by Carmen Nobre,
Pharm.D., PGY2 Oncology Resident, University of Maryland
Lines between being a preceptor and mentor often
blur. To be a preceptor is to
participate in a prearranged role where one assumes the responsibly of fostering
and building the core professional skills of a trainee. As outlined by American Society of
Health-System Pharmacists for pharmacy post-graduate residency programs1,
a preceptor is one that models, coaches, and facilitates a trainee's performance as a
professional.
To be a mentor is to function as a role model
within your given profession. Research on mentoring
indicates that a mentor should:2
·
be nurturing
·
be a role model
·
function as teacher, sponsor, encourager, counselor and friend
·
focus on the professional development of the mentee
·
sustain a caring relationship over time
This type of relationship is traditionally
freely entered by both parties (i.e. not as a requirement of a curriculum or
program). The mentor and mentee build a
closer, more personal relationship than that of a preceptor and student. Of no surprise, this often means that the two
parties share similar interests and characteristics. A mentor may participate in professional
activities with the trainee, and may also engage in discussions relating to the
trainee as an individual and not solely as a member of a larger group of
professionals. Topics of discussion often
include families, hobbies, frustrations, and ambitions.3
Despite their differences, the
terms preceptor and mentor are often interchanged. This may be due to their shared goal of
fostering the development of a young professional. Yes, both roles have the common goal of
guiding a trainee in their professional development, and coaching them through
their journey. Each role may also serve
to challenge the trainee, evaluate their performance, or offer advice. However, there exists a different tone
between these relationship. Most obvious
are the differences in the goals and benefits of these relationships, their
duration, the socialization process, the support for learning and feedback
given.4 Simply put, a
preceptor is more of an authoritative figure while a mentor acts more like an
older sibling.
Can these lines ever be blurred? Should they be blurred? If so, when is it appropriate to play this
dual role? Furthermore, how do you
juggle between the two? Playing this
dual role can be tricky. As a preceptor
there is a responsibility to evaluate the trainee, and provide constructive
feedback to further their growth. But as a mentor there is an expectation that
you offer support and advice in how to handle even the worst of
situations. Is it possible to provide
necessary criticism while being supportive?
In my experience, it can be difficult for both the
preceptor / mentor to have this overlapping relationship. From the trainee's perspective, it is difficult to maintain a goal-oriented
working relationship with a preceptor, and then switch modes and disclose personal
thoughts and feelings to that person.
In addition to identifying when it is appropriate to have a mentoring discussion,
it is also difficult to reveal your weaknesses and frustrations (or even
pleasant feelings) to a person who will be evaluating your performance. From the preceptor’s perspective, it must be
difficult to transition between nonjudgmental casual conversations and to
formal discussions and evaluations of the trainee's performance. Although it may be possible to carry this
dual role, it requires a certain degree of balance.
Nonetheless, the benefit of having a mentoring
relationship with a resident outweighs the risk of blurring the line between
being a preceptor or a mentor. There is
much to gain. There are opportunities to
exchange ideas, improve job satisfaction, and build networking
relationship. Many institutions have
developed formal mentoring programs where the mentor and mentee are paired and
given guidance about how to develop an effective relationship.5
Creating a formal mentoring program is one
way of incorporating this fundamental practice into a resident's
experience. Another way is to purposely integrate
it into the objectives of the residency curriculum. By including instruction about mentoring, it will
clarify the intent and expectations of the mentor-mentee relationship, and
would also ensure that important professional development topics are addressed
during the year. This would serve to
establish goals and clarify expectations (such as frequency of meetings). An example: mentors should set aside time to discuss potential career
opportunities after residency. It is
important to keep in mind the fundamental distinction between being a preceptor
and a mentor, and that any relationship requires effort from both parties to be
successful.6
Learning to be an effective preceptor and mentor requires
training for a successful and positive experience. As a recent graduate and having precepted my
first student, I commend those who are able to fulfill these dual roles. However, I would encourage new preceptors and
mentors to have an open exchange with their
trainees about expectations, and even seek advice from more experienced mentors
(i.e. become a mentee yourself).
References:
1. American Society of Health-System
Pharmacists. Education
and training. Accessed 2012 Oct 22
2. Kerry T,
Mayes AS. Issues in Mentoring, Routledge Publishing Company in association
with The Open University; New York, New York: 1995.
3. Wensel TM. New Practitioners Forum: Mentor or preceptor: What is the difference?
Am J Health Syst Pharm 2006; 63:1597.
4.
University of Medicine & Dentistry of New Jersy (UMDNJ) Center for Teaching Excellence. Teaching
Portfolio: Precepting and Mentoring [Web page]. Accessed 2012 Oct 22
5. Johnson
MO, Subak LL, Brown JS, et al. An Innovative Program to Train Health Sciences
Researchers to be Effective Clinical and Translational-Research Mentors. Acad Med. 2010; 85: 484–9.
6.
Sambunjak D, Straus SE, Marusic A. A Systematic Review of Qualitative
Research on the Meaning and Characteristics of Mentoring in Academic
Medicine J Gen Intern Med 2009; 25:
72–8.
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