1. "BFEFs: developing professionals through mentors, colleagues & community : 3 fellows' experiences." Todd Hill, PhD, R.Psych. Ass’t Prof. / Director of Behavioural Medicine University of Calgary Department of Family Medicine Jill R. Schneiderhan, M.D. Clinical Instructor Department of Family Medicine University of Michigan Medical School Tom Linde M.S.W. Instructor Group Health Cooperative Family Medicine Residency

2. Disclosure None to report

3. Learning Objectives Upon completing this session, participants should be able to: Articulate, with improved insight and detail, how mentoring and collegiality have helped shape their professional identity, values, knowledge, skills and satisfaction. Write or verbalize a plan of how to foster and maintain their own mentoring, collegial and community relationships, as well as inspire, instruct and support their residents in doing the same. Instruct residents in how mentoring, collegial and community relationships, during the span of one’s professional development, fosters professionalism and work satisfaction.

4. Profession “The whole point and purpose of professional society is to apply knowledge and expertise to the production of enough sophisticated goods and services to meet the needs of every citizen” "the development of formal qualifications based upon education, apprenticeship, and examinations, the emergence of regulatory bodies with powers to admit and discipline members…”

5. Professionalism Professionalism is “the moral understanding among professionals that gives concrete reality to... the... social contract (between the profession and the public)”.

6. Professional Identity One day you are_________________ The next day you are _____________ These are the tasks and responsibilities of your new role_________________ How does this new job affect your sense of identity – Who are you now? Without peer and mentor relationships to provide the framing for this identity formation, how would this identity take shape?

7. BFEF - Background In 2010, the BFEF was created as a collaboration between the groups ‘Behavioral Science’ and ‘Family in Family Medicine’. It is designed to support new faculty who are charged with the development and implementation BS curriculum. The BFEF is a year-long experience during which small groups of new faculty benefit from mentoring relationship with pairs of seasoned BS faculty.

8. BFEF - Background The formal objectives of the BFEF include: achieving a better understanding of the medical culture, and learning how to increase the value of integrating BS core principles into the practice of family medicine. BFE Fellows participate in a professional development plan that builds upon the fundamentals of BS education.

9. BFEF Within the first 5 years of becoming a Behavioural Scientist / Family Systems educator Participants are divided into ‘working groups’ of 4 You are provided with a mentor You are introduced and integrated into a larger STFM community

10. 3 Components Groups of 4 – collegiality Mentors – mentorship STFM Spring Conference Behavioural Science Forum (Chicago) community

11. Mentorship

12. Collegiality

13. Community

14. BFEF Friends Mentors Community Professional Identity

15. Exercise #1: Self Reflection Your own experiences of mentorship (both toward your own mentors and towards those you have mentored) Collegiality (consider times when you have felt the support of colleagues or lack thereof) Community (consider especially those times you have felt supported by a broader community of professionals in your field or area of expertise).

16. Exercise #2: Paired Conversation Discuss your answers above with an emphasis on the ways your experiences have played out in forming you professional identity, values, knowledge, skills and influenced your job satisfaction.

17. Exercise #3: Small Group Part One What active steps can you take to provide mentorship experiences for your learners? Where have you found yourself supported by your colleagues in your current environment or a past environment and what steps can you take to foster a similar environment for your learners? What do you consider your professional community? How did you develop it and/or how could you develop one if not already in place?

18. Exercise #3: Small Group Part Two Pick one item from the above list for your own professional development that you commit to doing when you return –Write that item down on your sheet –Share it with your group Pick one item from the above list for your learners’ professional development that you commit to doing when you return –Write that item down on your sheet –Share it with your group

19. Let’s Talk Incorporated into the learning environment How to share what we’ve learned with learners How to encourage and mentor them in taking an active role in their own professional development Ideas and suggestions

20. Group Discussion

21. BF(e)F: friends / mentors / community professional identity Questions / comments

22. Please evaluate this session at: stfm.org/sessionevaluation