243align within one’s department and organization [ 26 , 39 , 40 , 41 ]. Having varying
mentoring/coaching models makes it difficult to research mentoring and coaching
organizations; however, ensuring mentoring and coaching relationships are embed-
ded with the surgical workplace learning environment is the greater priority.
In order for mentoring and coaching to work well, a supportive culture needs to
be in place. In a supportive culture, learners inherently have opportunities to con-
nect with mentors and coaches. Given the depth of competencies required of future
surgeons, surgical learners need access to a wide range of coaches and mentors with
varying skill sets. By having wide range of access to coaches and mentors, learners
will be able to align their experiences with their goals as well as build both formal
and informal relationships focused on development. Depending on the current cul-
ture of the surgical setting, the process for building a mentoring and coaching pro-
gram may range from a relatively natural transition to a more difficult, cumbersome
process. There are a few strategies that can help create and/or bolster a mentoring
and coaching program.
Find Advocates and Leaders for Coaching and Mentoring Most leaders are moti-
vated to ensure their students, residents, and faculty members are performing at
their best. Deans, department chairs, program directors, and teaching faculty mem-
bers serve as the leadership backbone of surgical education. In order to create a
successful mentoring and coaching culture, generating their buy-in for coaching
and mentoring is a must. To build a case for the power of mentoring and coaching,
the existing research around the impacts of coaching and mentoring is a good place
to start. Some of this research has been briefly referred to within this chapter, but the
chapter does not provide an exhaustive literature review. Exploring and sharing the
literature around coaching and mentoring often generates interest. In addition, most
people have stories in which a coach and/or mentor served a pivotal role in their
personal and professional development. When people recognize the role coaching
and mentoring played in their own success, they often want to create the same kind
of learning opportunities for others. Facilitating conversations around coaching and
mentoring in existing committee meetings, during casual hallway conversations,
and through formal one-to-one appointments is a good way to find those who will
advocate and lead coaching and mentoring initiatives. In addition, these conversa-
tions generate interest and provide insight into people who are interested in being a
coach and/or mentor. For mentoring/coaching programs to last, there needs to be a
champion who will move through the next steps. Identifying who (person, commit-
tee, department) will be responsible for having an ongoing commitment to mentor-
ing and coaching is a priority.
Provide Training and Development Around Coaching, Mentoring, and
Coachability The research on mentoring and coaching has led to the creation of a
wide range of training programs that help prepare people to coach and mentor oth-
ers. Prior to integrating coaching and mentoring in a formal sense, a wise strategy is
to offer training for students, residents, and faculty members. It is important for the
organization to pick the coaching/mentoring training program that fits best or to
14 The Surgical Workplace Learning Environment