Surgical Mentoring (eBook)

Building Tomorrow's Leaders

John L. Rombeau, Amy Goldberg, Catherine Loveland-Jones (Autoren)

eBook Download: PDF

2010 | 2010
XVI, 172 Seiten
Springer New York (Verlag)
978-1-4419-7191-3 (ISBN)

Infos

Drs. Rombeau, Goldberg, and Loveland-Jones have written this book on surgical mentoring to fill an obvious need. It is up-to-date, comprehensive, readable, and evidence-based ... Surgery is a small world with many satisfying rewards behind each of the many doors. Good mentorship provides the right keys for the right doors for the young surgeon. Both the mentor and mentee should read this book to better understand the who, what, when, where, and how of surgical mentorship in the modern era. What you learn will likely make a difference in your career.

John L. Rombeau, MD Professor of Surgery, Temple University School of Medicine Emeritus Professor of Surgery, University of Pennsylvania A practicing colorectal surgeon, Dr. Rombeau has been mentoring surgical trainees for 35 years. He is a four-time recipient of the Resident-Faculty Teaching Award from the Department of Surgery, University of Pennsylvania and recipient of the W. Emory Burnett Award for Teaching Excellence given by the surgical residents at Temple University. Dr. Rombeau is in Who's Who Among American Teachers and Educators and Who's Who in Medicine Higher Education. Amy J. Goldberg, MD Professor of Surgery, Temple University School of Medicine Chief, Division of Trauma/Surgical Critical Care and Surgery Residency Program Director, Temple University Dr. Goldberg has devoted her entire academic career to teaching surgical trainees. She has been the Residency Program Director at Temple University since 2003. Dr. Goldberg is a five-time awardee of the Golden Apple Award for Teaching and three-time recipient of the W. Emory Burnett Award for Teaching Excellence given by the surgical residents at Temple University. Additionally, she has received the prestigious Christian R. and Mary F. Lindback Foundation Award for Distinguished Teaching at Temple University. Catherine E. Loveland-Jones, MD Resident in Surgery, Temple University Hospital Research Surgical Fellow, Fox Chase Cancer Center, Philadelphia Dr. Loveland-Jones' interests include advances in surgical simulations and information technology. She hopes to pursue a career in surgical oncology and continue her strong interests in surgical education.

Inhalt

Surgical Mentoring 3
Preface 7
Foreword 11
Acknowledgments 13
Table of Contents 15
Chapter 1: What is Mentoring and Who is a Mentor? 17
Mentoring and Mentor – Definitions 18
Differences Among Mentors, Teachers, and Role Models 20
Defining the Mentee 21
History and Evolution of Mentoring 22
Literature 22
Nineteenth Century 24
Early Surgical Mentoring (Preceptorships) 24
Halstedian Training 25
Twentieth Century 26
Influence of Television 26
Twenty-first Century: A Changing Paradigmfor Surgical Mentoring 27
Summary and Conclusions 30
References 30
Chapter 2: Why Surgical Mentoring is Important and Evidence That it Makes a Difference 31
Jonathan E. Rhoads – A Successful Surgical Mentor 32
Importance of Mentoring to the Mentee 34
Evidence-Based Benefits to the Mentee 34
Mentoring in Academic Medicine 34
Mentoring and Research 37
Medical Students Rotating on Surgical Services 38
Specialty Selection of Surgical Residents 39
Importance of Mentoring to the Mentor 41
Importance of Mentoring to the Patient and Surgical Care in General 42
Summary and Conclusions 43
References 43
Chapter 3: What are the Qualities of an Outstanding Surgical Mentor? 45
Qualities in Outstanding Surgical Mentors 46
Personal Attributes 46
Character/Integrity/Professionalism 46
Humanism 51
Curiosity 53
Availability/Accessibility 54
Knowledge Proficiency 54
Technical Expertise 55
Teaching Skills 56
Qualities of a Mentor as Perceived by Students, Interns and Residents 57
Summary and Conclusions 59
References 59
Chapter 4: How and Where Should Surgical Mentoring Be Performed? 61
How Should Surgical Mentoring Be Performed? 62
General Principles 62
Mentoring by Example 62
Socratic Method 63
Intentional Mentoring 64
Unintentional Mentoring – Mentoring Moments 64
Mentoring by Faculty 65
Mentoring Junior Faculty 65
Mentoring Residents 67
Mentoring Students 70
Mentoring by Surgical Residents 72
Negative Mentoring 74
Failed Mentoring 74
Written Evaluations and Verbal Feedback to Student and Resident Mentees 76
Written Evaluations 76
Verbal Feedback 77
Where to Mentor? 79
Office of the Attending Surgeon 79
Hospital Inpatient Rounds 80
Outpatient Clinic 80
Operating Room 81
Mentoring Students in the Operating Room 82
Mentoring Residents in the Operating Room 83
Research Laboratory 84
Future Directions 86
Summary and Conclusions 87
References 87
Chapter 5: Mentoring Women Surgeons 89
General Issues Confronting Women Surgeons 91
Lack of Effective Mentors 91
Gender-Based Discrimination 92
Disproportionate Family Responsibilities 93
Insufficient Maternity Leave and Lack of Institutional Childcare Facilities 94
Pitfalls When Men Mentor Women 95
Women Mentoring Women 96
Program to Mentor Women Faculty 97
Association of Women Surgeons (AWS) and American College of Surgeons (ACS) 97
How to Mentor Women Surgeons More Effectively 98
Stimulate Interest in Teaching and Leadership 98
Encourage Mentees to Seek Multiple Mentors 100
Incorporate Lifestyle Issues into the Mentoring Process 100
Facilitate Networking 101
Women Leaders in Surgery 102
Summary and Conclusions 107
References 107
Chapter 6: Mentoring International Medical Graduates 109
Background/Demographics 111
Challenges Confronting IMGs 112
Discrimination/Negative Stereotype 113
Language Difficulties 114
Cultural Impediments 114
Visa Limitations, Variability of Medical School Curriculum and Pre-requisites to EnterUS Surgical Residencies 116
Recommendations to MentorIMG Surgical Residents 117
Introductory Orientation for IMG Residents 118
Assign Faculty Mentor 120
Assign Resident Mentor 121
Programs to Mentor IMGs 121
IMG Leaders in US Surgery 123
Summary and Conclusions 126
References 126
Chapter 7: How to Develop Faculty Mentors 129
Obstacles to Faculty Mentoring 130
Lack of Equitable Financial Remuneration 130
Faculty Time Constraints 132
Mentoring Activities Devalued 132
Lack of Formal Training in How to Mentor 133
How to Develop Faculty Mentors 133
Establish a Mentoring Culture 133
Recruit the “Right” Faculty 134
Establish Mentoring-Related FinancialRemuneration and Incentives 136
Provide Protected Time 137
Establish Highly Valued Awards Specifically for Mentoring 138
Provide Formal Training on How to Teach and Mentor 138
Delegate Selective Student Mentoring to Appropriately Trained Surgical Residents/Fellows 139
Developing Surgeon-Scientist Mentors 140
Faculty Mentor – Written Evaluationand Verbal Feedback 141
Written Evaluation 142
Verbal Feedback 143
Objective Assessment 143
Faculty Discontent 144
Potential Areas for Research 145
Summary and Conclusions 146
References 146
Chapter 8: How to Choose a Mentor 148
Responsibilities of the Mentee 149
General Principles for Selecting a Mentor 151
General Principles 152
Mentor Selection Tailored to the Professional Level of the Mentee 154
The Medical Student Mentee 154
The Surgical Resident Mentee 155
The Junior Faculty/Private Practice Mentee 156
Maintaining the Relationship – Beinga Proactive Mentee 156
Terminating the Relationship 157
Summary and Conclusions 158
References 159
Chapter 9: Future Directions 160
Forces of Change 160
Simulation 162
Virtual Reality 169
Telementoring 171
Personal Computers 173
Mosaic Mentoring 174
Objective Assessment of Technical Skill 175
Summary and Conclusions 176
References 177
Appendix: Websites of Interest (Organized by Chapter) 180
Index 182

Produkt-Details

• Erscheint lt. Verlag: 10.9.2010
• Zusatzinfo: XVI, 172 p. 40 illus.
• Verlagsort: New York
• Sprache: englisch
• Themenwelt: Medizinische Fachgebiete ► Chirurgie ► Viszeralchirurgie
• Schlagworte: abdominal surgery • academic leadership • Mentorship • Surgery • teaching surgical skills • Women
• ISBN-10: 1-4419-7191-2 / 1441971912
• ISBN-13: 978-1-4419-7191-3 / 9781441971913