Mentoring Programs Steven R. Lowenstein, MD, MPH Professor of Emergency Medicine Associate Dean for...
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Transcript of Mentoring Programs Steven R. Lowenstein, MD, MPH Professor of Emergency Medicine Associate Dean for...
Mentoring Programs
Steven R. Lowenstein, MD, MPHProfessor of Emergency MedicineAssociate Dean for Faculty Affairs
November 3, 2010
Departmental benefits
Faculty career satisfaction & success
Faculty retention Success of the department Departmental and institutional
loyalty Development of the next generation
of leaders
Guiding principles Mentoring programs are important Mentoring is time-sensitive
Quick start Address mentoring needs before hire
Clinician-educators need mentoring, too External connections are vital
Productive colleagues National exposure SOM courses and programs
Guiding principles
Required: Knowledgeable mentors Career-building skills Promotion & tenure
Required: Departmental leadership Required: Investments Required: Mentors with time
Departmental ProgramInfra-structure
•Assignment
•Team mentoring
•Monitoring
•Resources
•Time for scholarship
•Departmental expertise
•Performance reviews
Network of productive colleagues
Effective use of SOM resources
•TSP, AME
•OFA
•Clinical Scholars
•Tailored course-work, training
National involvement
Mentoring Pairs
Case Study
The Misguided Mentor
MAJORS & MINORS
MERITORIOUS* IN ALL Teaching Clinical/service Scholarship
*Praiseworthy…deserving of merit
EXCELLENT* IN ONE Teaching Research Clinical activity
*Outstanding…of exceptional merit
M E
Promotion & Tenure Approval Rates2002 - 2009
Associate Professor (n = 462): 97% Clinician-educators (114; 2002-2005):
97% Professor (226): 96% Tenure (105): 88%
Publication Totals2000-2005
Clinician Educators (Promotion to Associate Professor; n = 114)
1st/Sr. Peer
Other Peer
All Peer Chapter, etc.
Total Publicatio
ns
Minimum 0 0 0 0 1
Maximum 36 64 85 55 92
Mean 6.5 7.3 13.7 7.3 20.9
Median 4 5 11 6 18
25th Percentile
2 2 5.5 2 10
Scholarship: Required by Rules
All faculty are required to participate in scholarship
The products of scholarship must be in a format that can be evaluated, which would normally mean in a written format
Scholarship: Broadly Defined Discovery, application, integration
and education Products that can be reviewed:
Publications, CDs, educational syllabi, web sites, chapters, case reports, reviews, residency training manuals, policy “white papers,” clinical guidelines, evidence-based pathways.
Alternative Forms of Scholarship
Case Study
Publish, perish and the teaching scholar
Should she opt out of the intern coordinator position?
How will she find time for grants? How can she ever get promoted? What about her “isolation?” Please help …
MAJORS & MINORS
MERITORIOUS* IN ALL Teaching Clinical/service Scholarship
*Praiseworthy…deserving of merit
EXCELLENT* IN ONE Teaching Research Clinical activity
*Outstanding…of exceptional merit
M E
Meritorious vs. excellent
Active participation in teaching activities of the department, including (2 or more): presenting series of lectures, coordinating a course, advising students, attending on inpatient or outpatient service, mentoring students/fellows, seminar or laboratory group leader)…
Meritorious teaching evaluationsDevelopment, revision of
teaching materials for students, CME courses…
Invitations to present courses, lectures outside of department, give grand rounds
Greater than average share of teaching duties (e.g., course or fellowship director) …
Consistently receives outstanding teaching evaluations or teaching awards …
Develops innovative teaching methods, such as educational software, videotapes..
Provides educational leadership by writing syllabi, or assuming administrative roles
Consistent participation in national educational activities (RRC’s, board examiner)
Invitations to be Visiting Professor
TEACHING
Excellence: Using the matrices
Teaching Excellence
Provides educational leadership by writing syllabi or textbooks or assuming administrative roles
Developed “Sports Medicine” module for residents
Wrote 84-page evidence-based syllabus
Developed 6 web-based patient encounters demonstrating knee examination and approach to common knee injuries
Co-director of multi-disciplinary CME course, “Sports Medicine for Primary Care Clinicians”
Co-chair, departmental Medical Student Education Committee
Meritorious vs. Excellent
Active & effective participation in clinical activities of the unit
Board certification Support from internal
peers at practice site Invitations to speak on
clinical topics on campus
Participation on institutional clinical care committees
Development of new therapies or health care delivery systems that have improved health care
Active participation in evaluating effectiveness, access, utilization
Recognition of clinical excellence at regional or national level (through requests to write reviews, speaking invitations, awards, letters of reference)
Clinical leadership (practice director, head of inter-disciplinary team that creates and evaluates a pathway)
National leadership activities (e.g., chairing national meetings or committees, editorial role, officer of national organization)
CLINICAL PRACTICE
Promotion Matrices
Use them to guide career planning Concrete examples to distinguish
“meritorious” vs. “excellent” Excellence:
Engage in several activities in area of focus
Demonstrate leadership in one or more Document these accomplishments
Lesson: Focus on documentation
Quality, importance, impact, reach C.V. – not enough Teaching evaluations – not enough Reprints of articles – not enough Chair’s letter – not enough
Supporting evidence Clinical and teaching portfolios Narratives Annotated bibliographies
Junior faculty must build a dossier --- starting now
Dr. Jones could … Develop and own the intern rotation Think about leadership and scholarship “Curriculum innovation”
Critical principles of pathophysiology at bedside
End-of-life care Evidence-based mgt of respiratory failure Professionalism Bedside teaching as a technique Develop simulations, PBL, manuals, syllabi
Document learner outcomes
•Clear objectives•What need did course fill•Preparation
•Background, literature•Development of content•Teaching methods used
•Significant results (impact)•Who took it•Dissemination, presentation•Products that can be reviewed•Clear description of faculty role
External connections-Teaching
Teaching Scholars Program Academy of Medical Educators Course work and training Involvement in undergraduate medical
education and residency program Simulation center Leadership opportunities--SOM,
national
External connections - Clinical
SOM , UCH, Denver Health initiatives: Patient safety and quality Inter-professional ethics Electronic health records Team-based practice Practice and teaching opportunities
LEADS, global health, women’s health, rural CU-UNITE (Colorado Urban Underserved
Interdisciplinary Health Training and Education)
Building a successful program
MentoringFaculty Development
Faculty development essentials
Mentoring programs are a component of faculty development
Performance feedback Annual reviews by chair Mid-course comprehensive reviews
Support and rewards for teaching & clinical service
Support & time for scholarship
Responsibilities of the chair SOM Rules: Mandatory assignment Facilitate process by which junior faculty
identify & approach mentors Whom they admire After learning about their career interests and
observing their teaching, clinical, scientific and personal styles
Common “match points” During recruitment Initiation of joint research, clinical or teaching projects
Assist in identifying mentors outside department Message to new Assistant Professor …
Responsibilities of chair Communicate in writing to mentors
and mentees Remind them of their responsibilities
to one another Consult regularly with junior faculty to
gauge mentoring needs Monitor process, evaluate
outcomes, identify gaps, suggest new pairings
Limitations to pairs Requires time … Senior faculty report they are
“near mentoring capacity” Some senior faculty members are reluctant Senior mentors cannot know it all Protégés are short on time Challenges of “mentoring across differences”
Generational differences Many minority faculty members leave their jobs early,
because of feelings of isolation and “benign neglect” Newer models need to save time,
improve efficiency & expand reach of mentoring
Newer mentoring models Workshops
Present information that all faculty members need In collaboration with other departments
Mentoring consultations Enable a faculty member to request a specific consult for a
particular area (course supervision, academic writing, time management, preparing a grant, presenting research abstract)
Co-mentoring Match junior faculty with 2-3 mentors (broader expertise) Results in a department of medicine:
Provided a better experience for mentees and for co-mentors Less demanding than being a sole mentor
Lackhaupt, 2005
Collaborative mentoring Groups of peers and senior mentors Visible, quick and efficient means to share knowledge +
academic skills Promotion process and preparing dossiers Career planning Negotiation skills, work-life balance, time management Mentor-mentee responsibilities Scientific and grant writing
Harness energy & knowledge of senior faculty & peers Suggest influential colleagues and national connections Help mid-career faculty gain mentoring skills Build collegiality, break down barriers Especially helpful in first 1-2 years
External connections:SOM Faculty Development Resources
Comprehensive web site www.medschool.ucdenver.edu/faculty Faculty development seminars Links to Newsletter, Diversity, Academy of
Medical Educators, AAMC resources, FAQ Articles on time management,
mentoring, demonstrating scholarship, teaching skills, curriculum design, grant-writing, managing a lab, others
Other ingredients Incorporate mentoring programs into
departmental strategic planning Director participates in departmental leadership Recognition of mentoring as official part of
senior faculty members’ duties Investments in faculty
TSP and Clinical Scholars Program Monetary support for mentor-mentee pairs
Seed grants for projects Recognition of teaching and clinical service Rewards, celebrations, rituals
Outcome metrics Faculty participation as mentors Successful mentor-mentee activities (feedback) Faculty retention Research and academic productivity Promotion and tenure success Inter-disciplinary collaborations Local and national leadership positions Development as a teacher Clinical program building Successes of investments in faculty Exit interviews
Summing up Each department should develop a strong
mentoring & faculty development program Welcome, coach and support junior faculty Good for junior faculty & good for department
and School of Medicine Helps build a “community” of teachers,
scholars and clinicians Promotes faculty success, leadership
development and loyalty to the department & SOM