Practical Applications of Coaching and Mentoring in Dentistry

Provides an understanding of the theory of coaching and mentoring with practical applications within the field of dentistry

Practical Applications of Coaching and Mentoring in Dentistry offers a comprehensive overview of the theory of coaching and mentoring as it applies to the field of dentistry.

The book includes practical case studies that demonstrate how dental professionals have implemented coaching and mentoring into their daily practice. Grouped into themes such as remediation, foundation training, outreach training, and specialist practice, it also explains the coaching and mentoring techniques chosen and applied. Core topics include:

• A thorough introduction to the mechanics of mentoring
• The characteristics of typical mentors, mentoring engagements and the different types of mentoring
• What mentoring can achieve
• An exploration of business coaching, including the difference between mentoring and coaching
• Discussions of the various types of models used within mentoring and coaching

Promoting the importance of coaching and mentoring, Practical Applications of Coaching and Mentoring in Dentistry highlights the positive impact and benefits, and is a valuable resource for dental professionals, dental organisations, and local dental committees.

Janine Brooks is Lead Clinical Tutor at the University of Bristol and Educational Inspector for the General Dental Council. She is Trustee of the Dentists’ Health Support Trust and Coach for the Professional Support Unit in Thames Valley. She is also Chief Executive Officer of Dentalia Coaching and Training Consultancy.

Helen Caton-Hughes is an author, coach, and founder of the Forton Group of companies. She is an assessor for the International Coach Federation and a coach supervisor and mentor. She works across the spectrum of health management, business development, and marketing.

About the Authors xii

List of Contributors xiv

Foreword xvi

Acknowledgements xviii

1 Introduction 1

History 2

Uses of Mentoring 3

Distinctions and Boundaries 4

What’s Inside This Book 6

How to Use This Book 6

References 7

2 Mentoring 9

In Its’ Simplest Form the Mentoring Equation Is: Teacher + Coach = Mentor 9

Who is a Mentor? 11

Why Be a Mentor? 11

Reverse Mentoring 11

Inter-professional Group Mentoring 12

The Roles of an Effective Mentor 12

What Can Mentoring Achieve? 14

Choosing a Mentor 15

The Power Relationship in Mentoring 15

Compatibility and Rapport 16

Diversity 16

Degree of Interest 16

Logistics 16

Personality 17

Roles and Responsibilities 17

Matching Mentor and Mentee 17

Ethics 18

Supervision 20

The Current State of Play 21

Conclusion 22

References 22

3 Coaching 23

What is Coaching? 23

Purpose of Coaching 25

Example 25

Some Coaching Examples 26

Distinctions Between ‘Coaching’ and ‘Mentoring’ 27

Ideas that Underpin Coaching 28

Resources and Resourcefulness 28

Egan’s “Skilled Helper” Model 29

The Traditional Role of a Skilled Helper 30

How Does Coaching ‘Work’? 31

Conclusion 32

References 32

4 The Forton Model 35

Skills and Competencies of Coaching 35

Definition of a ‘Skill’ 36

Definition of Competency 36

The Role of the Coach 37

Tools for Mentoring and Coaching 37

The Coaching ‘Journey’ 38

Purpose 38

Reality 38

Plan 39

Action 39

Review 39

The Forton Model 39

Coaching Principles 40

Partnership 40

Principle Two: Trust 43

The Coach Trusting Themselves 44

Principle Three: Presence 44

Principle Four: Possibility 45

Principle Five: Accept, Blend, and Create (A, B, and C) 46

The Skills of Coaching 46

Receptive Listening 47

Asking Great Questions 48

The Skills of Reflecting 49

The Skills of Supporting 50

The Steps of the Coaching Conversation 51

Purpose: Setting and Meeting Objectives 51

Scoping Questions: The Coaching Conversation Purpose 51

Current Reality 52

Tapping into the Coachees’ Resourcefulness 53

New Insights – The Plan Step 54

Tactics 55

Overcome Barriers 55

Review Steps 55

The Review Step: From One Conversation to Another 56

Reflective Learning in Coaching 56

Receiving Feedback 57

The ‘Field’, or the World of the Coachee 58

References 58

5 Practical Case Studies 61

Background to the Case Studies 61

Improving UK Dental Service Quality 61

Underpinning Concepts 62

The Role of Coaching and Mentoring in Supporting Dental Service Quality 63

The Case Study Projects 64

Case Study Categories 64

Category One Case Studies: Dentists in Difficulty Including PASS 64

Local Dental Committee (LDC) 64

Practitioner Advice and Support Scheme (PASS) 64

PASS Aims and Objectives 65

PASS Processes 65

Case Study One 65

Thames Valley PASS Contributor: Dr. Barkat Ahmed BDS 65

Programme Success Indicators 65

Referrals to the Mentoring Scheme 67

Mentoring Group Evaluation 69

Case Study Two 70

The Dorset PASS Contributor: Mrs. Sarah Jackson BDS 70

Case Study Three 72

Dentists in Difficulty Including PASS Contributor: Dr. Sumair Khan BDS 72

Case Study Four 74

Designing and Implementing a Mentoring Scheme in Birmingham Contributor: Dr. Ahmad El-Toudmeri BDS 74

Category Two Case Studies Evaluation 77

Case Study Five 78

An Evaluation Methodology: A Piece of Reflective Writing for PAG Contributor: Dr. Claudia Peace BDS 78

Category 3 Case Studies: Early Years in a Dentists’ Career 80

Case Study Six: Educational Supervisors and Foundation Dentists 80

Contributor: Dr. Frederick Fernando BDS 80

Evaluation of the Educational Supervisor as a Mentor 82

Issues Uncovered During the Process 82

Poor Performance 83

Communication 83

Poor Self-awareness 83

Case Study Seven: Assessing How Coaching and Mentoring Can Impact Dental Students in an Outreach Setting Contributor: Dr. Stephen Denny BDS 84

Southend Outreach Academic Clinic 84

Creating the Mentoring Environment – Spheres of Influence 85

Case Study Eight: Year 1 Post Foundation Dentists Contributor: Dr. Keith George BDS 88

Case Study Nine: Smile Restorative Mentoring Programme Contributor: Dr. Jin Vaghela BDS 89

Why Mentoring? 90

The Mentors 91

Category Four Case Studies: Risk Management and Quality Assurance (QA) 91

Case Study Ten: Denplan Risk Management/QA (Contributors: Dr. Ewa Rozwadowska BDS and Dr. Catherine Rutland BDS) 92

Risks Experienced by Dentists 92

Category Five Case Studies Tools/Models 95

Case Study Eleven: Using Coaching Cards – Tools or Props? Contributor: Ms. Jane Davies-Slowik MBE BDS 95

Domain 1: The Principles of Coaching 97

Domain 2: Coaching Skills 97

Domain 3: The Steps 98

Domain 4: The Field, i.e. Resources 98

Emotional Intelligence 99

Coaching for Values 99

Practical Ways of Using Coaching Cards for Team Coaching 99

Practical Ways of Using Coaching Cards for Individual Coaching 100

Self-development 101

Conclusion 101

Case Study Twelve: Contributor: Mrs. Shilpa Chitnis BDS 102

P – PERSPECTIVE 102

E – EMPATHY 102

A – AWARENESS 103

R – RAPPORT 103

L – LISTENING 104

S – SUPPORT 105

References 106

6 Discussion 109

Beyond One-to-One: Coaching and Mentoring Groups and Teams 110

Group Coaching and Mentoring 110

Team Coaching and Mentoring: Shared Goals and Direction 111

Coaching in Virtual Environments 111

Coaching in Organisations: Organisational Dynamics, Does Size Matter? 112

Coaching and Mentoring Boundaries 112

How and When to Use Coaching and Mentoring 113

Barriers to Introducing Coaching and Mentoring 114

Attitudinal Barriers 114

Structural Barriers 115

Typical Benefits of Coaching and Mentoring 115

Impact of Coaching and Mentoring 116

Prevention 116

Neutralising 116

Remediation 116

Performance Conversation 116

Development Conversation 117

Themes from the Case Studies 117

Personal Performance 117

Health and Well-Being 118

Key Take Away Messages 120

Communication 120

Key Take Away Messages 121

Mentoring and Coaching as Regular and Every Day 122

Key Take Away Message 122

Supportive Culture for Coaching and Mentoring 122

Key Take Away Messages 122

Share and Enjoy 123

Key Take Away Messages 123

Integrating Mentoring into Structures and Systems 123

The Whole Professional Career 123

Key Take Away Messages 124

Organisational Culture 124

Myth Busting 125

‘Deskilling’ 125

Anyone Can Mentor 126

Age – ‘reverse mentoring’ 126

Inter-professional Mentoring 127

Reflection is Not Measurable; Therefore, Not Worthwhile 127

Failure is Failure – Or is It an Opportunity to Learn and Improve? 128

No Time to Mentor 128

A Note for Covid-19 129

Conclusion 129

References 130

Glossary of Terms – Organisations and Other Descriptors 133

Further Reading 139

Index 140

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