The Mentee-Driven Approach to Mentoring Relationships and Career Success: Benefits for Mentors and Mentees

Cruz, Mario; Bhatia, Darshita; Calaman, Sharon; Dickinson, Blair; Dreyer, Benard P.; Frost, Mackenzie S.; Gusic, Maryellen E.; Levine, Leonard; Maxwell, Elizabeth; Sectish, Theodore C.; Solomon, Barry S.; Serwint, Janet R.; Spector, Nancy D.

doi:10.15766/mep_2374-8265.10201

Cited by 4 publications

(2 citation statements)

References 16 publications

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“…There is increasing evidence that mentee-driven relationships foster program success. 6 , 8 , 9 The MAC program was designed to be flexible and individualized to meet the needs of residents as they unfold during residency training.…”

Section: Introductionmentioning

confidence: 99%

A Mentor, Advisor, and Coach (MAC) Program to Enhance the Resident and Mentor Experience

2020

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Introduction: While residents must meet standardized educational milestones to graduate, individualized mentorship and guidance can help them achieve personal and career goals. A novel mentor, advisor, and coach (MAC) program was created for residents of the Yale University Traditional Internal Medicine Residency Program to help them attain these goals. Methods: Internal medicine faculty were recruited into the MAC program and matched with residents, with each faculty paired with one to three mentees. A structured roadmap was used to guide program content (including topics of mentoring, advising, and coaching), and meetings were individualized to cater to the needs of residents. During the 2017-2018 academic year, online surveys and focus groups were used to obtain feedback from participants. Results: Survey responses were obtained from 50 of the 116 residents (43%) and 21 of the 49 MAC faculty (43%). Thirteen residents and five MAC faculty participated in in-person focus groups. Most participants (92% of interns, 83% of residents, and 95% of MAC faculty) felt the program was beneficial and should continue. Individualized relationships and meeting content were key to the program's success. Areas for improvement included clarification of the program's purpose and each party's responsibilities in scheduling meetings. MAC faculty also requested faculty development tools to help them meet expectations of being a MAC. Discussion: The MAC program provided a successful avenue for mentorship and guidance for residents. Central themes to enhance participants' experience were individualization and flexibility, mutual agreement of the ground rules, and enhanced communication from program leadership.

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Section: Introductionmentioning

confidence: 99%

A Mentor, Advisor, and Coach (MAC) Program to Enhance the Resident and Mentor Experience

2020

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“…In addition, we have used individual components as parts of workshops delivered at our home institutions and during visiting professorships. Other components, such as professional development planning 15 and mentee-driven mentoring, 16 referenced in this toolkit have been previously published on MedEdPORTAL. These previously published resources provide guidance on goal setting and mentee skill development.…”

Section: Introductionmentioning

confidence: 99%

Optimizing Your Mentoring Relationship: A Toolkit for Mentors and Mentees

et al. 2016

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Introduction Mentorship is a vital component of academic and professional development. Mentees report positive impacts from mentorship programs, yet institutions and societies may struggle to meet their mentees’ needs due to factors such as mentor fatigue and lack of mentor training. To address this in our own professional society, the Association of Pediatric Program Directors, we developed a mentor toolkit in order to utilize a variety of mentoring models, provide faculty development for midlevel mentors, and offer guidance to mentees. Methods Most of these tools were designed to be administered in an interactive format such as a workshop or seminar with think-pair-share opportunities. The toolkit begins by providing a definition of mentoring and reinforcing the benefits and the characteristics of effective mentoring relationships. Next, we discuss the important role that mentees have in creating and maintaining effective mentoring relationships (i.e., mentee-driven mentoring). We then introduce a mentoring mosaic activity designed to help mentees examine their professional network and think about how they might expand it to fulfill the spectrum of their mentoring needs. Next, we present guidelines for the implementation of four mentoring models that can be used within one's institution: traditional dyadic mentoring, peer group mentoring, meet the professor mentoring, and speed mentoring. We then provide tools that can be used to help facilitate effective mentoring development. Results This toolkit has successfully served as a self-guided resource at national meetings for many years, garnering positive feedback from mentors and mentees alike. Discussion The principles and methods are easily generalizable and may be used to guide mentorship programs within institutional and professional societies, as well as to assist mentors and mentees in optimizing their individual mentoring relationships.

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Functional Mentoring

Gusic

Thorndyke

2021

Mentoring in Health Professions Education

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The Mentee-Driven Approach to Mentoring Relationships and Career Success: Benefits for Mentors and Mentees

Cited by 4 publications

References 16 publications

A Mentor, Advisor, and Coach (MAC) Program to Enhance the Resident and Mentor Experience

A Mentor, Advisor, and Coach (MAC) Program to Enhance the Resident and Mentor Experience

Optimizing Your Mentoring Relationship: A Toolkit for Mentors and Mentees

Functional Mentoring

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