Current Mentors:

PCHR has both academic and community mentors. Academic mentors are affiliated with a post-secondary institution, and include professors, instructors, visiting scholars, post-doctoral fellows, and research associates. Community mentors are drawn from community-based institutions (e.g., health regions, health unions), non-governmental organizations, the private sector, and, where appropriate, the lay public. Mentors may assume one or more of the following role: cluster member, cluster co-convener, steering council member, working group member, and/or primary mentor.

The overarching purposes of PCHR mentors are:

- to provide guidance to the learning process,

- to assist in understanding how to navigate the systems of the partnering organizations and universities, and

- to provide networking opportunities to learners and other mentors.

Primary Mentors

In addition to the cluster-based learning and learner profiles, primary mentors are a PCHR cornerstone. Primary mentors are a very valuable source of guidance for the learners. It is important that learners and their primary mentors establish good working relationships, such that the mentor knows the learner’s goals and work well, and the learner is familiar with the mentor’s work and expertise. This relationship depends upon good communication. The primary mentor must be familiar with the learner’s Profile and have discussed it with the learner. It is also recommended that learner and mentor revisit the Learner Profile regularly. Mentors also provide important feedback on the direction and quality of the learner’s work.

• the work produced by the learner;

• the mentor’s assessment of the learner’s contributions to cluster-based activities;

• ongoing interactions between the learner and primary mentor.

Mentor Roles

PCHR provides mentors with a range of opportunities for involvement. Mentor experience and time availability, along with program needs, will inform how mentors are engaged in the PCHR program. While there will be mentors who participate at all levels, this is not realistic for others. Therefore, mentor involvement can occur in one or more levels tailored to PCHR and mentor needs.

Cluster Involvement

i) Being a cluster member in one of our clusters

The mentor takes a lead role in guiding the interdisciplinary learning cluster through the process of clarifying the comunity-identified problem, turning this into a realistic research question and setting a plan for completing the cluster agreed upon deliverables. This work occurs at a group level and could involve providing feedback on written material, collecting and/or developing background material, and/or doing organizational scans and stakeholder engagement.

Requirements:

- Regular attendance at cluster meetings (approximately one per month)

- Available by e-mail for occasional input

ii) Being a cluster co-convener in one of our clusters

Requirements:

- Being a cluster member (see above)

- Attending approximately four Steering Council meetigs per year, or arranging for an alternate cluster member to participate in some of them.

- Preparing for and attending approximately two Learner Recruitment and Selection Committee meetings per year, or arranging for an alternate c cluster member to participate. Tasks for selection include reviewing and ranking applications for the following cohort of learners and
interviewing short-listed candidates for the cluster.

Mentoring Learners

iii) Being a primary mentor

The primary mentor meets individually with a learner. to provide additional individualized support to the learner outside of the cluster group and/or overall cross-cluster program activities. Although generally primary mentors will be cluster members in the same cluster as their learner, there may be cross-cluster learners who will have a cross-cluster mentor.

Requirments:

- Accepting the title of primary mentor for one or more learners

- Collaborating with the identified learner(s) on the development and continuous improvement of their learner profile (learners will receive general instructions on how to create their profile during their orientation)

- Ensuring that the learner(s) understands their individual cluster or cross-cluster assignment

- Ensuring that the learner(s) is (are) contributing their contracted time commitment to program activities

- Addressing any concerns that the learner(s) may have

- Meeting with the learner(s) one-on-one at least once per term

- Providing the Managmeent Team with accountability information regarding the learner(s) for PCHR's annual report to CIHR

- Assessing year-end Learner Presentation

iv) Being a secondary mentor

Being a resource person for a learner who is looking for a mentorship in a particular area (e.g., statistics, ethics, policy making).

Cross-Cluster Involvement

v) Being a working group member

The working groups may include learning innovation, evaluation and business strategy/sustainability.

Requirements:

- Regular attendance at committee meetings (approximately 4 per year)

- Available by e-mail for occasional input

- Volunteering to assist with various tasks (optional)

vi) Being a Presenter for or taking part in cross-cluster events

These include seminars, workshops, the learner presentation days, etc.

vii) Participating in Mentor Support and Development

Mentors will be invited to attend periodic workshops and discussion sessions (approximately two per year) with each other. These will address topics such as the mentoring relationship, assessment and accountability, and the effective provision of feedback. These events are intended
to provide support for mentors and seek their input to strengthen the program.

Time Commitment