MENTORING PROGRAM GUIDE|
GOVT.VILLUPURAM MEDICAL COLLEGE,VILLUPURAM
Like Fire in a piece of flint,
knowledge exists in the mind,
Suggestion is the friction
Which brings it out
- Swami Vivekananda
A mentor empowers a person to see a possible future,
and believe it can be obtained.
- Shawn Hitchcock
LETTER FROM DEAN
It is my pleasure to welcome all the undergraduate students for mentorship program. Mentoring relationships can help support students’ advancement in research, presentations, patient interactions, and publications. Mentors can prepare students for facing potential challenges, advise them during crisis and stressful times, provide resources for academics. Mentors help link mentees to a network of support and can improve students’ professional development. Mentees are not an empty vessel waiting to be filled, but rather an active participant in attaining the above goal.
Government Villupuram Medical College, Villupuram
Mentor manual prepared by :
· Dr.K.Sangeetha.MD - Vice Principal
· Dr.M.Priyadharshini MD, Asso.Prof. Pathology - Mentorship Programme Coordinator
· Dr.R.Narmadha MD Asso.Prof. Pathology
· Members of Medical Education Unit
||Guidance for mentorship
||Setting Compelling Goals
||Skills for successful mentoring
||Etiquette of mentoring
||Responsibilities and Role
||Checklist for Mentoring
OUR INSTITUTIONS PRIDE
Government Villupuram Medical College and hospital is located on the National Highway- 45, at Mundiyampakkam village, Villupuram District. Our motto is “Rural Health is Nation’s Wealth”. We are a 1100 bedded (650 teaching beds & 450 non teaching beds) Tertiary care , teaching hospital.
The Government Villupuram Medical College admits 100 Medicalstudents each year purely on merit basis. The College provides great ambience with sprawling space, well designed buildings,
separate hostel facilities, staff quarters, library and play ground for theundergraduate students who have come from various parts of our country.The college has faculty with rich experience, dedication and great
interest in teaching and research activities. This is an upcoming institute with many ongoing student oriented research projects.Post Graduate programme for MD/MS has been started from the academic year 2019-20. Medical Council of India has accorded permission for 7 PG courses. There are 15 paramedical courses.
OVERVIEW OF MENTORING PROGRAM
Mentoring in education involves pairing young people with an older peer or adult volunteer, who acts as a positive role model. In general, mentoring aims to build confidence and relationships, to develop resilience and character, or raise aspirations, rather than to develop specific academic skills or knowledge.
A partnership between a Mentor and a Mentee provides opportunities to share talents, skills, experiences and expertise. Various definitions have been used for mentorship which includes professional support, personal support, supportive relationship, reflective practice, and partnership for a common goal.
Students imbibe characteristics of their role model as a part of a hidden curriculum. This however is not optimal as we have to ensure that the benefits of mentoring reach each and every medical student. The patients and society are also stakeholders and direct beneficiaries of mentorship programs.
Often, a beginner left to treat patients alone does not only harm the patient but also harms himself/herself as a result of loss of self-confidence and self-esteem. Hence mentoring and nurturing by advanced learners and facilitators has to be done within the organizational framework of every medical institution
In surgical disciples, the mantra is “see one, do one, teach one,” and this can be aptly applied across all subjects and is an accepted form of mentorship.
It has often been stated that, there was always the concept of mentorship in India in the form of guru-shishya parampara. However, it can best be termed as informal mentorship as we do not have access to any documents supporting the contrary. The gurus were choosy in picking their mentees. In recent times, in Indian medical schools, there is largely no formal mentorship program.
Its a valuable feature of a comprehensive approach to personal and professional development.
In medical education, a mentor may have many roles, for example, supervisor, teacher or a coach.2 However, unlike teaching, mentoring involves developing a relationship that focuses on achieving specific goals.3 A mentor is employed to counsel and teach a less experienced student. The aim is to guide juniors to achieve a wide array of objectives, such as attainment of a practical skill, personal and professional development, research opportunity, and academic development.4 Mentors also provide emotional support and counseling, as well as professional help.
The aim of academic mentoring programs is to cultivate a positive attitude toward academia and enable mentees to tailor and apply research in ways that can benefit their future careers.5
The motive of mentoring program is to develop, maintain and improve student’s performance and promote a healthy learning environment.
Objective of mentorship
· To align mentoring as a lifelong tool
· To provide support to the students for successful completion of their undergraduate course
· To identify and address the difficulties faced by the students during their undergraduate period
· To provide mentee with greater clarity on strategies for self- improvement.
· To help them set their goals, make informed career choices, and get an opportunity to join new networks to expand their resource base.
· To benefit the mentor by ensuring that they remain updated, develop relationships with their mentees and increase their contribution towards medical science.
The mentoring program will be aligned with strategy for high performance and aligned with following capital areas:
v Skills Enhancement - Share the skills and knowledge of successful, experienced, and highly competent staff to pass their expertise on to others who need to acquire specified skills.
v Organizational Development – Help communicate the values, vision, and mission of the undergraduate curriculum. A one-on-one relationship can help the students to understand the role of Indian medical graduate and make any necessary changes.
v Professional Identity – Contribute to understanding of what it means to be a professional. Professionals embody the values of the profession and are self-initiating and self-regulating.
v Career Development – Help students plan, develop, grow, and manage their careers. Mentoring also helps students become resilient in times of change, more self-reliant in their careers, and more responsible as self directed learners.
v Leadership and Management Development – Encourage the development of leadership competencies. These competencies are often more easily gained through application and guided practice rather than by education and training.
v Education Support – Helps to bridge the gap between theory and practice. Formal education and training are complemented by the knowledge and hands-on experience of a competent practitioner.
v Student Engagement - Show students in a tangible way that they are valued and that the future of medical science includes them.
v Knowledge Management/Knowledge Transfer – Provide for the interchange/exchange of information and knowledge between students and faculties.
GUIDANCE FOR MENTORSHIP
There are four phases of mentorship.
Phase 1 is the preparatory phase focusing on growth. During this period, mentees define their short/ long-term development objectives, evaluate their capabilities, and understand their aspirations. A mentor should have sufficient experience, along with maturity.
Here they spend time even before meeting each other thinking about themselves and what they want to give and receive in these important relationships. Creating personal vision will help to jot down some initial thoughts.
Phase 2 is the negotiating phase where there is rapport building between the mentee and the mentor. After being allotted a mentor, the mentee and the mentor formally meet, get introduced and begin the process of breaking the ice. At this stage, both are uncertain about the future but since they have made an informed choice to enter into this relationship, their attitude is usually positive.
Relationship building should not only revolve around career, education, knowledge and skills but also on personal hobbies, friends and family. To be effective, the mentor must explore the value base of the mentee and their goals in life.
In Phase 3, there is an enabling of growth, where a formal structure is given with a discussion on the expected outcomes of the mentorship relationship and program. This phase is often called the contracting phase. The mentor-mentee can also define areas to be left out of such discussions. The most important part is building mutual trust and ensuring confidentiality.
They may also develop a checklist to document their progress and whether they are moving on the desired path for mutual benefit. Meetings must be scheduled at least once in two months. Based on the basic principles of ethics, they must ensure that no harm is done to either party.
Phase 4 is coming to a closure. The mentor-mentee duo assess the value of partnership, identify areas of growth and learning and celebrate achievement of learning outcomes. Often such relationships continue lifelong.
STRUCTURED MENTORING PROCESS
Decide when and where to meet.
Explore roles you picture for each of you.
best mentoring relationships maintain confidentiality between mentors and mentees. Ideas, feelings and plans stay between the two of them. Talk about what is and isn’t acceptable to share with others.
Any limits or preferences:
Discuss your learning and communication styles so you can work well together. State preferences and limits.
SETTING COMPELLING GOALS
Setting development goals that are desirable, feasible, measurable, written is perhaps a mentee’s most difficult task. Mentees often go to their mentors with only a general idea about how they want to improve. As a rule, mentors prefer that they get more specific.
To be more specific, mentee’s development goals ought to meet the following SMART goals criteria. It should be Specific, Measurable, Attainable, Realistic and Time bound.
Written not in thoughts or oral: Having a goal in mind or even talking about it is easier than writing it down. Yet, research studies indicate that writing down a goal dramatically increases the likelihood that it will be reached. The mentees goal should not be more than 15 words in length.
Focus on at least one non academic related area: since the current undergraduate medical curriculum insists not only on academics but also about mental well being of students help your mentee choose at least one non academic goal, one related to personal growth.
Once your mentee chooses and writes compelling goals, identify:
· Any obstacles to reaching them
· How to encourage and help with attainment and accountability
· Help him/ her track progress.
SKILLS FOR SUCCESSFUL MENTORING
A skill is a learned, observable behaviour that indicates how well an action can be done. The following are some of the core mentoring skills:
1. Listening actively: It is the most basic mentoring skill. When you listen well, you demonstrate to your mentors and mentees that their concerns have been heard and understood. As a result trust builds. The way you indicate you are listening intently is by performing several observable behaviours.
· Appear genuinely interested by making encouraging responses or sometimes paraphrasing certain comments to show that meaning and feelings behind the message is understood.
· Use appropriate non verbal language
· Avoid interrupting mentors and mentees while they are talking
· Remember and show interest in things they have said in the past
· Summarize the key elements of what each of you said resist the impulse to turn the conversation to your experiences and opinions and to find immediate solutions to problems.
Listen carefully first.
2. Bulling trust: To become trustable you must
· Keep confidences shared by your mentors and mentees
· Spend appropriate time together
· Follow through on your promises to them
· Respect your mentors and mentees boundaries
· Admit your errors and take responsibility for correcting them
3. Encouraging: The most valued mentoring skill is giving encouragement. This includes recognition of their work and sincere positive verbal feedback.
· Compliment on accomplishments and actions
· Point out positive traits.
4. Identifying goals and current reality: Have a personal vision, specific goals and a good grasp of current reality.
· Know what’s important to you, what you value and desire most
· Identify specific weaknesses or growth areas observed in yourself and ones noted by others.
· Describe accurately the reality of your abilities and situations
CRITICAL SKILLS FOR MENTORS
In addition to core mentoring skills described above mentors use several competencies in an attempt to help mentees develop.
1. Instructing/ Developing capabilities:
Ø Assist your mentees in finding resources such as books, websites and other information sources
Ø Teach your mentees new knowledge, skills and attitudes by explaining, giving effective examples and asking thought provoking questions
Ø Help them monitor performance and refocus steps as needed.
2. Inspiring : One skill that separates superb mentors from very good ones is an ability to inspire their mentees to greatness.
Ø Do inspiring actions yourself which challenge your mentees to improve
Ø Help them observe others who are inspiring
Ø Arrange other inspirational experiences for them
3. Providing corrective feedback: In addition to giving frequent and sincere positive feedback, effective mentors should also be willing and able to give mentees corrective feedback. One of the first things you can discuss with your mentees is if and how they would like to receive this feedback. People are more willing to hear corrective feedback if they’ve given permission and know in advance it’s coming.
Ø Use positive, non derogatory, words and tone of voice with mentees when their behaviours or products aren’t satisfactory.
Ø Give corrective feedback in private
Ø Give specific feedback, not vague ones
Ø Offer useful suggestions for them to try
Use the Encouraging skill much more often than the skill of providing corrective feedback.
CRITICAL SKILLS FOR MENTEES
In addition to the core skills, mentees need to be competent in several areas:
1. Learning quickly: Mentors enjoy working with mentees who learn quickly and take seriously any efforts to teach them. You should work hard learning everything as rapidly as possible:
Ø Apply the knowledge and skills presented to you and be ready to tell your mentors how you applied them
Ø Observe carefully and learn directly from the modelled actions of your mentors and others
Ø Integrate new learning into your conceptual framework for problem solving
Ø Receive feedback non defensively.
As your mentoring program proceeds you’ll probably have ample opportunities to debate and disagree with your mentors.
2. Showing initiative: Mentors will observe the things you do on your own to develop.
Ø Know when and when not to show initiative
Ø Ask appropriate questions to clarify and get more information
Ø Pursue useful resources on your own
Ø Go beyond what your mentors suggest: that is take their ideas and show creative or ambitious ways of using them
THE ETIQUETTE OF MENTORING
An unspoken etiquette exists in mentoring relationships. As with all etiquette, the overriding rule is to make the other person feel at ease, knowledgeable about what to be done and valued. In general this means showing kindness, flexibility, appreciation and using a combination of good professional and social manners.
More specifically, there are several do’s and don’ts that are usually followed in successful mentoring.
Suggestions for Mentees Do’s
· Take time to identify your goals.
· Be considerate of your mentor’s time.
· Listen attentively to all your mentor has to say.
· Be complete yet succinct in your comments and explanations.
· Seriously consider all advice you receive.
· Show appreciation for every form of assistance your mentor gives you.
· Make it easy for your mentor to give you corrective feedback.
· Assume the relationship will be strictly professional.
· Make only positive or neutral comments about your mentor to others. If you disagree with your mentor’s behaviour or values share your perceptions with him/her.
· Keep the doors open to your mentor for advice or other help later.
· depending enterily on your mentor to identify your goals for you.
· Assume your mentor has unlimited time for you.
· Tune out when the topic seems irrelevant to your immediate needs.
· Forget to share the outcome of the help your mentor gave.
· Take your mentor for granted
· Immediately defend or explain yourself, or worse criticize your mentor.
Suggestions for mentors Do’s
· Help your mentee take the initiative in your relationship. Be open to the mentee’s ideas, discuss topics,
· Respect your mentees time as much as your own.
· Tell your mentee that you don’t expect him/ her to follow all of your suggestions.
· Express appreciation to your mentee for their actions.
· Recognise and work through conflicts in caring ways. Invite discussion of differences with your mentee.
· Assume your advice will be followed.
Final suggestions for Mentees and Mentors
Being involved in a mentoring program is a privilege for both members of the pair, so you should go out of your way to be gracious and thoughtful to each other. When you are unclear about what to do or how to act ask your partner. The gesture of asking conveys respect for what the two of you are working to accomplish.
THE BENEFITS OF MENTORING
Mentoring is a special partnership between two people based on commitment to the mentoring process, common goals and expectations, focus, mutual trust and respect. Mentoring can also encompass activities that allows transfer of knowledge and skills from one person to other.
Both the mentor and the mentee give and grow in the mentoring process. The mentee can learn valuable knowledge from the mentor’s expertise and past mistakes and competencies can be strengthened in specific areas.
The success of mentoring will depend on clearly defined roles and expectations in addition to the participant’s awareness of the benefits of participating in the mentoring program.
Benefits to the Mentee:
· A more experienced or knowledgeable person to provide feedback and advice for his/her career and professional development.
· A supportive forum to develop a focused plan for professional development that is tied to skills, knowledge, and actions.
· Gains sharper focus on what is needed to grow professionally
· Increased self-awareness, understanding of situations, self confidence and self-reflection.
· A channel to brainstorm ideas, communicate concerns and receive support.
· Demonstrates strengths and explores potential
· Improves ability to express expectations, goals, and concern
Benefits to the Mentor:
· Opportunity to demonstrate commitment to developing people.
· Personal satisfaction of guiding and sharing with another member of the medical profession.
· Vehicle to keep “in touch” with issues and concerns in the
· Opportunity to use and develop leadership skills.
· Enhanced and strengthened interpersonal and coaching skills.
· Development of leadership, management, coaching and listening skills. Learning from the insights, ideas and different perspectives provided by mentees.7
· Feeling valued from being able to share knowledge and experience.
The mentee’s development depends on exploring career aspirations; strengths and weaknesses; collaborating on means to “get there”; implementing strategies; and evaluating along the way. The mentor will help light the path for the mentee to follow. Learning from the wisdom and past experience of the mentor will serve the mentee well and produce great benefits.
Potential benefits of mentoring
Attainment of clinical knowledge and skills
Personal and professional development
Potential for increased research output
Personal and professional development through constructive feedback and observing positive role models
Development of communication and teaching skills
Positive role modelling
Development of communication skill
Insight into subspecialty training and career guidance
Opportunities for research involvement
RESPONSIBILITIES AND ROLE
RESPONSIBILITIES OF MENTORS AND MENTEES
· Act ethically and with respect towards each other 
· Maintain strict confidentiality and professional boundaries
· Commitment to attend all prearranged meetings
· Discuss expectations in the first meeting and review as meetings progress
RESPONSIBILITIES – MENTOR
The mentorship should be driven by the mentee’s personal and professional development, with the mentor empowering the mentee by facilitating the mentee’s self-appraisal, establishing facts, sign-posting, and giving information and advice drawing on their own experience, expertise and knowledge.
Mentors should encourage mentees to take responsibility for their own development by enabling mentees to self-reflect, clarify understanding, challenge assumptions, consider different perspectives, make decisions and set their own objectives
ROLE OF THE MENTOR
· Meet with your mentee and/or engage in mentoring activities in-person
· Willingly share your experience and professional success in the organization
· Stay accessible, committed, and engaged during the length of the program
· Listen well
· Provide open and candid feedback
· Offer encouragement through genuine positive reinforcement
· Be a positive role model
· Share “lessons learned” from their own experiences
The mentor may achieve these in a variety of ways by:
· Challenging assumptions
· Encouraging the exploration of new ideas and innovative thinking
· Being open minded and non-judgemental
· Listening to the mentees’ questions and problems
· Assisting the mentee to identify and solve problems
· Providing appropriate and timely advice
· Encouraging an understanding of career options and outcomes
· Sharing professional experiences providing a different view of the matter
A successful and effective mentor has:
· Respect and consideration for the mentee
· A high level of expertise and knowledge of planning
· A genuine interest in the mentees’ growth and development
· A commitment to the mentoring program
· Highly developed communication skills (particularly listening, questioning and giving constructive feedback)
· The ability to have some influence on behalf of the mentee
RESPONSIBILITIES – MENTEE
The mentee should set the agenda for the mentorship, enabling mentees to take ownership of their own development with the support and guidance of their mentor. Mentorships are most effective when mentees are open, honest and receptive to their mentors in order to extract the required information which will benefit them
ROLE OF THE MENTEE
· Meet with your mentor once in every two months and/or engage in mentoring activities in person
· Be proactive about contacting your mentor and scheduling meetings
· Commit to self- development
· Assume responsibility for acquiring or improving skills and knowledge
· Discuss individual development planning with the mentor
· Be open and honest on goals, expectations, challenges, and concerns so others can help you
· Prepare for meetings and come with an agenda
· Actively listen and ask questions
· Seek advice, opinion, feedback, and direction from the mentor
· Be receptive to constructive criticism/feedback and ask for it
· Respect the mentor’s time and resources
· Stay accessible, committed, and engaged during the length of the program
· Comfortably give feedback to the mentor on what is working or not working in the mentoring relationship
The mentee may achieve their role by:
· Discussing topics taught and debated as part of their university studies
· Sharing their particular interests in planning
· Reviewing their experiences as a young planner in the workforce
· Discussing and developing their career goals
· Be willing to share their hopes, needs and expectations
· Always having an open frame of mind
A successful mentee will:
· Organise all meetings with their mentor
· Commit to the mentoring program
· Take responsibility for their own personal and professional development and opportunities
· Seek constructive feedback
· Accept new responsibilities and challenges.
CHECKLIST FOR MENTORING
|Phase 1- Planning for mentoring
|a. Read through The Mentoring program guide
b. To obtain information about your Mentee
c. Ready to share your past mentoring experience
d. Discuss about the goals of Mentorship program
e. Share relevant information about yourself (mentorship card)
|Phase 2 - Building relationship /negotiation
|a. Meet your mentee
b. Fill the First meeting tool- share information about each other
c. Schedule future meeting
|Phase 3- Developing mentee / contracting phase
|a. Appreciate your mentee- skills, knowledge, attitude,
b. Pass on information that could be useful to your mentee
c. Monitor and make changes as appropriate
d. Review - mentoring experiences, personal vision, goals for mentoring partnership
e. Fill the meeting tool and write your suggestions & feedback in
|Phase 4- Ending formal relationship
|a. Fill the Mentoring Program Evaluation ( mentorship card)
b. Express your appreciation / Suggestions
Govt Villupuram Medical College Medical Education Unit Mentorship card
Year batch: Date of birth:
Extracurricular activities of the mentee:
1.Students should report to their mentor once in every 2 months
2.Students must submit their duly filled mentorship card at the end of academic year
|Signature of Mentor :
|Signature of Mentee :
1. My Mentee was accessible and available
Never 1 2 3 4 5 Always
2.Overall satisfaction with session
Ineffective 1 2 3 4 5 Effective
1. My mentor provides appropriate feedback in constructive manner Never 1 2 3 4 5 Always
2. Overall satisfaction with session
Ineffective 1 2 3 4 5 Effective
Signature of the Vice Principal Signature of the Head of the Institution
First Meeting tool
Name of the Mentee: Contact Address :
Parent/Guardian: E-Mail :
Other Information :
Assistance needed for Mentee : (Knowledge, skills, Resources)
Name of the Mentee:
Progress made / success to celebrate:
Specific goals/ topic for this meeting:
|Key learning points :
Follow up actions Mentor
|Next meeting date and location:
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4. Siddiqui S. Of mentors, apprenticeship, and role models: a lesson to relearn? Med Educ Online. 2014;19(1):25428. 5. Jacobi M. Mentoring and undergraduate academics
5. Dimitriadis K, von der Borch P, Störmann S, et al. Characteristics of mentoring relationships formed by medical students and faculty. Med Educ Online. 2012;17(1):17242
6. https://www.readkong.com/page/mentoring-program-guidance-and- program-plan-june-robinson-2051431
7. https://www.stm-assoc.org/early-career-publishers/stm-mentoring- programme-2021/
9. The mentor’s guide- Dr.Linda Phillips-Jones
10. The mentoring relationship: a guide for Mentors and Mentees 11.Danielle N, Shaista G, Joe Ret al. Medical student mentoring programs :
current insights. Advances in medical education and practice 2019:10 113-123