Mentoring in the clinical setting: Process, issues and challenges
- Author:
Sivalingam Nalliah
- Publication Type:Review
- Keywords:
Mentor, clinician-educator, clinical setting
- From:International e-Journal of Science, Medicine and Education
2012;6(1):4-10
- CountryMalaysia
- Language:English
-
Abstract:
Abstract: Mentoring in academic medicine requires the
trained mentor to commit time, purpose and dedication
for the personal and professional development of three
categories of protégés or mentees i.e. medical students,
the clinician-trainee and the clinical-educator.
Conventionally, assigned mentors monitor the progress
of the first two categories of personnel as their career
pathway is clearly defined. On the other hand the
clinician–educator in academic medicine could be a
scientist or a career clinician expected to contribute to
medical education activities and research. The clinicianeducator has grown in complexity as he multitasks in providing clinical care, assists in delivering the medical curriculum and is expected to do research and publish. Although there is dearth of research in mentoring the clinician-educator, it is clear that mentored clinicaleducators are more productive by way of scientific
publications. Trained mentors are expected to identify
the needs of the mentee with regards to the level of his
career development and his aptitude to move up the
academic ladder, successfully nurturing the maturation
process. Processes of mentoring in the clinical setting,
attributes of the successful mentor and facilitating the
mentee in overcoming challenges in academic medicine
are discussed.
- Full text:W020150928546414827386.pdf
