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DESCRIPTION
Three sessions via Zoom:
September – Introduction, desired outcomes, definition of “success” (45 minutes)  
October – Maintaining Effective Communication and Aligning Expectations (90 minutes)
November – Assessing Understanding and Fostering Independence (90 minutes)

TARGET AUDIENCE
This course is intended primarily for physicians to maximize mentorship development curriculum to the Family Medicine Research leaders 

LEARNING OBJECTIVES
Upon conclusion of this activity, presenters should be able to:

September 21 – 90 minutes
Introduction to Mentor Training
Learning Objectives  - Mentors will have the knowledge and skills to:

1.  Explain who the other mentors in the group are and begin building a learning community
2.  Explain group dynamics and ways to make the group functional
3.  Describe how to establish ground rules for participation

October 19 – 90 minutes
Maintaining Effective Communication
Learning Objectives - Mentors will have the knowledge and skills to:

1. Provide constructive feedback
2. Communicate effectively across diverse dimensions including various backgrounds, disciplines, generations, ethnicities, positions of power, etc.
3. Identify different communication styles
4. Describe how to engage in active listening
5. Use multiple strategies for improving communication (in person, at a distance, across multiple mentees, and within proper personal boundaries)

Aligning Expectations
Learning Objectives - Mentors will have the knowledge and skills to:

1. Describe how to Effectively establish mutual expectations for the mentoring relationship
2. Explain how to clearly communicate expectations for the mentoring relationship
3. Describe how to align mentee and mentor expectations
4. Explain how personal and professional differences may impact expectations, including differences across disciplines when working in multidisciplinary teams

November 16 – 90 minutes
Assessing Understanding
Learning Objectives - Mentors will have the knowledge and skills to:

1. Assess their mentees’ understanding of core concepts and processes
2. Identify various reasons for a lack of understanding, including expert-novice differences
3. Use multiple strategies to enhance mentee understanding across diverse disciplinary perspectives

Fostering Independence
Learning Objectives - Mentors will have the knowledge and skills to:

1. Define independence, its core elements, and how those elements change over the course
   of a mentoring relationship
2. Employ various strategies to build mentee confidence, establish trust, and foster independence
3. Identify the benefits and challenges of fostering independence, including the sometimes conflicting goals of fostering independence and achieving grant-funded research objectives

 

Accreditation Statement
In support of improving patient care, Mayo Clinic College of Medicine and Science is jointly accredited by the Accreditation Council for Continuing Medical Education (ACCME), the Accreditation Council for Pharmacy Education (ACPE), and the American Nurses Credentialing Center (ANCC) to provide continuing education for the healthcare team.

Credit Statement(s):

AMA
Mayo Clinic College of Medicine and Science designates this live activity for a maximum of 1.50 AMA PRA Category 1 Credits^TM. Physicians should claim only the credit commensurate with the extent of their participation in the activity.

Disclosure Summary
As a provider accredited by Joint Accreditation Interprofessional Continuing Education, Mayo Clinic College of Medicine and Science (Mayo Clinic School of CPD) must ensure balance, independence, objectivity and scientific rigor in its educational activities. Course Director(s), Planning Committee Members, Faculty, and all others who are in a position to control the content of this educational activity are required to disclose all relevant financial relationships with any commercial interest related to the subject matter of the educational activity.  Safeguards against commercial bias have been put in place.  Faculty also will disclose any off label and/or investigational use of pharmaceuticals or instruments discussed in their presentation.  Disclosure of these relevant financial relationships will be published in activity materials so those participants in the activity may formulate their own judgments regarding the presentation.

Listed below are individuals with control of the content of this program who have disclosed…

Relevant financial relationship(s) with industry:
None

No relevant financial relationship(s) with industry:
Angela Bergene
Heather Billings, Ph.D.
Elissa Hall, Ed.D., M.A.
Cindy Kelly
Thomas Thacher, M.D.

For disclosure information regarding Mayo Clinic School of Continuous Professional Development accreditation review committee member(s), please go here. 

ATTENDANCE/CREDIT
Text the session code (provided only at the session) to 507-200-3010 within 48 hours of the live presentation to record attendance.  All learners are encouraged to text attendance regardless of credit needs.  This number is only used for receiving text messages related to tracking attendance.  Additional tasks to obtain credit may be required based on the specific activity requirements and will be announced accordingly. Swiping your badge will not provide credit; that process is only applicable to meet GME requirements for Residents & Fellows. 

TRANSCRIPT
Any credit or attendance awarded from this series will appear on your Transcript.

COURSE DIRECTOR(S)
Thomas Thacher, M.D.

QUESTIONS?
Contact Cindy Kelly at ph. 4-4270