T1: Mentoring focuses on protégé’s career: longitudinal often reciprocal relationship as benefits both protégée and mentor #meded#thecgea#mentoring#coaching#JGME
Hi all! Popping in from LAS Medical, where we do coaching work with students and practitioners in medicine and the allied health professions. Excited for this chat! #meded
T1:In our residency, we assign advisors to help navigate the system & connect to resources. I see mentors as someone they choose who can help w/a specific area. Haven’t had coaches yet. #meded
T1: Like this ICF definition coaching = partnering in thought provoking/creative process to inspire development, client finds the answer #meded#coaching@ICFHQ, #JGME
T1: #coaching revolves around the development of some set of skills, and is time limited, and hopefully relational. advising happens one instance at a time, and mentoring is a relationship built on choice and desire to help the other person progress #meded
T1 #MedEd
Deiorio et al in their paper, Coaching: a new model for academic and career achievement,challenge us to rethink some of our traditional ideas around advising and #mentoring.
Recommended vitamin D3 supplementation:
🔅 Infants up to age 1: 400IU daily
🔅 Children age 1 to adults age 70: 600IU daily
🔅 Over age 70: 800IU daily
Get all the updates on #vitaminD supplementation when you subscribe to Primary Care RAP: https://t.co/3rFbPA9TOg#meded
T1 Coaches ask questions so learner can create own path.
Mentoring: more active, providing opportunities, suggestions, examples,
alternatives – promote mentee’s career.
Advising –targeted - get into a residency; do well in clinical courses;
do scholarship project #meded#jgme
#MedEd@MedEdChat T1: coaching more specific to performance with direct feedback toward improvement... advising - agree with Gary can be short term, though can see long term advising such as grad school.... mentoring = career path
Great definition! And it captures the key thing—coaching should make the coach obsolete. That is, by the end the learner should have the skills and not need the coach #meded
My concept of mentoring is less formal and more organic; and more relational, whereas I see advising, and now coaching, as more transactional. The term mentor has origins in Greek mythology.
#MedEd#JGME
T1 #MedEd Mentoring implies a longer-term relationship between mentor and protégé. Mentors have been in the same boat as protégé, and guide through the process. May involve more than purely work-related advice. 3/3
T1: A mentor is often selected to match resources expertise w/a resident's needs or professional interests. An advisor is assigned w/a role to counsel and guide the resident through the residency processes, procedures, and key learning milestones. #mededhttps://t.co/u1fhdx4U6M
My concept of mentoring is less formal and more organic; and more relational, whereas I see advising, and now coaching, as more transactional. The term mentor has origins in Greek mythology.
#MedEd#JGME
T1: Like to think abouWorkload: advise – little prep, build on knowledge; coach – prep for sessions/goals; mentor – some prep, focus on relationship building #meded#coaching#mentoring#theCGEA
Absolutely—being a good coach/adviser/mentor is a learned skill, and developing those skills requires support and practice. We do some “training the trainers,” which can be immensely helpful #meded
@LAS_Inc_ any experience with coaches who are different health professions than students and Med practitioners? I think the #interprofessional lens might be interesting #MedEd#MedEdChat
Hi all! Popping in from LAS Medical, where we do coaching work with students and practitioners in medicine and the allied health professions. Excited for this chat! #meded
T1: A mentor is often selected to match resources expertise w/a resident's needs or professional interests. An advisor is assigned w/a role to counsel and guide the resident through the residency processes, procedures, and key learning milestones. #mededhttps://t.co/u1fhdx4U6M
T1 I like the Greek model -but I find myself trying to 'mother' everyone (feed the baby birds) if the relationship is long term, regardless of advising, coaching, mentoring - maybe length of relationship defines this? #meded
#medED Hi, thrilled about tonight's Tweetchat and very interested in others' thoughts about coaching and mentoring. We've been providing medical coaching to GME and UME students and residents in need for several years.
T1 #MedEd
Deiorio et al in their paper, Coaching: a new model for academic and career achievement,challenge us to rethink some of our traditional ideas around advising and #mentoring.
#meded Approaches from advising to mentoring to coaching: Intervention gradient represents increasingly more person/subject-owned and personal methods for facilitating insights. Time and skill required by physician coaches may also be on the same gradient.
T1 #MedEd - great study from @dukegme in #JGME which outlines the competencies needed for GME advisor and advisor resources. Highlights need to be "clear" about roles - advisor vs mentor #mentor#coaching
T1: A mentor is often selected to match resources expertise w/a resident's needs or professional interests. An advisor is assigned w/a role to counsel and guide the resident through the residency processes, procedures, and key learning milestones. #mededhttps://t.co/u1fhdx4U6M
T1: #MedEd#MedEdChat
I think this paper is nice example where ‘coaching’ is the more appropriate descriptor.
https://t.co/APnMw6hxDx
Why?
Standard, predefined curriculum “Mentorship teams developed learning plans that they worked towards achieving ..."
Woohoo! Congrats to Dr. Chung-Hsien Chaou & Dr. Ren-Huei Fu for their abstracts being accepted for short communication in AMEE! @LynnMonrouxe#amee2018#MedEd
We actually don’t currently have any medical practitioners on our coaching staff! Largely educators and people with varying mental health/educational therapy backgrounds. The #ipe lens might be very interesting—time & availability are just always a challenge #meded
T1: as a surgeon and clinician-educator I think coaching requires the most “substrate specific” work. Advising and mentoring both can be somewhat templated. But coaching requires that I know where you are and where you *want to be*. Then I try to get you there. #meded#jgme
T1: A mentor is often selected to match resources expertise w/a resident's needs or professional interests. An advisor is assigned w/a role to counsel and guide the resident through the residency processes, procedures, and key learning milestones. #mededhttps://t.co/u1fhdx4U6M
Exploring Medical Language - a textbook that provides more than a definition - also, illustrations that help understanding - also, associations with other related terms .
https://t.co/ycCHXUuru0
In its 10th edition and has been in print for over 30 years. #MedEd
T1: #meded
Coaching really sings to me as the “next level” because it most specifically meets the substrate where they are now... mentoring and advising can generalized (must have x, y, z for advancement) but coaching means that I have to ask what YOU want next...
In reply to
@debsimpson3, @sherbino, @CJEMonline, @ALiEMteam
#MedEd A2: With coaching, empirical outcomes are identified and progress is tracked and discussed during coaching meetings. With advising or mentoring, outcomes might be suggestions and progress might be discussed, but not necessarily tracked. #coaching
T2: #MedEd
Really like most of criteria but worry about longevity criteria. Can sometimes be short but very intense, other times quite long but slower paced.
They can try, but often people don’t feel particularly connected to their mentor. And a key component of mentoring is a desire to help the other person, which is generally built on the merits of a personal relationship and not an assignment #meded
In reply to
@JournalofGME, @GME_MD, @MedEdChat, @PDX_Tom
@MedEdChat I think outcomes are for people on both sides of the relationship Mentors/advisors/coaches are changed as are mentees/advisers/coached #MedEd
T2: #MedEd
I think you can work to connect people, make introductions. May need to do multiple times before a mentoring relationship develops.
Very different than coaching or advising
T2: Great Q- mentoring, advising, coaching - can they achieve same outcomes via #SoMe - probably depends just like when use #Simulation to target performance gap #MedEd
T2: agree - measures are for both. Looking at other literature: Outcomes in executive coaching that apply: sustained behavior change; increased reflection/self awareness; improved leadership https://t.co/95fmbCTfgp#meded#coaching#mentoring#theCGEA#JGME
T2 #MedEd All three focus on moving people “forward” but what varies is “towards what” and “how” do it. Advice – they can take or leave it. Coach for performance; Mentor for career growth. #meded#thecgea#mentoring#coaching#JGME
@MedEdChat I think outcomes are for people on both sides of the relationship Mentors/advisors/coaches are changed as are mentees/advisers/coached #MedEd
#Meded Outcomes can occur with all methods. The more directive (advising) the intervention, the quicker the potential change. Key question is persistence of change. Questions well-placed push the subject/student to work through/try on the change personally. Change might stick
T2 #meded And the approaches for each relationship can be starkly different. Coaching IMO is about asking questions and not as directive as advising. https://t.co/k1gwl1bu7o@boxofcrayons
T2: agree - measures are for both. Looking at other literature: Outcomes in executive coaching that apply: sustained behavior change; increased reflection/self awareness; improved leadership https://t.co/95fmbCTfgp#meded#coaching#mentoring#theCGEA#JGME
T2: #MedEd
Agree but often mentor has to ‘buy into’ relationship. Hence, potential mentees need to know that may need to try several potential #mentors
@MedEdChat I think outcomes are for people on both sides of the relationship Mentors/advisors/coaches are changed as are mentees/advisers/coached #MedEd
T2: Not sure what you mean, exactly, Gary, but failures occur in all 3 methods - can be used as opportunity for the advisor/mentor/coach to review own skills and interaction/relationship with client. #meded#coaching#mentoring
In advising it’s up to the advisee to take/leave advice. In coaching, anticipated failure should be discussed directly and a plan to mitigate should be developed. In mentoring, discussion seems appropriate but perhaps less action focused than coaching? #meded
T2 #meded That's what I was thinking of. I know when I advise #medstudents they may or may not follow the advice....which ultimately has led to poor academic performance.
Wondering about the role of advocacy in each of these spheres. Agreed re: discussion and mentoring. Perhaps more supportive than outcomes based. #MedEd
In reply to
@LAS_Inc_, @MedEdChat, @GLBDallaghan, @KMarcdante
Certainly a possibility—advisers, coaches, and mentors all need to assess continuously whether the relationship is working, and if not, help it to dissolve amicably/with new connections if possible #meded
T2: Agree - @PDX_Tom and that's the fun, creativity and art of mentoring to balance the support with challenge towards the protege's vision - and that balance can change based on protege's #Wellbeing#mentoring#JGME#MedEd
T2: #MedEd
Agree but often mentor has to ‘buy into’ relationship. Hence, potential mentees need to know that may need to try several potential #mentors
T3: #MedEd
Roles are so different.Will depend on local institutional understanding of what each role is, any defined expectations, but ultimately, impact on learner.
We’re often in those situations—when the coaching is aimed to remediate something the institution identifies as problematic (e.g. low test scores, professionalism concerns, difficulties writing notes/identifying differentials, etc) #meded
T3 #MedEd Great Q and perhaps that's defined it the "role" is one that is assigned as part of structured educational program #mentoring#coaching@hur2buzy
T3: #MedEd
Roles are so different.Will depend on local institutional understanding of what each role is, any defined expectations, but ultimately, impact on learner.
T3 #meded I agree with @KMarcdante that it is enough if the advisee is satisfied with the advice given. Whether it's followed or not is up to the advisee. I consider it a big feather in the cap if they follow the advice and are successful on exams.
In reply to
@debsimpson3, @KMarcdante, @KMarcdante
T3: Good question. When paying it becomes more pertinent to institutions. Then could monitoring ROI especially if $$ spent on preparing coaches/mentors may help demonstrate value. #meded#coaching#mentoring#theCGEA
T3 #MedEd Great Q and perhaps that's defined it the "role" is one that is assigned as part of structured educational program #mentoring#coaching@hur2buzy
T3: The institution may also be looking at big picture based on goals– engagement, climate surveys, retention/voluntary turnover, ratio of internal/external candidates selected for positions, wellness #meded#coaching#mentoring#theCGEA#JGME
Friend @KramerLeader outlines expected outcomes for LEADERS when coaching: Greater independence of followers. #MedEdChat
Kramer, R. (2013). Stealth coaching: everyday conversations for extraordinary results. Dog Ear Publishing, Llc.
Is it always ok to choose to take/ignore advice? I’d argue maybe only in an advising relationship, and even there all instances where you ignore have the potential to damage the relationship #meded
T3: to switch a little. What about measures of self efficacy? Is that what we are promoting with all forms of guidance? Measuring self efficacy may tie to success – creating faculty/learners who feel capable? #meded#coaching#mentoring#theCGEA
In reply to
@hur2buzy, @GLBDallaghan, @debsimpson3
T3: #MedEd
Great analogy re patients.
Highlights that we should give less advice and more information, options, while exploring understanding by advisee.
T3 #meded interesting notion about outcomes - pondering if it was a "faculty" being mentored or coach if outcomes are different. Are stakes higher if physician "coached" focuses on professionalism or teamwork? #JGME#faculty
A3: Also need to think of satisfaction of the mentor not just mentee. Often time the greatest (most successful?) mentors are in high demand - how do you balance utilization of great mentors v oversaturation of mentees? #meded#mentoring@mededchat
T3 #meded interesting notion about outcomes - pondering if it was a "faculty" being mentored or coach if outcomes are different. Are stakes higher if physician "coached" focuses on professionalism or teamwork? #JGME#faculty
T2: Great Q- mentoring, advising, coaching - can they achieve same outcomes via #SoMe - probably depends just like when use #Simulation to target performance gap #MedEd
There are some situations where outcomes aren’t optional—jobs depend on improvement. This maybe depends on the goals of the relationship and the circumstances under which the relationship was initiated #meded
#meded Final Thought: I learned a lot about the differences between these important relationships tonight. Thanks @KMarcdante & @JournalofGME for guest hosting!
In reply to
@MedEdChat, @KMarcdante, @JournalofGME
T3: #MedEd
Great discussion.
The Deiorio et paper on Coaching: does challenge us to rethink some of our traditional ideas around advising and #mentoring.
https://t.co/4Hayusaaea
#MedEd One element of success in the coaching realm is the potential LACK of acknowledgement of assistance by student to their coach. This can reflect a deep feeling of ownership as to the outcomes achieved (a good thing).
T3: absolutely! Also need to consider aligning the needs/expectations of the person seeking and the person giving guidance. #meded. Thanks for a wonderful chat!
Great chat tonight! Lots of interesting questions and some reading for us to go do—thanks to everyone who participated and to @JournalofGME and @KMarcdante for hosting! #meded
