The outline of recently introduced Mentorship in Quaid-e-Azam Medical College, Bahawalpur Pakistan by Department of Medical Education

1. Welcome to Department of
Medical Education
7/4/2014 Department of Medical Education:
QAMC

2. PIKES PRINCIPLES
• Adults are big babies
• The amount of learning is directly proportional to
the amount of fun during the learning process.
• Adults don’t learn if the learning is not related to
them
• I have taught: I can only be sure if you are able
to teach others, what I taught you….And he has
understood that too.
7/4/2014 Department of Medical Education:
QAMC

3. Mentorship
Department of Medical Education:
QAMC
7/4/2014

4. Background
The entry system in medical college
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QAMC

6. Student support Program
Mentorship
7/4/2014 Department of Medical Education:
QAMC

7. Mentor, advisor to Telemachus, the
son of Odysseus
Department of Medical Education:
QAMC
7/4/2014

8. Mentor...
• “A wise and trusted teacher or
guide.”
Funk and Wagnall’s dictionary
Department of Medical Education:
QAMC
7/4/2014

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QAMC

10. It’s a bit like asking “Why have
children?”
7/4/2014 Department of Medical Education:
QAMC

11. Why grow flowers?
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QAMC

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QAMC

14. TRADITIONAL CURRICULUM
BASIC
SCIENCES
CLINICAL
SCIENCES

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QAMC

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QAMC

17. MENTORSHIP
• All the students are divided in 52batches
• Each batch has around 30 students
• Each batch has mix of female and male
students
• Each batch has students from all classes
Department of Medical Education:
QAMC
7/4/2014

18. How will it work?
• The batch meet with the Mentor once a
month for a 90 minute session.
Department of Medical Education:
QAMC
7/4/2014

19. What to do in the session
• Detailed introduction.
• Developing a “friendly” relationship.
• Make the Mentee speak and discuss
whatever he/she wants to.
• Identify the areas, where some support is
needed.
• Keeping a record of all the activities.
Department of Medical Education:
QAMC
7/4/2014

20. • Exploring the potential of the Mentee.
• Creating an environment of peer support.
• Conveying the minutes to DME
Department of Medical Education:
QAMC
7/4/2014

21. Zones in human life
DEAD
ZONE
COMFORT
ZONE
STRETCH
ZONE
PANIC
ZONE

22. Support vs. Challenge
Challenge
Support
Low
High
High
Lack of
confidence,
Withdrawal,
Paralysis
Growth
Affirmation
Absence of
progress or
change
Department of Medical Education:
QAMC
7/4/2014

23. Mentoring Cycle
1. Building
Rapport
2. Contracting
3. Direction
Setting
4. Progress
Making
5. Maturation
6. Closure

24. BE A WATCHER
Department of Medical Education:
QAMC
7/4/2014

25. Mentor
• No Evaluative role.
• Confidentiality
Department of Medical Education:
QAMC
7/4/2014

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QAMC
Role Modal

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QAMC

28. Mentor vs Supervisor
 Informal, less
structured
 Wide scope of role;
personal/ professional
 Involves conversation
rather than instruction
 Paternal/Maternal
 Ongoing
 No evaluation
• Structured – resident
is assigned formally
• Role is professional
• Mostly concerned
with teaching
• Exists only during
training
• Evaluation a key part
of the role
Department of Medical Education:
QAMC
7/4/2014

29. How many mentors?
• “It takes a village to raise a child”
African proverb
• One to one relation
Department of Medical Education:
QAMC
7/4/2014

30. In case of female students
• A trusted female collogues must be
present during “one to one” conversation.
• No female student must ever be
counseled in privacy.
7/4/2014 Department of Medical Education:
QAMC

31. What do you need to be a
mentor?
• Understand the perspective of the mentee.
• Being respected by the community in
which the mentee works
• Humility – We need to be able to talk to
the mentee as an equal, even if we are
substantially more senior
Department of Medical Education:
QAMC
7/4/2014

32. What do you need to be a mentor?
Empathic, Enthusiastic, Encouraging and
Supportive
Sufficient time.
Wisdom
Altruistic, remembering that your role is to
help the mentee, not to help yourself.
Department of Medical Education:
QAMC
7/4/2014

33. 7/4/2014 Department of Medical Education:
QAMC

34. How will you communicate to
DME?
• Each Mentor will be provided a structured
Performa to be filled for each student for
each meeting.
7/4/2014 Department of Medical Education:
QAMC

35. Department of Medical Education:
QAMC
7/4/2014

36. Misunderstanding role of
mentor/mentee:
“You are my mentor – I thought you would
do my SIFARISH to pass me....”
• “That wasn’t what the role was about”
• “I TOLD you to prepare for USMLE and
not Part I. Why didn’t you follow my
advice?”
• “I decided not to. And you are my mentor,
not my father or my boss.”
Department of Medical Education:
QAMC
7/4/2014

37. 7/4/2014 Department of Medical Education:
QAMC
EVERYON
E NEEDS
TO BE
CLEAR
WHAT THE
ROLES

38. Fundamental differences of
opinion
Department of Medical Education:
QAMC
7/4/2014

39. Mentee misses meetings, ignores
advice
• Find out what is happening...
– Maybe personal problems
– Maybe work problems, health problems
(He/She may need a little prompting to tell
you)
Inform it to DME
Department of Medical Education:
QAMC
7/4/2014
In any case, we have to make sure
that mentee attends the session

40. Forms to be filled
• Structured form to be filled by the the
MENTOR
• Structured form to be filled by each
student
• Personal record by MENTOR
7/4/2014 Department of Medical Education:
QAMC

41. The mentee places you in a difficult
situation ethically
• Provide damaging information, complaint
or gossip about your colleagues
• Provide damaging information, complaint
or gossip about their peers (other
residents)
• Become emotionally too close
• EXPLAIN YOUR CONCERNS.
DISCOURAGE THE
BEHAVIOUR.
Department of Medical Education:
QAMC
7/4/2014

42. In Summary
• This system is initiated to provide a regular
and on-going support to our students to
foster their personal and professional
growth.
7/4/2014 Department of Medical Education:
QAMC

43. Inshallah, If we are determined
7/4/2014 Department of Medical Education:
QAMC

44. References
• Holt VP, Ladwa R. Mentoring. A quality assurance tool for dentists.
Part 3: building a successful mentoring relationship. Prim Dent Care.
2009 Apr;16(2):67-73.
• Zerzan JT, Hess R, Schur E, Phillips RS, Rigotti N. Making the
most of mentors: a guide for mentees. Acad Med. 2009
Jan;84(1):140-4.
• Levy BD, Katz JT, Wolf MA, Sillman JS, Handin RI, Dzau VJ.
• An initiative in mentoring to promote residents' and faculty members'
careers. Acad Med. 2004 Sep;79(9):845-50.
• Farrell SE, Digioia NM, Broderick KB, Coates WC. Mentoring for
clinician-educators Acad Emerg Med. 2004 Dec;11(12):1346-50.
• Sambunjak D, Straus SE, Marusić A Mentoring in academic
medicine: a systematic review. JAMA. 2006 Sep 6;296(9):1103-15.
• Ramani S, Gruppen L, Kachur EK.
• Twelve tips for developing effective mentors. Med Teach. 2006
Aug;28(5):404-8
• Zachary LJ . The Mentor's Guide John Wiley 2nd Edition, 2002
195pp Department of Medical Education:
QAMC
7/4/2014

45. Any Questions?
Department of Medical Education:
QAMC
7/4/2014

46. Department of Medical Education:
QAMC
7/4/2014