership • Recognition of mentoring as official part of senior faculty members’ duties • Investments in faculty • TSP and Clinical Scholars Program • Monetary support for mentor-mentee pairs • Seed grants for projects • Recognition of teaching and clinical service • Rewards, celebrations, rituals

  30. Outcome metrics • Faculty participation as mentors • Successful mentor-mentee activities (feedback) • Faculty retention • Research and academic productivity • Promotion and tenure success • Inter-disciplinary collaborations • Local and national leadership positions • Development as a teacher • Clinical program building • Successes of investments in faculty • Exit interviews

  31. Summing up • Each department should develop a strong mentoring & faculty development program • Welcome, coach and support junior faculty • Good for junior faculty & good for department and School of Medicine • Helps build a “community” of teachers, scholars and clinicians • Promotes faculty success, leadership development and loyalty to the department & SOM

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