Experience of a faculty development workshop in mentoring at an Indian medical college.
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Date
2016-09
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Abstract
Background. Our medical college is running a mentoring
programme for undergraduate medical students since 2009.
The academic leadership of the college identified the need to
change the focus of the programme from mere problemsolving
to professional and personal development of mentees.
Methods. A core group of mentors designed and
implemented a workshop on mentoring for 28 students. The
workshop included reflections on the participants’ previous
experiences about mentoring, discussion on perceptions of
mentees about the existing mentoring programme, self-analysis
of mentoring skills, overview of the Surrendering, Accepting,
Gifting and Extending (SAGE) model and demonstration of
effective mentoring skills using role plays and a film. We
collected written anonymous feedback from participants at the
end of the workshop to elicit their responses regarding various
aspects of the programme, change in their views about
mentoring and suggestions for future workshops.
Results. A majority of the participants (17, 60.7%) said
that role plays and reflection on role plays were the most
valuable part of workshop as they provided clarity on the
concepts about mentoring. The most frequently identified
take-home messages were: building trust with the mentee (7,
25%), balance in life and approach towards the mentee (6,
21.4%), and understanding that mentoring is a process
geared towards personal and professional development of the
mentee (6, 21.4%).
Conclusion. The participants’ reaction to the workshop
was positive. The responses of participants suggested that the
workshop was successful in changing their views regarding the
purpose of the mentoring programme.
Natl Med J India 2016;29:286–9
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Varma Jagdish R, Prabhakaran Anusha, Singh Suman, Singh Praveen, Ganjiwale Jaishree, Pandya Himanshu. Experience of a faculty development workshop in mentoring at an Indian medical college.National Medical Journal of India. 2016 Sept-Oct; 29(5): 286-289.