Mentorship & Advising

 

Having an invested mentor, in my opinion, can be critical in the success of a learner in any environment. The problem, however, is that the concept of mentorship is often taken for granted in medicine. In other words, it is often assumed that medical trainees will find a mentor or mentors that will help support their development, and that physicians and other health professionals will assume this role collectively for their junior learners to aid in their success. But when a medical student or resident struggles, it is often not due to a lack of individual skill or drive, but due to personal circumstances and external forces that are challenging these individuals, who likely do not have a mentor or advisor to turn to for assistance.

 

A mentor is much more than a medical expert in medical education. Great mentors are willing to share their insights into their experiences, limitations, and successes with you. They want you to learn from them, but not to be them. A mentor would prefer that you choose the path for yourself, and excel beyond their personal standards. Mentors assume many roles; one day they may provide instruction or model admirable behaviours or skills, another they may connect you with important contacts or resources, still another day they may lift your spirits in the face of adversity.

 

Mentors are also crucial in the successful career development of young physicians (Stamm & Buddeberg-Fischer, 2011), and the career counselling that they provide can make a significant impact on the career trajectory of such individuals. In the United States, for example, almost 90% of paediatric residents reported having a mentor who provided career advice during their residency, and subsequent pursuit of a paediatric subspecialty fellowship was significantly associated with having a paediatric subspecialty mentor (Umoren & Frintner, 2014).

 

I have been fortunate enough to have had and continue to have the guidance and support of several mentors. However, having advanced in my training to the point that I can be viewed or approached as a mentor by learners is an even more satisfying role in this interaction. Through these relationships, I have hopefully provided mentees with the safety and support, honesty, and respect needed to support their individual decisions and pursuits.

 

Descriptions of my involvement in these various relationships are subsequently outlined. These involve more structured mentorship through programs and projects, as well as informal mentorship to students and residents, which as alluded to, allows for a significant impact on the life of a medical trainee.

 

References

 

Stamm, M, & Buddeberg–Fischer, B. (2011). The impact of mentoring during postgraduate training on doctors’ career success. Medical Education, 45, 488–496.

 

Umoren, R, & Frintner, M. P. (2014). Do Mentors Matter in Graduating Pediatrics Residents’ Career Choices? Academic Pediatrics, 14, 348-352.