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

2. 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)

3. 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

4. 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

5. 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!

6. 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.

7. 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.

8. 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.

9. 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 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)
Hunter, L. Diversity Issues in Mentoring. University of Arizona Diversity and Inclusion. Faculty Mentoring Resources & Benefits. Prepared January Accessed July

10. 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.

11. 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

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

13. 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

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