Aylor Megan, Cruz Mario, Narayan Aditee, Yu Col Clifton, Lopreiato Joseph, Mann Keith J, Acholonu Rhonda Graves, Turner Teri Lee, Serwint Janet R, Sectish Theodore Charles, Anderson Marsha S, Spector Nancy D
Clinical Associate Professor, Department of Pediatrics, Oregon Health & Science University School of Medicine.
Community Pediatrician, St. Christopher's Hospital for Children.
MedEdPORTAL. 2016 Sep 23;12:10459. doi: 10.15766/mep_2374-8265.10459.
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.
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 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.
This toolkit has successfully served as a self-guided resource at national meetings for many years, garnering positive feedback from mentors and mentees alike.
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.
导师指导是学术和职业发展的重要组成部分。学员们报告称导师指导计划带来了积极影响，但由于导师疲劳和缺乏导师培训等因素，机构和团体可能难以满足学员的需求。为了在我们自己的专业团体——儿科项目主任协会中解决这一问题，我们开发了一个导师工具包，以便采用多种指导模式，为中级导师提供师资培训，并为学员提供指导。
这些工具大多设计为以互动形式进行管理，例如举办有思考-结对-分享机会的工作坊或研讨会。该工具包首先给出有效指导关系的定义，并强化其益处和特点。接下来，我们讨论学员在建立和维持有效指导关系中所起的重要作用（即学员驱动的指导）。然后，我们介绍一项指导拼图活动，旨在帮助学员审视自己的专业网络，并思考如何扩展该网络以满足其全方位的指导需求。接下来，我们给出在机构内部可采用的四种指导模式的实施指南：传统二元指导、同伴小组指导、与教授见面指导和快速指导。然后，我们提供可用于促进有效指导发展的工具。
多年来，这个工具包在全国性会议上成功地作为一种自我指导资源发挥了作用，获得了导师和学员的积极反馈。
这些原则和方法易于推广，可用于指导机构和专业团体内部的指导计划，也可帮助导师和学员优化他们各自的指导关系。
