Peer Faculty Mentoring

Thursday, July 9, 2020, 12:00 AM - Saturday, July 8, 2023, 11:59 PM, Online

Internet Enduring Material sponsored by the Stanford University School of Medicine. Presented by Senior Associate Dean for Academic Affairs at Stanford University School of Medicine. This course is designed for faculty mentors in academic medicine at any career stage, whether brand new to mentoring peers, through to seasoned peer mentors who would like to stay current with issues and expectations of junior colleagues. The purpose of this course is to expand learners’ knowledge  of the dynamics of effective mentoring and techniques that yield positive results in mentoring relationships. It includes assessments of readiness and skills that were developed at Stanford based on evidence from research on mentoring effectiveness of peers and junior colleagues. There are no formal pre-requisites to take this course. However, it is recommended that learners take this course after having mentored a junior faculty peer for some time, or if they are about to enter a formal mentoring relationship with a colleague. We hope that anyone who is interested in acquiring or enhancing skills that support the needs of a new generation of faculty will find this course helpful to their enacting a positive and highly-effective roles as mentor.

  Release Date: July 01, 2020
  Expiration Date: June 30, 2023
   Estimated Time to Complete: 2.5 hours
   Registration Fee: FREE

AMA PRA Category 1 Credits™ (2.50 hours), Non-Physician Participation Credit (2.50 hours)

1. Recognize effective and ineffective mentoring conversations
2. Analyze common exchanges between faculty mentors and mentees and how the nature of those exchanges enhances or undermines the relationship
3. Develop strategies to establish mutual expectations, ensure commitment, and ask for feedback
4. Appraise the role of emotions in mentoring and implement evidence-based examples of appropriate responses to various emotional states by mentors and by mentees
5. Identify common missteps as well as supportive stances that mentors exhibit when mentoring women in academic medicine

In support of improving patient care, Stanford Medicine 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 Designation

American Medical Association (AMA)
Stanford Medicine designates this Enduring Material for a maximum of 2.50 AMA PRA Category 1 Credits^TM. Physicians should claim only the credit commensurate with the extent of their participation in the activity.

Accessibility Statement
 Stanford University School of Medicine is committed to ensuring that its programs, services, goods and facilities are accessible to individuals with disabilities as specified under Section 504 of the Rehabilitation Act of 1973 and the Americans with Disabilities Amendments Act of 2008. 

Cultural and Linguistic Competency
The planners and speakers of this CME activity have been encouraged to address cultural issues relevant to their topic area for the purpose of complying with California Assembly Bill 1195. Moreover, the Stanford University School of Medicine Multicultural Health Portal contains many useful cultural and linguistic competency tools including culture guides, language access information and pertinent state and federal laws.  You are encouraged to visit the Multicultural Health Portal: http://lane.stanford.edu/portals/cultural.html

Reference List/Bibliography
Bar-On, R. (2004). The Bar-On Emotional Quotient Inventory (EQ-i): Rationale, description and summary of psychometric properties. In G. Geher (Ed.), Measuring emotional intelligence: Common ground and controversy (p. 115–145). Nova Science Publishers.

Clark, S. M., & Corcoran, M. (1986). Perspectives on the professional socialization of women faculty: A case of accumulative disadvantage?. The Journal of Higher Education, 57(1), 20-43.

Giscombe, Katherine (2007).  Advancing Women Through the Glass Ceiling With Formal Mentoring. In Belle RR and Kram K (Eds), The Handbook of Mentoring at Work: Theory, Research, and Practice (p. 549-572).  Sage Publications.

Goleman, D., Boyatzis, R. and McKee A (2015).  Primal Leadership: The Hidden Driver of Great Performance. In On Emotional Intelligence (p.1-42). Harvard Business Review Press.

Hu, C, Wang S, Yu-Hsuan W, Chen C, Jiang DY. (2016). Understanding attraction in formal mentoring relationships from an affective perspective.  Journal of Vocational Behavior. Volume 94, June 2016, Pages 104-113.  https://doi.org/10.1016/j.jvb.2016.02.007

Lazarus, R. S., & Lazarus, R. S. (1991). Emotion and adaptation. Oxford University Press on Demand.

Luecke, R. (2004). Harvard business essentials: Coaching and mentoring. Harvard Business School Press, Boston, Massachusetts.

Ragins, BR and Kram, K. (2007).  The Handbook of Mentoring at Work: Theory, Research, and Practice.  Sage Publications.

Travis, E. L., Doty, L., & Helitzer, D. L. (2013). Sponsorship: a path to the academic medicine C-suite for women faculty?. Academic Medicine, 88(10), 1414.

View more References and Tools in the module. 

The Stanford University School of Medicine adheres to ACCME Criteria, Standards and Policies regarding industry support of continuing medical education.

The content of this activity is not related to products or the business lines of an ACCME-defined commercial interest. Hence, there are no relevant financial relationships with an ACCME-defined commercial interests for anyone who was in control of the content of this activity.