Faculty Mentoring at NYULMC: A Championship Season

1. SCHOOL OFMEDICINE NEW YORKUNIVERSITY Faculty Mentoring at NYULMC:A Championship Season Georgeann McGuinness, MD Naoko Tanese, PhD Director of Clinical Faculty Mentoring Director of Basic Science Faculty Mentoring Office of Mentoring & Faculty Development EFAA

2. Role of This Office for Champions • Provide guidance in establishing or strengthening mentoring programs appropriate for your faculty and department • Provide tools to facilitate the process • Assist you in developing your cadre of mentors

3. The Mentoring Champion • The Mentoring Champion is charged and empowered by their Chair to oversee design, implementation and maintenance of a faculty mentoring program appropriate for the department • The Champion will • Organize and encourage the growth of a cadre of effective mentors within the department • Serve as the liaison with the OMFD • The Chair should • Consider inclusion of the Champion on the DAPC as appropriate • Acknowledge and support the Champion in this critical work

4. Your Role as Mentoring Champion • Interact with the Office of Mentoring & Faculty Development • Champions will participate in institutional mentoring initiatives and development programs • Oversight of departmental mentoring including: • Assess needs through surveys or other tools • Identify & develop a pool of effective mentors • Prevent undue burden to oversubscribed faculty • Establish mentoring teams • Based in part on survey responses • Ensure yearly summary letters are reviewed, signed and submitted • Offer opportunities for mentees to provide feedback on the process • Monitor effectiveness of departmental mentoring programs

5. Launching a Mentoring Program: Different & Flexible Models Required • Department of Basic Scientists • Traditional mentoring teams • Large Department with Basic and Clinical Faculty • Disparate approaches for disparate faculty (TT and non TT, clinical vs. basic scientists vs. hybrids) • Large Diverse Department • Mentoring responsibilities may extend from Champion to Division Directors to Section, Site, & Center Leaders • PT or Purely Clinical Faculty • Group career development or enrichment programs may be appropriate

6. Launching a Mentoring Program: One Model • Identify • Faculty in need of mentors (TT, non TT, clinical, etc) • Possible mentors • Surveys • Assess mentoring needs and proclivities • Assess adequacy (or not) of ongoing mentoring • Check in with mentors • Establish new mentoring teams • Emails to mentors and mentees, with guidelines, tools, etc • Templates for encounters, yearly letters • Guide to Mentoring, Faculty Development Resources, etc • Periodic ‘check ins’ and prompts • Encouraging meetings • Reminder of obligations & deadlines & instructions for yearly letters

7. Launching a Mentoring Program in a Large Diverse Department • Division of GIM Model • Mentoring responsibilities extended from Division Director to • Section, Site, Center Leaders • Voluntary faculty access to COACH Program (Career Organizing and Crafting Help) • Small number of highly experienced mentors vs. many mentors

8. Launching a Development Program for PT or Purely Clinical Faculty • These faculty benefit from ‘mentoring’ or career development programs • Individual assigned mentors not needed • The group model may enhance the process, with input from peers becoming a vital component • Group career development or enrichment programs may be appropriate. Possible topics: • Exploring alternative career pathways • Improving your teaching skills • Advancing administrative skills • Skill development in practice management • The impact of healthcare legislation on your practice • Possible models for delivery: • Lunch-time or after hours brown bag discussions, with a group leader • Dinner programs with internal or outside speakers • Online seminars

9. How to Launch a Mentoring Program – Basic Science Faculty I • New faculty • Responsibility of Champion: Get to know new faculty • Mentoring team assembled upon arrival • Orient new faculty to mentoring programs and resources • Ongoing faculty • Regular feedback on adequacy of mentoring • Yearly surveys • 3-yr / 6-yr reviews • Meetings with Chair

10. How to Launch a Mentoring Program – Basic Science Faculty II • Mentoring teams meet twice a year • Frequent one-on-one meetings are encouraged for scientific feedback and career advice • Mentor-mentee will benefit from maintaining continuous dialogues • e.g. lunch dates • Organize workshops & seminars to facilitate networking • Senior faculty • Existing groups who share similar interests

11. Building Your Cadres of Mentors • Mentoring has to be recognized for its critical value to your department • Mentors must be valorized and valued • How to develop mentors • How to recruit mentors

12. How to Develop Mentors • Promote resources that develop mentoring skills • Share responsibilities among frequent mentors • Pair mentors with different strengths • Don’t oversubscribe your strongest mentors • These may be some of the busiest people around • Recommend attending mentoring sessions for networking and to learn from faculty in similar roles at other institutions at regional/national meetings

13. How to Recruit Mentors • Identify & recruit individuals already ‘mentoring’ • Involvement with students, postdocs, residents, faculty • Identify mentors outside your department and put them on your teams • Formalize your mentoring program • Brings legitimacy, attention, and possibly resources, including time • Valorize your cadre of mentors • Promote the program in a positive manner • While mentoring is an obligation and expectation-- to only reference these terms defines it as a burden, rather than a privilege, which can be bi-directionally beneficial

14. Mentoring Controversies & Challenges • Departments, Institutes: Who is responsible for mentoring? • Answer: Usually the Department, sometimes the institute • Bottom line answer: Department’s responsibility to ensure no one falls between the cracks • Differences between research mentors & personal career development advisors • Potential conflicts of interest • What if the mentee does not respond to advice. • Should it go on record? • Mentoring Champion as a mediator between mentee and committee to help resolve conflicts

15. Launching a Mentoring Program: Next Steps • Identify faculty in need of mentors • Identify existing and possible mentors • Send each group surveys • Establish new / tweak existing mentoring teams • Keep spreadsheets • Emails to mentors and mentees individually • Attach guidelines, tools, document templates • Periodic ‘check ins’ and prompts • Periodic announcements at faculty meetings

16. Conclusion • The Champion is integral to the success of your department’s mentoring program • The OMFD is here to ensure your success • Effective mentoring benefits your department • Providing a nurturing work environment • Advancing professional growth and achievement • Increasing career satisfaction of mentors and mentees • Developing the next generation of leaders