Developing Effective Mentoring Relationships

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Developing Effective Mentoring Relationships

• Dayna Early, MD

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(No Transcript)
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• Expectations
• Communication

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Expectations

• budget writing
• grant writing
• research design and funding
• promotion and tenure
• curriculum development
• resident teaching and evaluation

• practice management
• medico-legal issues
• negotiating contracts
• time management skills
• presentation skills
• communication skills

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CommunicationSame institution/practice

• Face-to-face
• Initial contact face-to-face.
• Specific request for mentoring
• Informal contact as well as scheduled meetings
• Formal assessment--P T/partnership
• Division Director/Senior partner
• Electronic
• Provides convenient way to communicate on
  straightforward issues
  
• keeping in touch

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CommunicationDifferent institution/practice

• Initial contact by phone or face-to-face.
• DDW or other national meeting
• Invite your mentor to speak
• Electronic
• Provides convenient way to communicate on
  straightforward issues
  
• keeping in touch
• Try to communicate once every month/every other
  month

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Communication

• Regular, usually focused.
• Do not assume that advice will be offered if it
  is not solicited.
  
• Be as specific as possible when asking for
  advice.
  
• Be considerate of your mentors time.
• Maintain confidences.

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Communication

• Listen to what your mentor says, even if you
  initially dont agree with it.
  
• Show appreciation of your mentors time and
  involvement.
  
• Keep the lines of communication open with your
  mentor, even after the formal mentoring
  relationship has ended.

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If the relationship isnt working talk with your
mentor
about ending it.
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Scenario 1

• Nationally known scientist and leader
• Top positions in AGA
• Basic scientist
• Book editor
• Former Div Dir

• Junior faculty
• Research focus

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Scenario 1, continued

• Communication was mostly email and phone, but
  meet face-to-face at DDW.
  
• Main interaction focused on grant writing and
  manuscript review.
  
• Current topics of discussion include career
  direction.
  
• Mentoring relationship has lasted at least 7-8
  years.

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Scenario 2

• Nationally known figure, primarily as an educator
  and researcher
  
• Long history of AGA involvement
• Program director at top medical school

• Junior faculty, research background but endoscopy
  focus
  

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Scenario 2, continued

• Initial contact electronic and intermittent.
• Meet yearly at DDW, continue electronic
  communication.
  
• Mentoring relationship focuses on career choices,
  promotion and tenure.
  
• Mentoring relationship has lasted 5 years.

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Scenario 3

• Nationally recognized leader in AGA and ASGE.
• Academic clinician
• Top medical center
• Master endoscopist

• Junior faculty at small academic institution
• Endoscopy focus
• No significant mentoring at the time

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Scenario 3, continued

• Initial contact phone, regular contact email.
• Meet face-to-face at DDW
• Mentor encouraged AGA/ASGE involvement, provided
  multiple networking opportunities.
  
• Mentee sought advice when making institution/job
  change.
  
• Mentoring relationship for 5 years.

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AGA Career Development Program (CDP)

• The CDP Mentoring Project was first proposed in
  1997 by the Gastroenterology Womens Coalition
  (comprised of members from the AGA, ASGE, ACG,
  and AASLD).
• Administrated by the Womens Committee of the
  AGA currently administered through the Trainee
  and Education Committee of the AGA.
  
• Designed to promote networking, and to encourage
  involvement in AGA.
  
• Pairs traditionally have been matched by clinical
  academic/research/private/industry interest. Also
  consider gender, specific areas of interest.

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A firm commitment to the mentoring process and a
willingness to invest time and energy are the
most important components for a successful
relationship.
Mentoring is in many ways an elusive concept and
an individual process.