Michael A. Gisondi, MDAssociate Professor of Emergency Medicine and Medical Education

Northwestern University Feinberg School of Medicine

MENTORS, ADVISORS…OR COACHES?KICK-STARTING

PROFESSIONAL IDENTITY FORMATION

NO PERTINENT DISCLOSURES

CASE 1.

YOU ARE A NEW FACULTY MEMBER IN THE DEPARTMENT OF SURGERY.

YOUR OPERATIVE CASE LOAD IS EXPECTED TO BE HIGH AND YOU HAVE ALREADY BEEN ASSIGNED TEACHING RESPONSIBILITIES IN THE MEDICAL SCHOOL.

A STUDENT ASKS YOU TO MENTOR HER ON A RESEARCH PROJECT.

WHAT CONSIDERATIONS ARE IMPORTANT? WHAT DO YOU SAY TO HER?

CASE 2.

YOU ARE THE MEDICAL DIRECTOR AT A REGIONAL HOSPITAL, IN CHARGE OF THE INPATIENT MEDICAL SERVICE.

YOU HIRE ONE OF THE STARS FROM YOUR RECENT CLASS OF TRAINEES.

18 MONTHS INTO HER EMPLOYMENT, SHE SHARES WITH YOU THAT HER MARRIAGE IS ENDING AND SHE BLAMES HER CHOICE OF PROFESSION. SHE RESENTS HER PATIENTS.

WHAT DO YOU SAY?

CASE 3.

YOUR DEPARTMENT CHAIR TELLS YOU THAT YOU NEED TO HELP A STRUGGLING RESIDENT WHO HAS MADE SEVERAL MEDICAL ERRORS OVER THE LAST SIX MONTHS.

THE TRAINEE IS IN HIS FIRST YEAR AND HIS EXAM SCORES ARE SIGNIFICANTLY BELOW HIS PEERS.

WHAT DO YOU DO?

CASE 4.

YOU ARE A SENIOR PULMONOLOGIST WHO CONDUCTS RESEARCH IN THE TREATMENT OF EMPHYSEMA.

NO ONE IN YOUR HOSPITAL HAS SHARED YOUR RESEARCH INTEREST FOR OVER A DECADE, UNTIL NOW.

THE HOSPITAL HIRES A YOUNG PHYSICIAN WHO HAS GREAT POTENTIAL AS A RESEARCHER AND SHARES YOUR PASSION. YOU ARE ASKED TO MENTOR HER.

WHAT DO YOU DO?

SESSION GOALS

• Compare and contrast the roles of mentor, advisor, and coach.

• Describe strategies for promoting professional identity formation by optimizing the teacher-learner relationship.

IT IS NOT ENOUGH TO BE BUSY. THE ANTS ARE BUSY.

WE MUST ASK, ‘WHAT ARE WE BUSY ABOUT?’

Henry David Thoreau, 1817 - 1862

LACK OF TRAINING

ADMINISTRATIVE BURDEN

POOR JOB SATISFACTION

UNDER-VALUED

EXPERTISE

CREATIVITY

TEACHING

ACADEMIC PROMOTION

FACULTY DEVELOPMENTTraining opportunities that allow faculty members to attain

skills necessary for efficient academic promotion.

FACULTY DEVELOPMENTTraining opportunities that help faculty members do their jobs better.

COMMUNITY OF PRACTICE

Individuals who share a common professional identity.

By sharing information and experiences, members learn from each other,

and have an opportunity to develop themselves personally and professionally.

FOR EVERY SKILL THAT CAN BE MASTERED,

THERE ARE TEACHERS AND LEARNERS.

TEACHERS CAN BECOME BETTER TEACHERS OF THE

SKILL IN QUESTION.

LEARNERS CAN LIKE WISE BECOME BETTER

LEARNERS.

THINK-PAIR-SHAREACTIVITY

5 MINUTES:1. Introduce yourself to your

neighbor and describe the workplace in which you teach.

2. Discuss the characteristics of a great teacher in your workplace.

3. Describe the characteristics of a great learner in your workplace.

TEACHERS AND LEARNERSARE IN RELATIONSHIPS.

MENTOR

The word was inspired by the character of Mentor in Homer's Odyssey.

The goddess Athena takes on his appearance in order to guide young Telemachus in his time of difficulty.

THE MENTORING RELATIONSHIP

Characteristics of a good mentor:

• Willing to teach

• Possess skill expertise

• Role models

• Successful in their profession

• Motivate their learners

• Commits effort to the relationship

THE MENTORING RELATIONSHIP

Characteristics of a good mentee:

• Willing to accept feedback

• Desires skill expertise

• Open to risk-taking

• Potential in their profession

• Meets deadlines

• Punctual

• Commits effort to the relationship

MENTORS VS. ADVISORS

MENTOR

• Broad professional expertise

• Longitudinal

• Deeply personal

• Trust develops over time

• Priceless

ADVISOR

• Task specific expertise

• Shorter duration of relationship

• Professional only

• Trust is implicit at the start

• Paid

MENTORS VS. ADVISORS

MENTOR

• Broad professional expertise

• Longitudinal

• Deeply personal

• Trust develops over time

• Priceless

ADVISOR

• Task specific expertise

• Shorter duration of relationship

• Professional only

• Trust is implicit at the start

• Paid

COACHES VS. CONSULTANTS

COACH

• Establishes goals

• Understands and resolves challenges

• Creates a process of discovery

• Focused on learner skill development

• Unemotional

• Success is measured by learner performance

CONSULTANT

• Individual or company

• Hired to complete a task for you

• Not interested in your skill development

• Possess expertise and resources

TEACHER-LEARNERRELATIONSHIPS

1. Mentor – Mentee

2. Advisor – Advisee

3. Coach – Trainee

4. Consultant - Organization

PROFESSIONAL IDENTITY FORMATIONCreating an understanding of a learner’s

professional role in the work place

Recognizes and builds upon theirunique personal strengths

PROFESSIONAL COACHPERSONAL BRAND

PERSONAL BOARD OF DIRECTORS

STRATEGIES FOR OPTIMIZING TEACHER-LEARNER RELATIONSHIPS

1. Mentor – Mentee Contracts

2. GAANT Charts for Coaches & Trainees

EXAMPLE:

UNIVERSITY OF PITTSBURGHTEAM MENTORING AGREEMENT

(Credit: Dr. Michael Fleming, University of Wisconsin CSTA Training)

GAANT CHART

Developed by Henry Gaant, 1910s

Bar graph

Illustrates project management as a function of time

Clear summary deliverables

  Year 1   Year 2   Year 3   Year 4  summer winter spring   summer winter spring   summer winter spring   summer winter spring

clinical careadjusting to being a doctor  

stepping up to PGY2 role  

PGY2 workflow check-in

focus on mastering procedures and resuscitation, you will be teaching this soon!

stepping up to senior role, discuss a particularly effective senior you want to emulate  

senior workflow check-in      

polishing the product, what do you want to get out of senior year?  

reflect on clinical experiences, identify areas for ongoing improvement first year as attending

work/life balance and wellness

how is living in chicago?

winter wellness check    

adjusting to a demanding year

winter wellness check      

winter wellness check      

winter wellness check

reflect on wellness during residency, challenges? support? identify strategies to maintain wellness throughout career

career planning and professional development

how to start your brand as an intern

get involved in the residency: admin, education, recruitment      

first real discussion about career goals, academics vs community etc

discuss research interests, remind about scholarly project  

career planning, what is the target?

review CV to date, consistent with career plans? find projects/experiences that will build brand

make sure CV is done and ready to go  

planning for job application

interview check in, decisions about where to work, contract negotiation

reflect on development of brand during residency. discuss 5-10 year career plans.

                               

what residents want

1. Help with adjustment from medical school

 

1. Tips on improving efficiency without sacrificing quality

 

1. Early discussion of career planning.

 

1. Guidance on job search.

 

2. Reassurance during tough transition especially with "feeling dumb"

 

2. Advice on going from competency to mastery both with procedures and patient care.

 

2. Guidance on the new role of the senior resident.

 

2. Help find contacts for jobs.

 

3. Clarification of general expectations

 

3. Outlet during difficult year.

         

3. Tips billing/coding/charting/supervisory attestation.

 

4. Outlet to discuss tough cases/interactions

                 

4. Discuss work/life balances as an attending

                         

5. Perspective on the "real world" of emergency practice.

                         

6. Identify and work on highly resident-specific transition issues.

Group Activity, 20min:

Review each case scenario and answer the questions that follow.

CASE DISCUSSIONS & REVIEW

CASE 1.

YOU ARE A NEW FACULTY MEMBER IN THE DEPARTMENT OF SURGERY.

YOUR OPERATIVE CASE LOAD IS EXPECTED TO BE HIGH AND YOU HAVE ALREADY BEEN ASSIGNED TEACHING RESPONSIBILITIES IN THE MEDICAL SCHOOL.

A STUDENT ASKS YOU TO MENTOR HER ON A RESEARCH PROJECT.

WHAT CONSIDERATIONS ARE IMPORTANT? WHAT DO YOU SAY TO HER?

CASE 2.

YOU ARE THE MEDICAL DIRECTOR AT A REGIONAL HOSPITAL, IN CHARGE OF THE INPATIENT MEDICAL SERVICE.

YOU HIRE ONE OF THE STARS FROM YOUR RECENT CLASS OF TRAINEES.

18 MONTHS INTO HER EMPLOYMENT, SHE SHARES WITH YOU THAT HER MARRIAGE IS ENDING AND SHE BLAMES HER CHOICE OF PROFESSION. SHE RESENTS HER PATIENTS.

WHAT DO YOU SAY?

CASE 3.

YOUR DEPARTMENT CHAIR TELLS YOU THAT YOU NEED TO HELP A STRUGGLING RESIDENT WHO HAS MADE SEVERAL MEDICAL ERRORS OVER THE LAST SIX MONTHS.

THE TRAINEE IS IN HIS FIRST YEAR AND HIS EXAM SCORES ARE SIGNIFICANTLY BELOW HIS PEERS.

WHAT DO YOU DO?

CASE 4.

YOU ARE A SENIOR PULMONOLOGIST WHO CONDUCTS RESEARCH IN THE TREATMENT OF EMPHYSEMA.

NO ONE IN YOUR HOSPITAL HAS SHARED YOUR RESEARCH INTEREST FOR OVER A DECADE, UNTIL NOW.

THE HOSPITAL HIRES A YOUNG PHYSICIAN WHO HAS GREAT POTENTIAL AS A RESEARCHER AND SHARES YOUR PASSION. YOU ARE ASKED TO MENTOR HER.

WHAT DO YOU DO?

SESSION GOALS

• Compare and contrast the roles of mentor, advisor, and coach.

• Describe strategies for promoting professional identity formation by optimizing the teacher-learner relationship.