Connecticut
Library Association
Mentor Program
In late November 2001, I read a notice in the Western Connecticut Library Council newsletter about the Connecticut Library Association’s (CLA) mentor program. I was extremely interested in establishing a mentoring relationship with a practicing medical librarian and contacted CLA for additional information. The program required a one-year commitment from both the mentor and protégé. In addition to CLA meetings, there were to be monthly meetings throughout the year. I completed my application for the program in December 2001 and specifically requested a medical librarian as a mentor. In January 2002, I was assigned a mentor, Kathleen Crea, MLS, 6th Year, AHIP. Kathleen is the Information and Education Services Librarian at the Lyman Maynard Stowe Library at the University of Connecticut Health Center in Farmington, Connecticut. She is also a graduate of Southern Connecticut State University.
The orientation session was held in January 2002. During this session, mentors and protégés met one another for the first time. Materials were distributed explaining mentoring, the history of the CLA mentoring program, and ideas on how to develop the mentoring relationship for both the mentor and protégé. We were asked to develop goals and objectives for the year and to work toward meeting these goals. We were encouraged to visit one another’s work place, and my mentor arranged to meet me at Waterbury Hospital Health Center Library on February 4, 2002. Our visit lasted two hours and it was a enjoyable beginning to the year-long program. During the visit we talked about our expectations from the program and reviewed literature that was distributed by the CLA. We exchanged resumes and discussed our backgrounds. At that meeting, we also decided to set the following goals that we could work toward during the year:
Goals for the CLA Mentor Experience
· Increase reference skills by observing reference services in an academic medical setting.
· Improve searching skills and techniques using Medline, PubMed, and other medical databases.
· Gain exposure to other types of medical libraries (e.g., a large academic medical center).
· Gain a better understanding of the new technologies being implemented in medical libraries.
· Increase awareness of innovations in the field.
· Increase consumer health services skills.
· Gain exposure to bibliographic instruction.
· Establish contact with other professionals in the field.
On February 6, 2002, I attended a continuing education workshop sponsored by the Medical Library Association. Sync or Swim: Managing the Flood of PDAs in Health Care, was a satellite teleconference held at the University of Connecticut Health Center in Farmington, Connecticut. I attended this workshop with a co-worker and with my mentor. I was introduced to other medical librarians at the program. It was a valuable program and I enjoyed interacting with the other attendees.
On March 19, 2002, my mentor arranged for me to visit the University of Connecticut Health Center for the day and scheduled various meetings with library staff members. During my onsite visit I met with the following people:
Ralph Arcari, Director
Evelyn Breck Morgen, Associate Director
Lynn White, Director, Health Sciences Education Center
Lorna Wright, Head of Automated Systems
Robert Joven, Information Services Librarian
Kathleen Crea, Information Services Librarian
During my time at the center, I was given a tour of the library and the health center and was introduced to the staff of the library. I learned about its “problem based learning” program and the classes taught by the medical librarians, and I spent time at the reference desk with the director of the library, Ralph Arcari. The library is planning renovations, and I spent some time looking at the blueprints and learning about the proposed changes from Evelyn Breck-Morgan, the assistant director. Kathleen Crea also shared sample medical reference searches with me and we discussed search strategies and the databases being utilized. Finally, we reviewed some important medical reference works that the librarians use, and Kathleen suggested several titles to me for review. My visit to the University of Connecticut Health Center gave me the opportunity to learn about the role of the medical librarian in an academic setting.
Throughout the year, my mentor and I attended CLA sponsored meetings, held informal meetings over lunch or coffee, and visited one another’s work place. I was encouraged to sit in on classes taught by librarians at the Health Center. We exchanged e-mails and maintained communication. Whenever I had a question relating to medical library issues, I felt comfortable contacting her, and found that her advice and knowledge was extremely helpful.
In May of 2002, the CLA held a meeting at the Middletown Library Service Center to review progress in the program. The mentors were divided into work groups and were asked to respond to questions and to assess the program. The protégés were also divided into groups, shared their experiences with the program, and were asked to respond to questions and offer suggestions for improvements and to suggest topics for future meetings. The following items were requested as part of the program: more-group planned meetings and special events, creation of an online discussion list for mentors and protégés, a list of mentors and protégés with e-mail addresses, and e-mail reminders throughout the year with helpful suggestions and hints to encourage more meetings and innovative ways to keep the mentor relationship active and vibrant. The meeting was quite successful, and it was an enjoyable way to meet other mentors and protégés. An article by Kathy Lescoe, entitled Mentoring Program Update, appeared in the July/August 2002 (vol. 44, no. 7) issue of Connecticut Libraries. The CLA Mentor Committee also planned a workshop on interviewing and resume writing for Fall 2002. An “end of program” celebration was held at the end of the year.
In late September, Kathleen invited me to visit the center and sit in on a “problem based learning” (PBL) class of first year medical students. Kathleen and a physician served as facilitators for this class. It was quite interesting to observe this class, and I saw the important role that the medical librarian plays in the educational process in a medical school.
The most important aspect of the mentor relationship was having someone to contact when I needed clarification on an issue in the field. My mentor was quite happy to assist me with any questions and always made time to discuss any issues that interested me. She was particularly helpful in critiquing my resume and assisting with interview tips and strategies. Kathleen reviewed my resume and cover letter and asked other librarians for their input. The suggestions made for a clear, concise, and visually appealing resume which I used in my job search. Her own experience in interviewing applicants was of great value. We discussed interview tips and techniques and she offered advice on my job search. Her input was priceless. My mentor also agreed to serve as a reference in my job search.
The mentor relationship I established with Kathleen will continue throughout my career. As I enter the profession, this relationship may move from mentor and protégé to that of colleague and colleague. I have greatly appreciated her sound advice, her genuine interest, and her willingness to share knowledge and skills. For me, the mentor program has been beneficial and one of the highlights of my education.