Developing Effective
Mentoring Relationships
Dayna Early, MD
• Expectations
• Communication
Expectations
• budget writing
• grant writing
• research design and
funding
• promotion and tenure
• curriculum development
• resident teaching and
evaluation
• practice management
• medico-legal issues
• negotiating contracts
• time management skills
• presentation skills
• communication skills
Communication
Same institution/practice
• Face-to-face
– Initial contact face-to-face.
• Specific request for mentoring
– Informal contact as well as scheduled
meetings
– Formal assessment--P & T/partnership
• Division Director/Senior partner
• Electronic
– Provides convenient way to communicate
on straightforward issues
– “keeping in touch”
Communication
Different institution/practice
• Initial contact by phone or face-to-face.
– DDW or other national meeting
– Invite your mentor to speak
• Electronic
– Provides convenient way to communicate
on straightforward issues
– “keeping in touch”
• Try to communicate once every month/every
other month…
Communication
• Regular, usually focused.
• Do not assume that advice will be offered if it
is not solicited.
• Be as specific as possible when asking for
advice.
• Be considerate of your mentor’s time.
• Maintain confidences.
Communication
• Listen to what your mentor says, even if you
initially don’t agree with it.
• Show appreciation of your mentor’s time and
involvement.
• Keep the lines of communication open with
your mentor, even after the formal mentoring
relationship has ended.
If the relationship
isn’t working
talk with your mentor
about ending it.
Scenario 1
• Nationally known
scientist and
leader
• Top positions in
AGA
• Basic scientist
• Book editor
• Former Div Dir
• Junior faculty
• Research focus
Scenario 1, continued
• Communication was mostly email and
phone, but meet face-to-face at DDW.
• Main interaction focused on grant
writing and manuscript review.
• Current topics of discussion include
career direction.
• Mentoring relationship has lasted at
least 7-8 years.
Scenario 2
• Nationally known
figure, primarily
as an educator
and researcher
• Long history of
AGA involvement
• Program director
at top medical
school
• Junior faculty,
research
background but
endoscopy focus
Scenario 2, continued
• Initial contact electronic and
intermittent.
• Meet yearly at DDW, continue electronic
communication.
• Mentoring relationship focuses on
career choices, promotion and tenure.
• Mentoring relationship has lasted > 5
years.
Scenario 3
• Nationally
recognized leader
in AGA and ASGE.
• Academic clinician
• Top medical
center
• Master
endoscopist
• Junior faculty at
small academic
institution
• Endoscopy focus
• No significant
mentoring at the
time
Scenario 3, continued
• Initial contact phone, regular contact
email.
• Meet face-to-face at DDW
• Mentor encouraged AGA/ASGE
involvement, provided multiple
networking opportunities.
• Mentee sought advice when making
institution/job change.
• Mentoring relationship for > 5 years.
AGA Career Development
Program (CDP)
• The CDP Mentoring Project was first proposed in 1997
by the Gastroenterology Women’s Coalition (comprised
of members from the AGA, ASGE, ACG, and AASLD).
• Administrated by the Women’s Committee of the AGA;
currently administered through the Trainee and
Education Committee of the AGA.
• Designed to promote networking, and to encourage
involvement in AGA.
• Pairs traditionally have been matched by clinical
academic/research/private/industry interest. Also
consider gender, specific areas of interest.
A firm commitment to the mentoring process and a
willingness to invest time and energy are the most
important components for a successful relationship.
Mentoring is in many ways an elusive concept and an
individual process.