Learning Community Mentor

3 weeks ago

North Chicago, United States Rosalind Franklin University of Medicine & Science Full time
Job DescriptionJob Description

Position Summary

The Office of Student Affairs in the Chicago Medical School (CMS) at Rosalind Franklin University of Medicine and Science invites applications for four part-time Learning Community Faculty Mentor positions. Learning Community Faculty Mentors are responsible for providing longitudinal advising, mentoring, teaching, and social support to medical students. The learning communities at Chicago Medical School provide medical students with a familiar group of peers that lasts throughout medical school. Under the leadership of a Learning Community Faculty Mentor, approximately 48 students (one-fourth of each medical school class) develop trust and help one another adapt to the culture of medicine. Sixteen Learning Community Mentors link vertically with students in other classes through the four CMS Houses. Learning Community Faculty Mentors are expected to serve a four-year term. The annual faculty salary for this part-time position is $10,000/year, which will be divided into twenty-six equal payments per year for four years.

Who Are We

Rosalind Franklin University of Medicine and Science (RFUMS) is a six-college graduate health sciences university dedicated to the interprofessional education of health and biomedical professionals. Chicago Medical School, the original college of the six, has been educating physicians and furthering biomedical research for more than 100 years. Established in 1912, the founders built a combined medical school and hospital where working men and women could study medicine at night.

As a community-based institution, CMS students experience a variety of clinical environments and models; including, inner-city and suburban hospitals, the James A. Lovell Federal Health Care Center that serves U.S. military personnel, as well as private clinics and practice settings. Training focuses on positioning patients at the center of care and as an active member of the healthcare team. During student didactic training, CMS’ simulation labs allow students to sharpen their interactive and communication skills and develop critical reasoning. Students have early clinical contact, experience a supportive environment, and can count on a faculty dedicated to student success.

Faculty and staff are passionate about CMS’ mission to educate physicians and scientists dedicated to providing exemplary, compassionate patient care, and excellence in scientific discovery within a diverse, supportive, and interprofessional environment.

Essential Duties & Responsibilities

  • The learning communities at Chicago Medical School provide medical students with a familiar group of peers that lasts throughout medical school. CMS learning communities allow students to feel part of a dedicated cohort that is focused on co-curricular learning that is beneficial in terms of feeling supported and validated during medical school. Faculty Mentors collaborate with their student leaders to organize monthly learning community meetings with their students focused on community building, professional development, wellness, and careers in medicine Additionally, Faculty Mentors and students contact each other to address personal and professional issues.

  • Collaborates with CMS leadership to facilitate information or presentations to their student cohort during monthly meetings.

  • Meets regularly with the CMS Assistant Dean of Student Affairs and Learning Community Advisors to strategize support for students in need of additional academic, professional, wellness, and/or career support..

  • Collaborates with OSA learning community staff to develop and maintain information for annual reporting on house meetings and student one-on-one advising sessions.

  • Advising: Beginning in the fall of M1 year and then twice a year throughout medical school, community faculty mentors meet individually with every student. Faculty mentors and students review the students’ academic performance, discuss their progress concerning competencies, career development and help the students to create learning plans. These meetings also cover the students’ methods of maintaining their own physical and mental health. Faculty mentors receive notification of their students' academic progress and contact struggling students to offer help.

  • Mentoring: Faculty mentors serve as role models in classroom and clinical settings. They reflect on their views of clinical medicine and provide examples of medical interactions for the students to discuss. Faculty mentors invite students, especially in the preclinical years, to shadow them in their clinical work. For students who are interested in specialties outside the faculty mentor’s field, mentors make clinical contacts available for students.

  • Social Support: Faculty mentors participate in ceremonies marking important events in the students’ education, including new student orientation/white coat ceremony, M2 classroom to clerkship ceremony, match to residency event, and graduation ceremony. Each community has a limited budget for social gatherings.

  • Faculty Development: Faculty Mentors are expected to participate in an orientation their first year and in annual faculty mentor Student Support Services Workshops . Mentors are expected to serve as a resource to each other.

Conditions of Employment

  • Must achieve satisfactory results from a background check

  • Must have proof of COVID 19 vaccination and booster or a university-approved exemption

  • Must utilize Rosalind Franklin’s email for communication and access shared resources

Required Education & Experience

  • M.D. or D.O. degree, residency certificate; Six years of clinical practice experience and current clinical practice.

  • Must have the highest ethical standards and possess strong personal and professional integrity.

  • Strong communication and interpersonal skills are of utmost importance.

Required Knowledge, Skills, & Abilities

  • Familiarity with new practice development and team-based care

  • Familiarity and experience in Chicago and the surrounding medical community

  • Administrative experience

  • Appreciation of diversity

  • An understanding of student health services

Typical Physical Demands & Working Conditions

  • Selected candidates must have the mental and physical capabilities to perform the essential functions of the position with or without reasonable accommodations.

EOE, Including Disability / Vets

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