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• W4238041676 abstract "The Clinical TeacherVolume 13, Issue 5 p. 323-324 EditorialFree Access Mentoring: what's in it for both of us? First published: 13 September 2016 https://doi.org/10.1111/tct.12573Citations: 3AboutSectionsPDF ToolsRequest permissionExport citationAdd to favoritesTrack citation ShareShare Give accessShare full text accessShare full-text accessPlease review our Terms and Conditions of Use and check box below to share full-text version of article.I have read and accept the Wiley Online Library Terms and Conditions of UseShareable LinkUse the link below to share a full-text version of this article with your friends and colleagues. Learn more.Copy URL Share a linkShare onFacebookTwitterLinkedInRedditWechat The delicate balance of mentoring someone is not creating them in your own image, but giving them the opportunity to create themselves. Steven Spielberg1 Clinical teachers gather many responsibilities over their careers, including mentoring, which may be an informal or formal arrangement. There is no shortage of pithy quotations in this Twitter era relating to mentorship, including the one above from the acclaimed film director. The activity is also frequently discussed in academic literature across all professions and disciplines. For this edition of The Clinical Teacher Traci Adams’ In brief focuses on four papers from different journals relating to mentoring in medicine, clinical research and nursing.2 These highlight the varied ways in which mentorship is conceived in the health professions, with an increasing emphasis on more formal programmes to train mentors and match them with mentees. Many of us chose our own mentors in the past or became mentors through chance and circumstance. When people are asked about what makes a good mentor, answers (in my experience) include: charisma; the willingness to give time; exceptional role modelling; and giving constructive feedback while being non-judgemental about the mentee. I think the serendipitous nature of many mentor–mentee partnerships is part of their value; the relationship then continues because of mutual respect and usefulness. Being formally allocated a learner for mentoring is potentially more problematic, and is subject to institutional guidelines on how often to meet, what to discuss and, for the learner perhaps, a requirement to reflect. In a Toolbox published in the August 2016 edition of The Clinical Teacher, Yoon et al. highlighted the problems with definitions and wrote that several terms are used interchangeably: ‘coaching, mentoring and supervision’.3 In their article on early career clinical educators they chose to use ‘coaching’ rather than mentoring because of its emphasis on an individual's performance and meeting goals. In our sister journal Medical Education there were two papers on mentoring in June this year. They also reinforced the need to define terms and not to take meaning for granted. Sawatsky et al. cited a 20-year-old definition of mentoring, with its description of the process as ‘an intense developmental relationship’ with two support components: career and psychological.4, 5 Interestingly, in this definition the person being mentored is referred to as a protégé. Mylona et al.'s study of several US medical schools found that faculty members reported greater job satisfaction if mentored.6 Their definition was from a 1990 paper in which the authors suggested that mentoring is a ‘dynamic, reciprocal relationship’ between a novice and someone more experienced, and that it is ‘aimed at promoting the career development of both’.7 DeFilippis and colleagues write about mentoring for female medical students in an Insights article in this edition of The Clinical Teacher, raising questions about the need for gender specificity. If mentoring is partly about career progression, and as inequalities of opportunity remain for females in medicine and academia, then successful women acting as mentors can provide role models for having a ‘full career and life and family’.8, 9 Mentoring is also a feature of the widening participation programme described by Banuelos and Afghani, in which high-school students from under-represented minorities attend a summer school to expose them to the possibility of careers in medicine. Clinical teachers with a ‘passion for mentoring’ are recruited along with medical students to provide hands-on experience of clinical procedures and interactions with volunteer patients.10 Here mentoring is a shorter-term activity that the authors suggest relies on the altruism of teachers in giving up their time. So what does all this mean for clinical teachers? You may be asked to become a mentor through your university or clinical workplace, in which case you should consider the role description in your context, the commitment and, given the importance of reciprocity, what's in it for you. You may be asked to be a mentor informally by a learner, student or junior health professional: perhaps because you are viewed as a quality role model, or perhaps you are chosen because of your gender and position, your specialty, your teaching prowess, your clinical acumen or your relationships with patients. If so, find out what the prospective mentee is seeking and whether you are suitable for the role. Be careful of entering a mentoring relationship with someone that you may be supervising or assessing, and beware of potential conflicts of interest. Or perhaps you are looking for a mentor yourself. Does your institution have a formal programme? Is there someone you admire and wish to emulate, who may be willing to take you on as a protégée? As with many other aspects of education it is important to know what your goals are and how you may achieve them. You may be a mentee and a mentor concurrently. Use each of these roles to inform the other. And remember, according to Mr Spielberg, mentoring is not akin to cloning. Co-Editor in Chief References 1http://www.brainyquote.com/quotes/keywords/mentoring.html Accessed on 6 June 2016. 2Adams T. Mentorship in the health professions. Clin Teach 2016; 13(5): 387. 3Yoon M, El-Haddad C, During S, Hu W. Coaching early-career educators in the health professions. Clin Teach 2016; 13(4): 251– 256. 4Sawatsky AP, Parekh N, Muula AS, Mbata I, Bui T. Cultural implications of mentoring in sub-Saharan Africa: a qualitative study. Med Educ 2016; 50(6): 657– 669. 5Eby LT. Alternative forms of mentoring in changing organizational environments: a conceptural extension of the mentoring literature. Journal of Vocational Behavior 1997; 51: 125– 144. 6Mylona E, Brubaker L, Williams VN, Novielli KD, Lyness JM, Pollart SM, Dandar V, Bunton SA. Does formal mentoring for faculty members matter? A survey of clinical faculty members. Med Educ 2016; 50(6): 670– 681. 7Healy CC, Welchert AJ. Mentoring relationships: a definition to advance research and practice. Educational Researcher 1990; 19: 17– 21. 8Carr PL, Gunn CM, Kaplan SA, Raj A, Freund KM. Inadequate progress for women in academic medicine. Findings from the National Faculty Study. Journal of Women's. Health 2015; 24: 190– 199. 9DeFilippis E, Cowell E, Rufin M, Sansone S, Kang Y. Innovative mentoring for female medical students. Clin Teach 2016; 13(5): 381– 382. 10Banuelos A, Afghani B. An innovative programme for premedical students. Clin Teach 2016; 13(5): 357– 362. Citing Literature Volume13, Issue5October 2016Pages 323-324 ReferencesRelatedInformation" @default.
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