Mentoring for Academic Development
Mentoring for academic development encompasses the intentional establishment of a dynamic and reciprocal relationship between advanced career and beginning/junior academic emergency medicine physicians. This relationship is both developmentally (personal and professional) and contextually (career and academic culture) relevant and is focused on promoting the career development of both the mentor and the mentee.
Mentor/Mentee in Academic Emergency Medicine
Mentee in Academic Emergency Medicine
A mentee is most commonly a beginning/junior faculty member that actively pursues a mentor-relationship in order to gain insights, guidance, and instruction for personal, professional, and academic career development and advancement.
Characteristics of Successful Mentees
- excels at active listening
- open to feedback
Behaviors toward mentors:
- Takes responsibility for "driving the relationship"
- respects meeting times
- comes prepared
- pro-active in identifying and presenting problems
- respectful of mentors' time and other commitments
(Straus & Sackett, 2013)
Mentor in Academic Emergency Medicine
A mentor intentionally takes interest in the personal and academic development of a beginning/junior colleague and is active in providing guidance, instruction, feedback, and support. Mentors may play several roles while in this capacity including that of advisor, supporter, teacher, guide, sponsor, and role model. A core element in a successful mentor-mentee relationship begins with bidirectional authentic commitment.
Characteristics of Successful Mentors
- excels at active listening
Behaviors toward mentees:
- works hard to develop an important relationship with the mentee
- consistently offers help in the mentee's best interests
- identifies the mentee's potential strengths
- assists mentees in defining and reaching their goals
- holds a high standard for the mentee's achievements
- compatible with mentee's practice style
- vision, and personality
- Already successful and well respected in their field
- well-connected to sources of additional help.
(Straus & Sackett, 2013)
"Effective mentoring relationship needs mutual commitment but is primarily a mentee-driven process."
Primary mentors: Primary mentors serve as the main source for information on the departmental promotion process, institutional knowledge, advising on individual career development plan as well as advocating and enhancing networking opportunities and recognition for the mentee. The primary mentors are often EM faculty and the Section Chief.
- Instructor – 2 times per year
- Assistant Professor – 2 times per year
- Associate Professor – 1 times per year
- Professor – As needed
- Access to Vice Chairs: As discussed at the retreat, Vice Chairs and Chair are readily available for additional guidance regarding promotion process and career development and faculty can set up time with them regularly for advice.
- Mentorship facilitator: In addition to the DEM leadership, I am available as an additional resource to help faculty navigate the resources in our department. I will have open office hours Wednesday afternoons. You can set up time by emailing have open office hours Wednesday afternoons. You can set up time by emailing email@example.com
- Accountability: Meetings with mentors should be documented (see below) and tracked for the benefit of both mentor and mentee. If faculty have trouble accessing their mentor or have conflicts, they should reach out to Vice Chairs or Dr. Safdar to discuss.
Mentorship Platform and Documents
- Teams Platform: This platform was created to address the issues raised at the faculty and Chief's retreat. Both mentors and mentees can use it to upload and review promotion or project-related documents together. The communication and feedback is private, archived and can be used to track progress.
- Access the Emergency Medicine Mentoring Portal through Microsoft Teams
- Log in with your Yale email and password
- A list of teams that you are included in will be listed
- Mentorship form: This is a 5-question form used by the mentors for discussions around career development, mentorship and promotion - all necessary components of a structured mentorship meetings. Mentees are encouraged to to drive this process and use the forms for self-accountability and to develop a specific career development plan. We also encourage you to review the past forms each year to track your goals and promotion process. Please note that the Teams platform will replace the earlier Qualtrics based form. Secondary mentors may use the same form. The Chair will track mentorship activities and will take into consideration as citizenship role for assessment of incentives.
- Career Development form: Sample career development forms are available under mentorship resources. these forms are meant to guide discussions with your mentor. You can use the goals to create a mentorship circle in conjunction with mentor. Ideally this is kept as a living document that is updated every year.
- Promotion metrics and timeline: 98%of our faculty voiced need for clarity in the metrics for promotion (particularly for non-research tracks). The University has issued new guidelines and metrics for promotion in each track (available under resources). The appointment and promotion process starts with the faculty member.
Augmentation of Academic Skills
- Academic development devoted to promotion and advancement
- Education series devoted to teaching and learner skills
- Research in Progress meetings devoted to research skills
- Faculty DevelopmentClick here for more information on Faculty Development
- ResourcesOther presentations and resources are offered through a variety of offices and committees within the university and the medical school.