Is there a role for mentoring in Surgical Specialty training?

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Practice points
•	There are considerable changes in the structure of medical training currently and so support at this time is crucial.
•	If we wish trainees to thrive and excel rather than “just be competent” we need to consider adjuncts such as mentoring to maximise training and development.
•	Mentoring could be undertaken on a formal or informal basis; face-to-face or by email.
•	Training for the mentors and interest from and engagement of the mentees is crucial.
•	Mentoring should ideally be independent of assessment.

Table 1.  The scope and benefits of mentoring

Trusted and faithful guide - to guide on the journey of development

Facilitator - enables the mentee to open up new possibilities and set/achieve goals

Coach - encouragement and feedback; acquisition of new skills

Sounding board - a safe place to try out new ideas

Critical friend - supportive challenge

Networker - helps develop useful connections at work

Role model - the example from which to learn

Connor, Johnson, Pokora & Redfern, 2006, Mentoring Development Programme Handbook.

Table 2.  Mentoring profile form

Name?

Describe key events in your life?

What would a partner, close friend or relative say about you?

What are your values? What's really important to you?

What are your main interests?

Why are you interested in mentoring?

Wht skills do you have which would help you as a mentor?

Whittaker & Cartwright 1990, The Mentoring Manual.

Table 3.  Setting the mentor direction

What do you want to become?

What do you want to be different in your circumstances in 12 months time?

How do you want to feel about your work, or yourself at that time?

How will you know if you have made progress?

What will you do when you have made this transition?

What specific help would you find most useful?

Edgehill University; http://webct.edgehill.ac.uk (accessed 2005).

Table 4.  The skills and qualities needed by a mentor

Ability to

Listen and hear what is said

Question and challenge their own thinking and the thinking of other

Summarize and reflect back

Give and receive constructive feedback

Point out connections and contradictions

Display empathy and understanding

Encourage problem solving and seek solutions

Recognize and acknowledge emotions

Trust others and be trusted by others

Be open and honest with self and others

Be a "tough" friend

Give as well as receive unconditional time and space

Whittaker & Cartwright, 1990, The Mentoring Manual.

Connor M, Johnson M, pokora J, Redfern N. Mentoring Development Programme Handbook. The Mentoring Development Group, Durham, UK 2006

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