Graduate Studies Mentorship/Practicum Program

Transcription

1 Canadian Chiropractic Specialty College of Physical & Occupational Rehabilitation Collège canadien de chiropratique spécialisé en réadaptation physique et professionnelle Graduate Studies Mentorship/Practicum Program

2 Mentorship/Practicum Overview In January 2006, The Canadian Federation of Chiropractic Regulatory and Educational Accrediting Boards (CFCREAB) established some common Standards for the recognition of all Chiropractic specialists. These Standards were updated in 2008 and it was recommended that the Specialty Colleges create a common core educational curriculum that would: provide greater standardization of the educational requirements of Graduate Students in each of the five recognized chiropractic specialties; demonstrate to the public and the profession the advanced nature of the graduate studies educational curriculums; and demonstrate the ongoing mandatory qualifications necessary to maintain specialist status. The curriculum of the graduate studies programs of each Specialty College covers key areas integral to the preparation of the Graduate Student for Fellowship examinations. It was recommended that each program should be 1000 hours in length. In May 2010, after extensive review and collaboration with the Canadian Memorial Chiropractic College, the then Canadian Chiropractic College of Rehabilitation Sciences approved a new curriculum for chiropractors seeking to fulfill the requirements to sit the College s Fellowship examination. This College is now recognized as the Canadian Chiropractic Specialty College of Physical and Occupational Rehabilitation (CCPOR) and its active Fellows are entitled to use the acronym FCCPOR(C) after their names. The academic program in Chiropractic Rehabilitation is a three year program and is designed to develop chiropractors with a specialist level of ability in the area of physical and occupational rehabilitation. The program stresses the practical and theoretical aspects of advanced clinical practice in the area of physical and occupational rehabilitation as well as an advanced level of knowledge and skills in education and research. The CCPOR eventually envisions the development of subspecialties in a variety of additional area such as Geriatric Rehabilitation, Paediatric Rehabilitation, Cardiac Rehabilitation, Neurologic Rehabilitation, Pain Management and Occupational Health. This subspecialties would require between 200 and 250 hours of additional training. The new format used during the course of study is varied and includes self directed learning, distance learning, problem based learning, small group discussions, graduate student/field practitioner seminars and practical clinical and research experience. Each area of study is taught or supervised by qualified members of the faculty at CMCC, the CCPOR as well as experts from other institutions. Some courses may be substituted by courses offered at accredited Canadian Universities but these courses must be approved by CCRS in advance of their completion. All Graduate Students are expected to participate in Graduate Student Seminars (Rounds). In addition, where applicable, placements (Clinical Practica), including Internal and External Multidisciplinary Practica will be incorporated into the programme. Graduate Student Seminars (Rounds): a. Graduate Student rounds: utilise selfdirected and small-group learning to complete an evidence-based review of neuro-musculo-skeletal clinical sciences related to chiropractic. They emphasise conceptual understanding and problem solving, as opposed to factual recall, and encourage discussion by creating an atmosphere for learning. b. Multidisciplinary rounds: Attendance at multidisciplinary rounds exposes Graduate Students to interdisciplinary discussions related to more complex neuro-musculoskeletal conditions not commonly seen in an office practice. Graduate students are encouraged to attend these types of rounds on an availability basis.

3 Mentorship/Practicum Overview Clinical Practica: The graduate studies programme in Physical and Occupational Rehabilitation has mandatory and optional Clinical Practica. A total programme of a minimum of 400 hours is required with direct and indirect supervision by a Mentor or their designate. This may cover but is not limited to several areas including clinical placements, multidisciplinary placements and hospital placements, as are available which will permit the Graduate Student the opportunity to observe and participate. A minimum of 200 hours through direct Mentor supervision and 200 hours spent with at least 2 different placements of their choice is required. Subsequent hours may be indirectly supervised by the Mentor. The Mentor will also serve as a resource to the Graduate Student as he/she completes their 600 hours of course work and self-directed learning. Placements (Clinical Practica) normally include: a. Internal Clinical Practica: Students in all graduate programs spend time practicing in local designated clinics. This may include their own clinical practice. a. External/Multidisciplinary Practica: The graduate student s skills may be further developed at specialized external rotations as may be available. Students in all graduate programs are encouraged to participate in a number of external/ multidisciplinary clinics as may be available to them in their local communities. What does a Mentor do? Some of the functions of mentor include: Teaches the Graduate Student about a specific issue Coaches the Graduate Student on a particular skill Facilitates the Graduate Student s growth by sharing resources and networks Challenges the Graduate Student to move beyond his or her comfort zone Creates a safe learning environment by taking risks Focuses on assisting the Graduate student s total development Mentor Requirements Must be an active Fellow of the CCPOR Must have been a Fellow of the CCPOR for at least three years Must hold current liability insurance with CCPA Must be in Clinical practice or actively providing related chiropractic services Must be willing to be available to the Graduate Student up to 10 hours per month Willingness to participate in Mentorship training Willingness to provide guidance and serving as a role model for upholding the highest ethical standards Willingness to treating Graduate Students respectfully Ability to encourage and critique oral and written presentations Willingness to encouraging participation in professional meetings of regional groups as well as of learned societies Willingness to facilitating interactions with other Fellows, Graduate Students and in the wider professional community Willingness to assist with applications for research funding, fellowship applications, and other applications as appropriate for the respective discipline Willingness to be the Graduate Student s advocate in academic and professional communities Willingness to provide career guidance, specifically assistance in preparation of CV and job interviews, and writing letters of recommendation in a timely manner Willingness to recognize and give value to the idea that there are a variety of career options available to the Graduate Student in her/his/your field of interest and accepting that the Graduate Student's choice of career options is worthy of your support

4 An Introduction to Mentorship What is mentorship? Mentorship is present across healthcare disciplines in both academic and practice settings. Mentoring relationships can occur in a variety of settings. A vast range of definitions attempting to capture the meaning of mentorship are available, each reflecting different roles and intents behind mentoring. Common to most definitions of mentorship is an acknowledgement of the reciprocal, one-to-one nature of the relationship between a more experienced and a less experienced individual for the purpose of personal and professional development. A few examples of mentoring definitions are offered here for consideration: Mentoring is a dynamic and non-competitive nurturing process that promotes independence, autonomy, and self-actualization in the Graduate Student while fostering a sense of pride and fulfillment, support and continuity in the mentor. Mentoring occurs when a senior person (the mentor) in terms of age and experience undertakes to provide information, advice, and emotional support for a Graduate Student (the mentee) in a relationship lasting over an extended period of time and marked by substantial commitment by both parties. Mentoring is a teaching-learning process acquired through personal experience within a one-to-one, reciprocal, career development relationship between two individuals diverse in age, personality, life cycle, professional status, and/or credentials. These definitions focus on the individual mentoring relationship one that exists between two individuals in a particular organization or setting. What distinguishes mentorship from other teaching relationships? There are a number of features that distinguish mentorship from other interactions between more experienced and less experienced individuals in organizational or institutional settings. Mentorship can, but does not always, exist in relationships between teacher and student or between professionals at varying levels of a bureaucratic or academic hierarchy. Mentoring relationships grow over time and are intentional, purposeful and interpersonal. Table 1: Some Features of a Mentoring Relationship Feature Description A differential in knowledge or competence exists between mentor and mentee The mentor holds greater knowledge and experience in the specific discipline or organization than mentee. Mentorship is a teaching-learning process The mentee is engaged in an accelerated process of learning by sharing the experience, successes, and mistakes of the mentor. The mentor promotes the development of the competencies of the mentee. The mentee s experience of learning is extended from acquisitional to experiential. The relationship fosters critical thinking for both the mentor and mentee. Mentorship involves reciprocal roles Both mentee and mentor engage and challenge each other. The mentee often brings enthusiasm and creative ideas and the mentor brings experience and knowledge to the relationship. The mentoring relationship contributes to generating theory, conducting research, and organizing for practice and policy change.

5 Benefits of Mentoring Research exploring the impact of mentoring demonstrates a number of benefits for mentees, mentors, and the organizations or disciplines in which they work. Individuals who are mentored report significantly higher levels of satisfaction and success than their non-mentored counterparts. In academic settings, research has identified mentorship as a strong predictor of satisfaction with graduate education. Research in academic settings shows that if mentoring does not occur in graduate school, it is unlikely to occur later in a student s career. Graduate programs (and other programs intended to facilitate career transitions) are therefore ideal and important settings for incorporating mentorship to maximize on its benefits. A concise summary of some of the key benefits of mentoring are: Benefits for Organizations Benefits for Mentors Benefits for Mentees Strengthened capacity. Eased transition periods for new members. Attraction and retention of members. Creation of alliances and partnerships. Enhanced commitment of members to the organization. Creation of a culture of organizational citizenship. Enhanced leadership capacity within the organization. Succession planning: Mentee become mentors and leaders. Alliances with decision makers are created. Professional development. Increased confidence. Reflective thinking. Learning from mentees about new information and trends. Enhanced career and personal satisfaction. Contribution to discipline and next generation. Enhanced managerial skills. Enhanced leadership skills. Inspirational and rejuvenating effect of interaction with enthusiastic mentee. Enlarged professional network Satisfies College s annual maintenance requirement for Fellowship Establishment of networks. Enhanced career development and opportunities. Enhanced sense of security and reduced stress. Skill and knowledge development. Enhanced insight into organizational culture. Receipt of guidance, support and feedback. Leadership skills development. Increased upward mobility, career satisfaction, access to resources, opportunities to work with decision makers.

6 Types of Mentoring Direct, Collegial and Indirect Mentoring Formal and Informal Mentorship Direct mentoring is perhaps the most closely aligned with the definitions of mentorship provided previously. It is a direct relationship between two individuals, often a more experienced member of an organization or group (the mentor ) and a less experienced member of the same organization or group (the mentee or protégé ). It can emerge from a supervisor-student relationship or designated mentoring program. Depending on the nature of the organization, this type of mentoring relationship may be formal or informal, horizontal or top-down. Collegial mentoring incorporates the characteristic of friendship into the traditional definition of the mentoring relationship. This type of mentorship acknowledges and promotes the development of a personal, supportive relationship between mentor and mentee. It may commence through friendship or professional contact rather than as a result of professional needs. Junior faculty, for example, may develop collegial mentoring relationships with more senior faculty. Another example is a studentsupervisor relationship that evolves into a collegial relationship, creating opportunities for collaboration in research beyond the thesis or dissertation. Formal and informal mentorship differ in the way the relationship is initiated, how mentor and mentee are identified, and the focus, length, and structure of the relationship. Formal mentorship evolves from structured, organized programs or assigned roles within an organization. The intent of formal mentorship programs is usually focused on meeting goals and objectives defined by the organization or guiding the initiation of a mentee into a particular organization. They are commonly time-bound ( 6 months to a year) and often rely on the organization to match a mentee with a mentor. Informal mentorship develops through mutual identification the mentor believes in the mentee s potential and the mentee selects mentors they consider role models. This type of mentoring relationship is often characterized by a greater sense of collegiality or friendship and is driven by the developmental needs of both the mentor and mentee. The relationship is unstructured and not bound by time, often evolving over several years. Indirect mentoring does not involve direct contact between one mentor and one mentee, but rather is the result of intentional efforts from a mentor to be available to junior members of an organization or emerging mentees. By humanizing the processes, social norms, and culture of the organization and by being open to allowing newcomers to know a more personal side of the mentor, mentorship can occur without contact between mentor and mentee. For further information on becoming a Mentor in the Graduate Studies Program of the Canadian Chiropractic Specialty College of Physical and Occupational Rehabilitation please contact the College at: Education Chair Canadian Chiropractic Specialty College of Physical and Occupational Rehabilitation 39 River, Toronto, ON M5A 3P1 (416)

7 Mentor Agreement Form Graduate Studies Program - Physical and Occupational Rehabilitation (The Applicant and the Referee sections must be completed - please print) To the Applicant You are required to submit one Mentor Agreement form to the Graduate Studies Admissions Committee. This individual must be an active Fellow of the College and must agree to serve as your advisor over the course of your Graduate Studies Program. This individual may also serve as one of your Referees.. All Mentor Agreements are to be submitted using a copy of this form. Applicant s Name: Last First Middle Name of Mentor: Last First Middle Signature of Applicant Date To the Mentor The information supplied on this form will be used for the purposes of assessing the applicant s qualifications for admission to the Graduate Studies Program in Rehabilitation of the Canadian Chiropractic Specialty College of Physical and Occupational Rehabilitation. Entrance into this program serves as partial fulfilment of the requirements to becoming a Fellow of the College. As the Applicant s mentor, you are agreeing to serve as his/her advisor during his/her Graduate Studies Program. In signing this form, you are also indicating that you have read the duties of a Mentor and agree to serve in that capacity. Contact Information (required): Address: Street & Number City Province Postal Code Telephone Number: Fax Number: I hereby agree to serve as a Mentor for the above mentioned applicant. Signature of Referee Date CCPOR - Mentor Agreement Form (Ver 01/14)