PCM M1-M3 Mentor Program PCM3 Objectives Structure Mentorship formation Introduction to iSMART goal setting

PCM3 Objectives Interpret one’s own role in the medical education process and actively help others with their learning. (3.6) Develop strategies for addressing situations of professional misbehavior. (5.6) Demonstrate professional behavior by completing all course requirements, including course evaluations, in a timely manner (5.2) Utilize the small group facilitators and peers for personal and professional development advising needs. (8.2)

PCM3 Mentor Program Requirements Semester 1 Mentor Mentee Lunch Meet and Great: Assist mentee with SMART Goals At least 1 shadowing experience Semester 2 At least 2 shadowing experiences Revisit SMART Goals and assist in completion/revision

PCM Mentor Program Reflection Turn to your neighbors and share: 1 positive aspect of your experience as a mentee in the PCM Mentor Program and 1 negative experience As a few students to share out what they/their group said – illustrate the variety in experience, can mention feedback from course reviews (historically) are mixed while overall students find the program valuable -want to share that because it is valuable to develop mentorship, leadership, and teaching skills we have provided opportunities through new activities this year that aim to do so

Why Mentoring Matters Because you are EXCITED about actually getting to work with patients, and you should be! This is why you (hopefully) came to medical school. To practice real-life medicine. Your excitement is contagious and we hope you share this with your mentee. Help them look forward to 3rd year while guiding them through 1st!

Why Mentoring Matters You now have perspective and insight into the structure of medical school. From standardized exams, to OSCEs, to extracurriculars you are an expert on the first 2 years. As you learn the unique challenges of 3rd year, leverage your experience to both assist your mentee and remind yourself that you’ve got this! While third year is a different set of challenges, many are still the same. Through mentoring you will have the opportunity to reflect on strategies you used throughout M1-M2 to be successful.

Why Mentoring Matters Some same mimicry is flattery… but what happens when we mimic ”bad” behavior. Much of medical education is learned through example; sometimes picking up on positive behaviors and other times acknowledging a poor behavior and avoiding it. Mentoring allows you to provide guidance through the medical school hidden curriculum, helping your mentee navigate their first official clinical experiences as medical students and serving as a positive role model. Help your mentee not be this person  But, in all seriousness, mentoring is a humbling experience, selfless in many ways. It will hopefully allow you to pause, reflect on what you’re doing on your rotation, and gain perspective throughout the 3rd year.

Why Mentoring Matters Mentoring is a two way relationship. Our goal is not only for you to assist your mentee, but for your PCM3 faculty to assist in your mentorship development through focused feedback and periodic check-ins.

Characteristics of Successful Mentors: 4,6,7,8 Available/ accessible Approachable Selfless, altruistic (puts the needs of the mentees first) Generous with advice and guidance (vision) Shares expertise and influence Supportive (in action, in word, in listening) Good listener (active listener) Honest Compassionate Passionate Knowledgeable/ expertise Tough love, gives feedback honestly Patient Efficient Integrity (honest, trustworthy) Role Model Respectful   As you move through your 3rd year, we hope you call upon these characteristics within yourselves, consciously invest in them, and be able to discuss your role as a mentor as you move into your residency applications/interviews Lee A, Dennis C, Campbell P. Nature’s guide for mentors. Nature. 2007 Jun 14;447(7146):791-7. Straus SE, Johnsosn MO, Marquez C, Feldman MD. Characteristics of Successful and Failed Mentoring Relationships: A Qualitative Study Across Two Academic Health Centers. Academic Medicine. 2013;(1). 82-89. Hunter, L. Diversity Issues in Mentoring. University of Arizona Diversity and Inclusion. Faculty Mentoring Resources & Benefits. Prepared January 2015. Accessed July 2. 2016. http://diversity.arizona.edu/sites/diversity/files/diversity_issues.pdf

Preparing for our future careers Loyola Resident Job Description F.2. General Statement of Resident Duties Participation in the educational activities of the program and, as required, assume responsibility for teaching and supervising other residents and medical students by making daily rounds.

PCM Mentor Program New Components Overview PCM-3 Facilitators/Advisors Personal SMART Goal setting to be reviewed with PCM3 Facilitators/Advisors M3 Mentee Profile – send to M1 prior to meeting Lead M1 through their own SMART Goal setting during first meeting M1 SMART Goal check-in during shadowing times Clinical teaching experience- teach an aspect of the patient history to your M1 You will provide your mentee feedback at end of each semester on progress toward their self-identified SMART goals You’ll receive feedback on your mentoring skills from your M1/PCM3 Faculty

SMART Goal M1 Categories: Health and Wellness Career and Professional Development Leadership Teaching Interprofessional Development SMART Goal M3: -Mentoring and teaching

Possible SMART Goal Topics Teaching- provide insight into a difficult component of the patient history, identify “teaching” moments in patient encounters, provide constructive feedback to mentee, etc. Resources provided on PCM3 Sakai site

Upcoming Due Dates Your personal SMART Goal turned into your PCM3 small group facilitators/Advisors on July 17th Hard copy Draft email introducing yourself including a picture to send to your M1 mentee(s) when assigned Questions?