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Complete.Pdf Officers and Directors at Large Editorial Board Medical Organization Director Councilor Directors Coordinator, Residency Initiatives Student Directors Administrative Office 525 Middle!eld Road, Suite 130 Editorial Mentoring and coaching in medicine Richard L. Byyny, MD he concept of mentor was first described by Homer in the negotiation for my first faculty position, my chairman of Odyssey, personified in the character Mentor, the “wise Medicine asked me, “If you could do anything, what would you andT trusted counselor.” Physicians can be excellent mentors do?” I had never been asked that before—I never even asked because of their motivation to serve, to share knowledge and myself that question—but I quickly formulated my answer, a experience, and their commitment to caring. Mentoring as different one than what we had negotiated. His response was, defined by the Study Committee on Postgraduate Medical “Why don’t you do that and I will help.” and Dental Education is “a process whereby an experienced, I followed my passion, with his help and guidance, along a highly regarded, empathetic mentor guides another individual different professional path. in the development and re-examination of their own ideas, Later, one of my patients, the president of the university, learning and personal and professional development. The asked me during his office visit with me, “What are you going mentor achieves this by listening or talking in confidence to to do next in your career and professional life?” I answered, “I the mentee.” have been wondering about that and I have no idea.” Mentors have wisdom and experience worth seeking His next question was: “What did you want to do before out. They are people who are willing to spend their time to you were professionalized?” I reflected back and explained guarantee a protégé’s success. Mentors are especially helpful that I had been a history major and had thought I would be a when they share personal knowledge, advice, and experi- history professor. Although I had no clear idea what it meant, ence, provide feedback about performance, and help mentees I said I thought maybe I would become the president of a small understand professional culture, traditions, networks and college. He asked, “Why don’t you do that?” My response was, opportunities. “Because I have been professionalized.” Then he said, “You are My career attests to the need for good mentors. There were better prepared than you think, and if you want to pursue that no physicians in my family, but I was fortunate to find men- path I will help.” He helped, and again I changed my profes- tors who used their professional networks to introduce me sional trajectory. to medical school faculty and to distinguished and successful I tell these stories to emphasize how important teaching, professionals in the community. coaching, and mentoring can be in our personal and profes- During medical school, many of my teachers taught me sional development, and to illustrate the importance of men- well and served as exceptional role models. The best were tors, mentoring, and coaching. smart, tough, fair, demanding, and supportive. They were also Although we intuitively know the definitions of each of kind, humane, compassionate physicians caring for the poor, these important roles and functions, let’s look at them again: and always treating the sick and suffering with respect and • Teaching is “to cause one to know something, to know dignity. how, to guide the studies, to impart knowledge, to instruct by During residency, the faculty and more senior residents precept, example, or experience.” expected far more work and set a higher expectation for me • A coach is “a private tutor who instructs and/or trains than before. But they set the same high standard for everyone. players, athletes, musicians in the fundamentals, skills and My mentor during my endocrine fellowship was not a warm intricacies to improve performance.” and communicative person, but he demanded curiosity, pur- • A mentor is “a trusted counselor guiding the professional suit of excellence, hard work, critical thinking, and excellent development of an individual.” communication skills. There is much overlap in these functions, and it is impor- I have been fortunate to have had many excellent tant to recognize that good mentors are all of these things, mentors during my academic career who helped and that they change their techniques and functions over time me through many important experiences and based on the needs of those they mentor. gave me much wise advice, but it is the wise We recently surveyed small numbers of AΩA members questions they asked me at critical points about what they would most like to contribute to medicine. that I remember most. The great majority responded, “to mentor undergraduate When I was concluding my students, medical students, and/or young, less experienced The Pharos/Winter 2012 1 Mentoring and coaching in medicine physicians.” If that describes you, I encourage you to seek out Table !: Tips for Good Mentoring mentors for your professional development, and to serve as Self-Assessment Mentor mentors to others. The process of professional development is complex. Commit to mentoring Offer guidance and direction regarding professional goals and Professionals must first acquire knowledge and the skills of Have a clear understanding of your motivation to mentor issues their profession through study and experiential learning. Provide timely, clear, and But true professional expertise comes through practice and Mentor based on a realistic assessment of your skills and comprehensive feedback to constant feedback, often from a mentoring relationship with leadership abilities questions a senior colleague. The mentee learns and internalizes the Recognize barriers to good Set goals, objectives, and timetables profession’s attitudes and values, most often with a mentor. mentoring that often relate Explore, teach, and illustrate Mentoring is an iterative process analogous in many ways to to time and be realistic about Discuss professional and preparing for and embarking on an expedition. your time commitment unprofessional behaviors Each mentor/mentee relationship must be based on the Ensure a noncompetitive Discuss the importance of self- common goal of advancing the educational, personal, and relationship regulation as a professional professional growth of the mentee. Although there is no single Set the Principles Teach how to set priorities and how successful mentoring model, there are identified character- Develop mutual respect to politely say no istics of good mentors and mentees. Five basic elements for Develop good Emphasize the importance of successful mentoring relationships have been described as: communications and problem teamwork for a professional • The relationship focuses on achievement or acquisition solving strategies Offer wise counsel and answer of knowledge Emphasize ethics and questions clearly • It consists of emotional and psychological support, direct professional values Offer to serve as a confidante, if assistance with career and professional development, and role Be direct and honest appropriate modeling Commit to confidentiality Model continuous learning • Both mentor and mentee derive tangible benefits Listen carefully to understand Build a professional network • The relationship involves direct interaction, and is per- Clearly communicate your Promote reflection and learning sonal in nature expectations Anticipate misunderstandings • It emphasizes the mentor’s greater experiences, influ- Be flexible and adaptable Promote greater initiative, ences, and achievements in the profession or organization. Be fair and just independence, and self-reliance Good mentors inspire others to be like them because of Be nonjudgmental in the Address fears, anxieties, low self- aspects of their character, ethics, and expertise, and their ac- relationship esteem, worries, and pressure cessibility and approachability. They respect and are respected Communicate hope and Ask questions: by their peers. optimism • What are you passionate about? Some general principles for mentoring are set out in the • What gives you the most joy? Advise, don’t dictate or be • What are you good or best at tables following. Hopefully, they will help guide mentors and autocratic doing? mentees in this complex and developmental professional rela- Give constructive criticism Explain the criteria for advancement tionship of mentoring. Celebrate success in the organization When I reflect on the people who had the greatest influ- Be reliable Encourage development of skills and ence on me, I think of my coaches. From my first competitive Nurture self-sufficiency knowledge swimming coach at the YMCA, to my swimming and water Share yourself Encourage original thinking and polo coaches in high school, junior college, and at the univer- appropriate risk taking Use common sense sity, coaches were the most influential people in my life and Share stories Remember career early development. Each one coached me for many hours each development is an Stimulate periodic reflection about day and over long periods, effectively coaching the required evolutionary process the path and encourage continuous skills, and teaching me how to train and persevere, set high learning goals and aspirations, and improve through practice and rep- etition.
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