Mentoring III: Mentoring for the Mentee in Academic Medicine

This module is not available for AMA PRA Category 1 Credits™

Category: Mentorship

Mentoring in academic medicine seems more important in today's climate than ever before. Academic practitioners are facing increased pressures on all fronts, and navigating the promotion and tenure waters alone is difficult.

This introductory module is designed for mentees who strive to get the most out of mentoring relationships and complements the Mentoring I, II and IV modules. Please read on if you are embarking or refreshing your role as a mentee.

Author

Karyn L. Kassis, MD, MPH

Dr. Kassis graduated with honors from the University of Pittsburgh School of Medicine with a dual degree in Medicine and Public Health in 1999. She completed her internship and residency in general pediatrics at The Johns Hopkins Hospital in 2002. After completing residency she worked as an attending physician in a community pediatric emergency department in Baltimore for five years before joining the faculty at Baylor College of Medicine. At Baylor, Dr. Kassis recognized her passion for teaching and participated in a two year Educational Scholars Fellowship Program and became engaged in teaching medical students and residents.  In 2009, she joined The Ohio State University College of Medicine Faculty as an attending physician in the Department of Pediatrics, section of Pediatric Emergency Medicine.  In addition to her clinical role, she currently serves as the co-director of resident education for the section of Pediatric Emergency Medicine, and as the Director of the Office of Faculty Development for the Department of Pediatrics.  She frequently lectures on microteaching techniques, as well as practicing them in her clinical setting. Her research interests include communication strategies in medical education, mentorship and faculty development initiatives.

 

John D. Mahan, M.D.

Dr. Mahan is a Professor of Pediatrics in the OSU College of Medicine and serves as Director for the Center for Faculty Development at Nationwide Children’s Hospital in the Department of Pediatrics.  He practices as a Pediatric Nephrologist and continues to serve as Pediatric Nephrology Fellowship Program Director at Nationwide Children’s Hospital/OSU, Columbus, Ohio and Director for Education in the OSU College of Medicine Center for Faculty Advancement, Mentoring and Engagement (FAME).

In addition to serving as Senior Editor for the FD4ME since 2010, through FAME oversees a team of medical educators devoted to promoting best educational practices in medicine, online faculty development through FD4ME, and contributing to medical education innovation and scholarship. He has presented on medical education topics at workshops and symposia at the annual AAMC, ACGME, Pediatric Academic Societies Meeting, Association of Pediatric Program Directors Meeting, American Society of Pediatric Nephrology Meeting, American Society of Nephrology Meeting, International Pediatric Nephrology Association and the Annual Dialysis Conference. 

He was a member of the Federation of Pediatric Organizations Strategic Visioning Summit (2013) and is a recipient of the ACGME Parker Palmer Courage to Teach Award (2013) and the OSU College of Medicine Faculty Teaching Award (2006).  He was elected to the Alpha Omega Honor Society (Drexel University) (2012) and Arthur Gold Humanism Society (2013).  He was recipient of the Nationwide Children’s Hospital Career Achievement Award (2014).  He also serves as Chair of the Editorial Board to the American Academy of Pediatrics (AAP) Pedialink, the online portal to AAP education and educational resources.

Objectives

  1. Define the unique role of the mentee in academic medicine.
  2. Differentiate the role of the mentee in three different types of mentoring.
  3. Define and explain the use of three essential tools for career management.
  4. List the ideal qualities of an effective mentee.

Online Module

When completing the on-line module you will be presented with learning objectives, brief cases, questions for reflection (not scored), and interactive lessons with hyperlinks to engage you along the way. Once you complete the lessons, you will be presented with the Module Evaluation and then the Post Test (which requires a score of 70%), followed by the opportunity to print your Continuing Education Certificate. Modules remain available for your future reference once you have completed them.