Mitchell D. Feldman, MD, MPhil Professor of Medicine; Associate Vice Provost Faculty Mentoring; Co-Director CTSI Mentor Development Program UCSF Co-Editor in Chief, Journal of General Internal Medicine

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Defining and Establishing a Mentoring Culture

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COI Statement

• NO Conflicts of Interest to Declare

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Why Mentoring?

“For, in the end, it is impossible to have a great life unless it is a meaningful life. And it is very difficult to have a meaningful life

without meaningful work.”

Jim Collins

“Good to Great”

Why Some Companies Make the Leap …

and Others Don’t

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Who Influenced You? And How Do You Pass it On?

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What is Mentoring?

COACHING

ADVISING

COUNSELING TEACHING

MANAGING

CONSULTING

GUIDING ROLE MODELING

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“There -- now I’ve taught you everything I know about splitting rocks”

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Mentoring is longitudinal

. . . a long term relationship with a responsibility to provide the

support, knowledge and impetus that can facilitate

professional success.

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Mentoring is reciprocal

“ A dynamic, reciprocal relationship in a work environment between an

advanced career incumbent and a beginner aimed at promoting the

development of both.”

Healy, Educ Res. 1990; 19:17-21.

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Mentoring is complex

The mentoring relationship is “one of the most complex and developmentally important” in a persons life.

The mentor will . . . “assist and facilitate the realization of the dream.”

Levinson DJ: “The Seasons of a Man’s Life”.

New York, Alfred A Knopf, 1978

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Mentor as Teacher

Educate mentee about research content and methods

Clinical/teaching skills

Professional values and behaviors

Organizational culture

How to succeed

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Mentor as Role Model

• A person considered as a standard of excellence to be imitated.

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Mentor as Coach

• “I’ve been a surgeon for eight years. For the past couple of them, my performance in the operating room has reached a plateau. I’d like to think it’s a good thing—I’ve arrived at my professional peak. But mainly it seems as if I’ve just stopped getting better.“

Atul Gawande The New Yorker October 2011

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Mentor as Advisor and Guide

‘a trusted counselor or guide’ (OED)

Self reflection and value clarification

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“Mentors need to be guides, but also be sensitive to the difference

between a guide and somebody who forces the (mentee) into a particular

path”

Junior faculty mentee

•Straus SE, Johnson MO, Marquez C and Feldman MD. “Characteristics of successful and failed mentoring relationships: qualitative study across 2 institutions”. Academic Medicine. 2013

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Mentor as Superhero

Protector

Protégé is from Protogére (to protect)

Advocate

“Mentor can manipulate the world

around him with his mind.”

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“The role of the mentor I think is really to be a guardian angel … (that) prevents you from getting hit when you know something is falling

from the sky… Keeps you out of trouble and makes the environment suitable for you to grow.”

Junior faculty mentee

•Straus SE, Johnson MO, Marquez C and Feldman MD. “Characteristics of successful and failed mentoring relationships: qualitative study across 2 institutions”. Academic Medicine. 2013.

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Many Types of Mentoring Models

• Traditional dyad (senior/protégé)

• Team or group mentoring

• Distance mentoring

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Peer Mentoring and Near Peer Mentoring

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Does Mentoring Matter?

• Systematic review (Sambunjak 2006)

found association between having a mentor and:

Completing a research project

Number of publications

Likelihood of obtaining a grant

Personal development

Career guidance and career choice

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Supporting a Culture of Mentorship at UCSF

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A Mentoring Culture

• Helps create and nurtures diversity

• Supports career development at all phases and for all members of the community

• Respects personal / professional balance

• Acknowledges and rewards mentorship

• Provides resources and tools to support mentoring

• Holds leaders accountable– stewardship reviews

• Is reflected in the language – from mentoring as an “unfunded mandate” to an accepted value

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UCSF Faculty Mentoring Program

• 2001 faculty climate survey supported the need for a formal mentoring program at UCSF.

• 2006 Chancellor’s Council on Faculty Life launched the UCSF Faculty Mentoring Program.

• Director of Faculty Mentoring appointed - in Office of Academic Affairs

• “Mentoring Facilitators” appointed in every Department / Division / ORU

• GOAL: All junior faculty members (assistant professors > 50%) paired with a career mentor.

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Focus on Career Mentoring: Assist mentee to set goals based on values, skills, interests and opportunities

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Mentoring Team

SECTION HEADING

Mentee

Career Mentor

Research

Mentor

Peer

Mentors Advisors

Co-Mentor(s)

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Series Dentistry Medicine Nursing Pharmacy

Ladder 4 12 9 7

In Residence 2 124 0 0

Clinical X 3 63 0 5

HS Clinical 11 284 10 3

Adjunct 3 213 11 2

Total 23 696 30 17

Gender

Male 57% 47% 13% 59%

Female 43% 53% 87% 41%

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Faculty Mentoring Program 2011-2012 Mentees paired with mentors (n=766/837 = 91%)

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Creating a Culture of Mentorship at UCSF

• Recognition

• Mentor / Mentee Training

• Networking

• Assessment

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1. Recognition

1. For advancement and promotion 2. Mentoring awards

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Mentoring Counts in Advancement and Promotion

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2. Mentor / Mentee Training

1. Increase knowledge and skills 2. Mentor Development Program

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Clinical and Translational Science Institute / CTSI at the University of California, San Francisco

CTSI Mentor Development Program

http://accelerate.ucsf.edu/training/mdp-announcement

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CTSI Mentor Development Program

Mentors in Training (MITs) – mentoring knowledge and skills

10 case based seminars over 5 months

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Mentoring and Diversity: A Vignette

My Latino mentee, who just recently was appointed to Assistant Adjunct Faculty, submitted a K01 training grant that was unscored. The main reason given was that it was unclear how the training would be different from what he has been doing as a postdoctoral researcher on my own research projects. He has responded to all critiques. The research he is involved in affects minorities disproportionately and it is his stated desire to serve the underrepresented in his research effort. However, he does not want to "play the race card" in his grant application and explicitly state that he is a Latino. I believe that that is a mistake in today's funding situation. While I understand his pride ("I don't want special treatment"), I also want him to succeed as the unique person he is at UCSF and in his type of research.

• How can I best encourage him to use his ethnicity not as a trump card to get favorite treatment, but as a strength to his research?

• And should I in fact try to do so, or not?

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3. Networking

1. Meet the Mentor 2. Mentor Consultation

Service 3. UCSF Profiles

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Mentor Consultation Service

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UCSF Profiles – Enhanced Features

• Personalized URL:http://profiles.ucsf.edu/mitchell.feldman

• Can add interests that may be different / more current then list of key words from publications

• Visual time line for publications

• Improved search function – search by any key word and at 2 dozen participating institutions

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Monthly visits, by location

0

10,000

20,000

30,000

40,000

50,000

60,000

Dec-0

9

Feb-1

0

Apr-

10

Ju

n-1

0

Aug

-10

Oct-

10

Dec-1

0

Fe

b-1

1

Apr-

11

Ju

n-1

1

Aug

-11

Oct-

11

Dec-1

1

Feb-1

2

Apr-

12

Ju

n-1

2

Aug

-12

Oct-

12

Dec-1

2

World, outside USA

USA, outside California

California, except San Francisco/UCSF

San Francisco, except UCSF campus

UCSF campus

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In January 2013…

64,252 visits per month

= 2,072 visits per day

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4. Assessment

1. Program evaluation/research 2. Climate Survey 2011

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Having a mentor associated with: Greater academic self-efficacy Higher satisfaction with time allocation

at work

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Mentor Training Improves Knowledge and Confidence of Mentors

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Qualities of Outstanding Mentors

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Successful and Failed Mentoring Relationships

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Characteristics of Successful and Failed Mentoring Relationships: A Qualitative Study Across Two Academic Health Centers. Straus, Sharon; Johnson, Mallory; Marquez, Christine; Feldman, Mitchell Academic Medicine. 88(1):82-89, January 2013. DOI: 10.1097/ACM.0b013e31827647a0

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Have we Changed the Culture? 2011 Faculty Climate Survey

• Satisfaction with quality of mentoring received:

– 82 percent of those with mentors say they are very satisfied/satisfied (6% not satisfied).

• Faculty with mentors vs. faculty without mentors

– Faculty with mentors showed more satisfaction with their career and the university than those of similar rank who do not have mentors.

– 50% of faculty with mentors report that it has been very important in making their experience at UCSF positive

– Women and URM faculty more likely to report that mentoring has been important

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2011 Faculty Climate Survey – a rising tide may not lift all boats equally

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2011 Faculty Climate Survey – a rising tide may not lift all boats equally

• “Would like to have a mentor but do not currently”

– 16% of all faculty (includes all ranks and series)

– HS Clinical Faculty

– Associate and Full Professors Steps 1-5

• Need more granular data for women and URM and for faculty in different series – for more targeted and tailored mentoring

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Think Outside the Box

• What would a culture of mentorship look like at MUSC?

• How will you know when have achieved it?

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“For, in the end, it is impossible to have a great life unless it is a meaningful life. And it is very difficult to have a meaningful life

without meaningful work.”

Jim Collins

Good to Great:

Why Some Companies Make the Leap …

and Others Don’t

53

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Thank You