Developing Effective Mentoring Relationships

1. Developing Effective Mentoring Relationships Dayna Early, MD

3. Expectations • Communication

4. budget writing grant writing research design and funding promotion and tenure curriculum development resident teaching and evaluation practice management medico-legal issues negotiating contracts time management skills presentation skills communication skills Expectations

5. CommunicationSame institution/practice • Face-to-face • Initial contact face-to-face. • Specific request for mentoring • Informal contact as well as scheduled meetings • Formal assessment--P & T/partnership • Division Director/Senior partner • Electronic • Provides convenient way to communicate on straightforward issues • “keeping in touch”

6. CommunicationDifferent institution/practice • Initial contact by phone or face-to-face. • DDW or other national meeting • Invite your mentor to speak • Electronic • Provides convenient way to communicate on straightforward issues • “keeping in touch” • Try to communicate once every month/every other month…

7. Communication • Regular, usually focused. • Do not assume that advice will be offered if it is not solicited. • Be as specific as possible when asking for advice. • Be considerate of your mentor’s time. • Maintain confidences.

8. Communication • Listen to what your mentor says, even if you initially don’t agree with it. • Show appreciation of your mentor’s time and involvement. • Keep the lines of communication open with your mentor, even after the formal mentoring relationship has ended.

9. If the relationship isn’t working talk with your mentor about ending it.

10. Nationally known scientist and leader Top positions in AGA Basic scientist Book editor Former Div Dir Junior faculty Research focus Scenario 1

11. Scenario 1, continued • Communication was mostly email and phone, but meet face-to-face at DDW. • Main interaction focused on grant writing and manuscript review. • Current topics of discussion include career direction. • Mentoring relationship has lasted at least 7-8 years.

12. Nationally known figure, primarily as an educator and researcher Long history of AGA involvement Program director at top medical school Junior faculty, research background but endoscopy focus Scenario 2

13. Scenario 2, continued • Initial contact electronic and intermittent. • Meet yearly at DDW, continue electronic communication. • Mentoring relationship focuses on career choices, promotion and tenure. • Mentoring relationship has lasted > 5 years.

14. Nationally recognized leader in AGA and ASGE. Academic clinician Top medical center Master endoscopist Junior faculty at small academic institution Endoscopy focus No significant mentoring at the time Scenario 3

15. Scenario 3, continued • Initial contact phone, regular contact email. • Meet face-to-face at DDW • Mentor encouraged AGA/ASGE involvement, provided multiple networking opportunities. • Mentee sought advice when making institution/job change. • Mentoring relationship for > 5 years.

16. AGA Career Development Program (CDP) • The CDP Mentoring Project was first proposed in 1997 by the Gastroenterology Women’s Coalition (comprised of members from the AGA, ASGE, ACG, and AASLD). • Administrated by the Women’s Committee of the AGA; currently administered through the Trainee and Education Committee of the AGA. • Designed to promote networking, and to encourage involvement in AGA. • Pairs traditionally have been matched by clinical academic/research/private/industry interest. Also consider gender, specific areas of interest.

17. A firm commitment to the mentoring process and a willingness to invest time and energy are the most important components for a successful relationship. Mentoring is in many ways an elusive concept and an individual process.