Gordon French NAMEM Annual Conference 13th September 2012

1. Mentoring Gordon French NAMEM Annual Conference 13th September 2012

2. Objectives http://www.flickr.com/photos/spirit-fire/4964476405/ • Explore your understanding of mentoring • Define what we mean by mentoring • Describe what we are doing • Stimulate some conversation in bar tonight!

3. Video 1.

4. Task What do you understand by “Mentoring” ? Did the video demonstrate mentoring?

5. National Concerns “Work-related stress among junior doctors.” BMA. HPERU (1998) “Work Related stress among senior doctors.” BMA. HPERU (2000) “Exploring Mentoring” BMA Board of Medical Education (2004)

6. http://www.flickr.com/photos/cdharrison/4058422956/ Yates, J., & James, D. (2006). Predicting the “strugglers”: a case-control study of students at Nottingham University Medical School. BMJ, 332(7548), 1009-1013. Yates, J., & James, D. (2010). Risk factors at medical school for subsequent professional misconduct: multicentre retrospective case-control study. BMJ, 340, 2040-. • 10% of medical students struggle* • Academic, financial, health... • 10% of doctors struggle • Struggling students = Struggling doctors* • More likely to have disciplinary panel hearing • Patient complaints

7. Mentoring for medical students? http://tinyurl.com/ygo6cc7

8. Could mentoring Help? “When mentoring is part of an internal, non-hierarchical support network, which displays a commitment to facilitating personal and professional development, it has the capacity to transform the professional culture” Freeman 2000

9. National Initiatives

10. Leadership and management for all doctors General Medical Council standards@gmc-uk.orgwww.gmc-uk.org/leadership

11. Mentoring All doctors 56 You should be willing to take part in a mentoring scheme offered by your employer. Doctors with extra responsibilities 57 You should be willing to take on a mentoring role for more junior doctors and other healthcare professionals. 58 If you have agreed to act as a mentor, you must make sure that you are competent to take on the role and that you can fulfil your responsibilities, including undertaking appropriate training and keeping your skills up to date. You must be clear about the aims and purpose of the mentoring, the scope of your role as a mentor and your availability to provide advice and support when needed. 59 You must make sure that staff who are new to an organisation or are moving into a new role have access to an appropriate mentoring arrangement*, where relevant, depending on the nature of their clinical practice and their responsibilities.10

12. 45 You should seek out a mentor during your first years working as a doctor and whenever your role changes significantly throughout your career.

13. “…the registrar and I believe that the early identification of one or more specialty based mentors, ideally at appointment committees, should help new consultants……..the RCP is advising regional advisors to push for mentor job descriptions and our representatives on appointment panels should enquire about them.” President’s Bulletin 12th May 2012

14. “An experienced highly regarded empathic person (the mentor) guides another individual (the mentee) in the development and re-examination of his or her own ideas, learning, personal and professional developments. This is achieved by talking in confidence” • Supporting doctors & dentists at work - an enquiry into mentoring. • London: SCOPME, 1998

15. Gerard Egan - “The Skilled Helper” “A trusted and faithful guide for a person on a journey of personal, professional and career development.”

17. Task • Split into pairs One of you tell the other about yourself • Now do the same but listener act disinterested

18. ‘Behind every successful person, there is one elementary truth: somewhere, somehow, someone cared about their growth and development, this person was a mentor’. Dr Beverly Kaye (2003)

19. Hmm, sounds like its for softies!

20. Mentoring is about - • Self Development • Learning (empathic challenging) • Being non-judgemental • Alliance • Trust • Influence • Different perspectives

21. Helping someone manage their problems and achieve more fulfilment • Develop their unused resources and opportunities (? missed) • Results in a learning relationship for both

22. What Mentors do • Provide informal audience to try out ideas • Offer experience & insights • Help in networking/politics • Supportive, non-judgmental atmosphere

23. Offer safe place for reflection & planning • Encourage, support & motivate • Explore strengths & weaknesses • Challenge assumptions about self & job • Empower, nurture, build self confidence

24. PRECEPTORSHIP MENTORING COACHING BUDDYING SPONSORSHIP MENTORING

25. Influence (Directive) TRADITIONAL COACHING SPONSORSHIP MENTORING Career and personal development Performance EXECUTIVE/ DEVELOPMENTAL COACHING DEVELOPMENTAL MENTORING Influence (Non-directive)

28. Overall benefit • The skills are transferable • Manage change better • Manage conflict better • Manage complaints better • Develop better listening skills.

29. Our approach • Principles of mentoring • Can be from any grade / specialty • Needs to be organised and trained • Help mentee, not tell them “the answers”

30. Problems with accessing mentoring http://www.flickr.com/photos/peterkaminski/1510724/ • Organisational barriers • Expense • Time and accessibility • Misunderstanding • Mentee barriers • Preconceptions • Knowledge of services available • Mentor barriers • Confidence and support • Training and accreditation

31. Our solution • Cultural change • Drive organisational engagement • Increase value for mentors and mentees • Organisation • Trained mentors • Accredited course • Medical students • Foundation doctors • Senior doctors • Accessibility • eMentoring

32. Our experiences • Novel program of medical educators • MMedSci, combined with Clinical training • Different areas • Mentoring in organisations • Self-assessment and struggling students • Professionalism • Clinical skills

33. http://www.eastmidlandsmentoring.co.uk/

34. Training & Faculty Development

35. Research & Publishing

36. Our research areas

37. “Very glad we were given this opportunity” “Thanks for helping show us how to make a difference to ourselves and hopefully others in the future” “Excellent course” “I was one of the less open people at the beginning but have embraced it and appreciate its value” “The Handbook is an awesome reference source” “Really enjoyable” “Much better than I imagined” “It would be nice to have some more information as to how the Deanery see medical students fitting into mentoring schemes” “Thoroughly enjoyed programme” “Amazing course”

38. The Consultant View Unpublished data from “DEVELOPMENT OF A PILOT MENTORING SCHEME FOR NEWLY APPOINTED NHS CONSULTANTS” by GW French, MBA dissertation 2005

39. When to use Setting up a scheme • One or two champions • Read/train & sell to colleagues • Forum • Mentoring course • Voluntary • Practice, co-mentor • Try & get into job plan • Network • Problem solving • Supporting colleagues • Developing opportunities NAMEM members are powerful…ask questions, drive this on because you care!

40. Questions?

41. Video 2.

42. Objectives http://www.flickr.com/photos/spirit-fire/4964476405/ • Explore your understanding of mentoring • Define what we mean by mentoring • Describe what we are doing • Stimulate some conversation in bar tonight!

43. Julian TreasureListen

44. “If we don’t change direction soon, we’ll end up where we’re going.” • Professor Irwin Corey