ebook ebooks e-book e-books downloaden bei MyEbooks.ch downloaden

Surgical Mentoring Building Tomorrow's Leaders

:	John L. Rombeau, Amy Goldberg, Catherine Loveland-Jones
:	Surgical Mentoring Building Tomorrow's Leaders
:	Springer-Verlag
:	9781441971913
:	1
:	CHF 47.50
:

:	Klinische Fächer
:	English

:	172
:	Wasserzeichen
:	PC/MAC/eReader/Tablet
:	PDF

Drs. Rombeau, Goldberg, and Loveland-Jones have written this book on surgical mentoring to fill an obvious need. It is up-to-date, comprehensive, readable, and evidence-based ... Surgery is a small world with many satisfying rewards behind each of the many doors. Good mentorship provides the right keys for the right doors for the young surgeon. Both the mentor and mentee should read this book to better understand the who, what, when, where, and how of surgical mentorship in the modern era. What you learn will likely make a difference in your career.

John L. Rombeau, MD Professor of Surgery, Temple University School of Medicine Emeritus Professor of Surgery, University of Pennsylvania A practicing colorectal surgeon, Dr. Rombeau has been mentoring surgical trainees for 35 years. He is a four-time recipient of the Resident-Faculty Teaching Award from the Department of Surgery, University of Pennsylvania and recipient of the W. Emory Burnett Award for Teaching Excellence given by the surgical residents at Temple University. Dr. Rombeau is in Who's Who Among American Teachers and Educators and Who's Who in Medicine Higher Education. Amy J. Goldberg, MD Professor of Surgery, Temple University School of Medicine Chief, Division of Trauma/Surgical Critical Care and Surgery Residency Program Director, Temple University Dr. Goldberg has devoted her entire academic career to teaching surgical trainees. She has been the Residency Program Director at Temple University since 2003. Dr. Goldberg is a five-time awardee of the Golden Apple Award for Teaching and three-time recipient of the W. Emory Burnett Award for Teaching Excellence given by the surgical residents at Temple University. Additionally, she has received the prestigious Christian R. and Mary F. Lindback Foundation Award for Distinguished Teaching at Temple University. Catherine E. Loveland-Jones, MD Resident in Surgery, Temple University Hospital Research Surgical Fellow, Fox Chase Cancer Center, Philadelphia Dr. Loveland-Jones' interests include advances in surgical simulations and information technology. She hopes to pursue a career in surgical oncology and continue her strong interests in surgical education.

	Surgical Mentoring	3
	Preface	7
	Foreword	11
	Acknowledgments	13
	Table of Contents	15
	Chapter 1: What is Mentoring and Who is a Mentor?	17
	Mentoring and Mentor – Definitions	18
	Differences Among Mentors, Teachers, and Role Models	20
	Defining the Mentee	21
	History and Evolution of Mentoring	22
	Literature	22
	Nineteenth Century	24
	Early Surgical Mentoring (Preceptorships)	24
	Halstedian Training	25
	Twentieth Century	26
	Influence of Television	26
	Twenty-first Century: A Changing Paradigmfor Surgical Mentoring	27
	Summary and Conclusions	30
	References	30
	Chapter 2: Why Surgical Mentoring is Important and Evidence That it Makes a Difference	31
	Jonathan E. Rhoads – A Successful Surgical Mentor	32
	Importance of Mentoring to the Mentee	34
	Evidence-Based Benefits to the Mentee	34
	Mentoring in Academic Medicine	34
	Mentoring and Research	37
	Medical Students Rotating on Surgical Services	38
	Specialty Selection of Surgical Residents	39
	Importance of Mentoring to the Mentor	41
	Importance of Mentoring to the Patient and Surgical Care in General	42
	Summary and Conclusions	43
	References	43
	Chapter 3: What are the Qualities of an Outstanding Surgical Mentor?	45
	Qualities in Outstanding Surgical Mentors	46
	Personal Attributes	46
	Character/Integrity/Professionalism	46
	Humanism	51
	Curiosity	53
	Availability/Accessibility	54
	Knowledge Proficiency	54
	Technical Expertise	55
	Teaching Skills	56
	Qualities of a Mentor as Perceived by Students, Interns and Residents	57
	Summary and Conclusions	59
	References	59
	Chapter 4: How and Where Should Surgical Mentoring Be Performed?	61
	How Should Surgical Mentoring Be Performed?	62
	General Principles	62
	Mentoring by Example	62
	Socratic Method	63
	Intentional Mentoring	64
	Unintentional Mentoring – Mentoring Moments	64
	Mentoring by Faculty	65
	Mentoring Junior Faculty	65
	Mentoring Residents	67
	Mentoring Students	70
	Mentoring by Surgical Residents	72
	Negative Mentoring	74
	Failed Mentoring	74
	Written Evaluations and Verbal Feedback to Student and Resident Mentees	76
	Written Evaluations	76
	Verbal Feedback	77
	Where to Mentor?	79
	Office of the Attending Surgeon	79
	Hospital Inpatient Rounds	80
	Outpatient Clinic	80
	Operating Room	81
	Mentoring Students in the Operating Room	82
	Mentoring Residents in the Operating Room	83
	Research Laboratory	84
	Future Directions	86
	Summary and Conclusions	87
	References	87
	Chapter 5: Mentoring Women Surgeons	89
	General Issues Confronting Women Surgeons	91
	Lack of Effective Mentors	91
	Gender-Based Discrimination	92
	Disproportionate Family Responsibilities	93
	Insufficient Maternity Leave and Lack of Institutional Childcare Facilities	94
	Pitfalls When Men Mentor Women	95
	Women Mentoring Women	96
	Program to Mentor Women Faculty	97
	Association of Women Surgeons (AWS) and American College of Surgeons (ACS)	97
	How to Mentor Women Surgeons More Effectively	98
	Stimulate Interest in Teaching and Leadership	98
	Encourage Mentees to Seek Multiple Mentors	100
	Incorporate Lifestyle Issues into the Mentoring Process	100
	Facilitate Networking	101
	Women Leaders in Surgery	102
	Summary and Conclusions	107
	References	107
	Chapter 6: Mentoring International Medical Graduates	109
	Background/Demographics	111