Mentoring in Dentistry Pilot Study by PkERdgz

VIEWS: 2 PAGES: 9

									       Mentoring in Dentistry - Background
                                PIMD
                            Dental Section

    UG/VT          VT/GPT/SHO         Specialist Training      CPE/CPD
   Interface
   Lecturers    Trainers & Advisers      Hosp Trainers       Dental Tutors


The Continuum   PDP                   PDP                   PDP*
Tutor/Mentor    Problems              Problems              Problems*
                Trainer & Trainee     Trainer & Trainee Recertification*
                Appraisal             Appraisal             Performance
Career Advice   Career Advice         Career Advice         Career Advice


Support to Develop  Enhanced Quality Training & Care 
Mentoring in Dentistry Pilot Study

Aim:
To evaluate the response of postgraduate dental tutors
and advisers to a mentoring training programme and it’s
potential for future education planning.

Course:
The 4 day mentoring course focused on learning to
use the Egan model1. The course involved learning
about the stages of the model as well as enhancing
communication skills. Role play was used in order
to practice and acquire the skills.
1. Egan G. The Skilled Helper, California, Brooks Cole.
                     Method
The sample:
9 dental tutors/vocational training advisors.
Data:
Collected before and after the course using self-
completion questionnaires and by semi-structured
interview 2-3 months after the course.
Data analysis:
•SPSS for the questionnaires.
•Interviews recorded and transcribed.
•Analysis using thematic content analysis2,
[detailed examination of the interview transcripts
to identify important themes and quotations that
are examples of the same underlying concepts ]
                                2. Straus and Cobin
Results:
Tutors reported an increased understanding of
what mentoring is:
Mentoring happens within an ongoing relationship where
the mentor facilitates the process of the demented in
articulating their feelings and ideas, and in planning their
actions. Confidentiality is of key importance. (Tutor 7, before)
“Mentoring is part of a relationship where the mentor helps
the other person to become what they want to be and
realise their potential” (Tutor 7, after)

“Traditionally, the mentor is a trusted and faithful
guide for a person who is on a journey of
personal, professional and career development”3
                            3 .Connor Mary (1998) Mentoring for Medics
Results :
What they learned about themselves & mentoring
“Part of what the course did for me, made me realise
that I haven’t got anybody and I wish I had”
“We are wonderful fixers, we go "problem- solution"
and now, having done the course, I am more aware of
the need for perspective and helping people come
to their own decisions”

What skills did they acquire?
“The main skill was structured thinking. Rather than
an ad hoc basis of just approaching something and
jumping in… I gained listening skills, and structured
thinking skills. I think those are the two most important
ones probably.
Results :
Initial application of mentoring was ... positive
“I've tried to use the skills .. and it (makes) an amazing
difference. It makes me feel better and it makes the
person think that I am someone with a different
approach, someone who seems to listen a lot more.”

“I really enjoyed (brainstorming) when we were
practising and so I tried it…I got the same sort of
reaction that I had initially…. It was good it does work!”


“I listened to him and then went through different
options and then got him to make a plan and ....”
Views on the use of mentoring to assist
GDPs on continuing education planning :
“I’m quite happy to discuss how you can achieve
fulfilling post-graduate education, but if you don’t want
to do post-graduate education, no amount of
compulsory mentoring is going to help.
“I feel as though we need some additional training”.
“I would like to do this… my concern is…there may
not be time or funding provided for it…(time) I mean
I’m over committed now”
“Funding should be made available. It has to be sold
in the right manner. It doesn’t have to be seen as a
threat. It’s got to be an opportunity” … “again I
think you'd have a job getting money off a GDP”
Conclusions :

Seven out of the eight tutors who took part in this study
were positive about the use of mentoring to assist dentists
with their educational and career development needs.



The perceived problems with mentoring were :

•a low level of uptake  due to a negative image or lack of
 information on mentoring,
•lack of funding and time and
•a need for support and further training for the mentors.
Recommendations:
•Survey the mentees, following mentoring
 practice to assess success and problems with mentoring.
•Uptake for mentoring will depend on a positive response
 from the above and on offering a choice of mentor.
•A long-term follow up of mentoring activity should ascertain
 the continued use/demand for mentoring.
•An advisory/support group to share information on
 mentoring and offer on-going training.
•If demand increases, the network of mentors will
 need to increase to reduce the workload on the few(~20).
•A working party should be set up in order to monitor
 development of mentoring with particular heed to
 cost and benefits of the service.

								
To top