mentorship in qamc

Welcome to Department of Medical Education

04/08/2023 Department of Medical Education: QAMC

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.


Mentorship

Department of Medical Education: QAMC

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Background

The entry system in medical college


Student support Program

Mentorship


Mentor, advisor to Telemachus, the son of Odysseus


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Mentor...• “A wise and trusted teacher or guide.”

Funk and Wagnall’s dictionary


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It’s a bit like asking “Why have children?”


Why grow flowers?


TRADITIONAL CURRICULUM

BASIC SCIENCES

CLINICAL SCIENCES

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


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How will it work?

• The batch meet with the Mentor once a month for a 90 minute session.


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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.


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• Exploring the potential of the Mentee.• Creating an environment of peer support.• Conveying the minutes to DME


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Zones in human life

DEADZONE

COMFORTZONE

STRETCHZONE

PANICZONE

Support vs. Challenge

Ch

alle

ng

e

SupportLow

High

High

Lack of confidence, Withdrawal,

ParalysisGrowth

AffirmationAbsence of progress or

change


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Mentoring Cycle

1. Building Rapport

2. Contracting

3. Direction Setting

4. Progress Making

5. Maturation

6. ClosurePhase 1

ClarifyingExpectations

Phase 2Productive

Phase

Phase 3Maturation &

Closure

BE A WATCHER


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Mentor• No Evaluative role.• Confidentiality


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Role Modal

Mentor vs Supervisor

Informal, less structuredWide scope of role; personal/ professionalInvolves conversation rather than

instructionPaternal/Maternal OngoingNo evaluation

• Structured – resident is assigned formally• Role is professional• Mostly concerned with teaching• Exists only during training• Evaluation a key part of the role


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How many mentors?

• “It takes a village to raise a child”African proverb

• One to one relation


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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.


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


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What do you need to be a mentor?

Empathic, Enthusiastic, Encouraging and Supportive

Sufficient time.WisdomAltruistic, remembering that your role is to

help the mentee, not to help yourself.


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Reflection

How will you communicate to DME?

• Each Mentor will be provided a structured Performa to be filled for each student for each meeting.



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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.”


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EVERYONE NEEDS TO BE CLEAR WHAT THE ROLES ARE

Fundamental differences of opinion


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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


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In any case, we have to make sure that mentee attends the session

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


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.


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In Summary

• This system is initiated to provide a regular and on-going support to our students to foster their personal and professional growth.


Inshallah, If we are determined


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


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Any Questions?


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04/08/2023 Thank You