University of California San Francisco Fresno Latino Center for Medical Education and Research

HEALTH PROFESSIONAL MENTOR MANUAL PROGRAM

HEALTH CAREERS OPPORTUNITY PROGRAM California State University Fresno PreMedical and Health Scholars Program

DOCTORS ACADEMY Caruthers High School Selma High School Sunnyside High School

Manual Contents MENTORS: THE WISDOM OF EXPERIENCE ABOUT THE HEALTH PROFESSIONAL MENTOR PARTNERSHIP  University of California, San Francisco for Medical Education and Research (LaCMER) o Health Careers Opportunity Program (HCOP)  Pre-Medical and Health Scholars o Doctors Academy (DA) PROGRAM DESCRIPTION  The Health Professional Mentor Program Description o Mentee selection o Goals o Objectives o Activities o Duration of Mentoring o Contact Person MENTORING RESOURCES  The MANY Roles of the Mentor  Questions/Topics for Health Professional Mentors  Guiding Discussion towards Goals and Decisions  Making Referrals  MCAT information  Pre-medicine requirements/preparation overview  Campus Resource Guide POLICIES  Harrassment  Sexual Harrassment  Miscellaneous Rules of Conduct FORMS  Student Logs

HEALTH PROFESSIONAL MENTORS The Wisdom of Experience As a mentor you may ask, “What do I have to offer?”

The answer: THE WISDOM OF EXPERIENCE. If you’ve ever said, “If I had only known then what I know now…,” this is your opportunity to share that wisdom. Students are faced with many changes and challenges: relationships, academic issues, identity, financial management, independence, and time management, just to name a few! In addition to the stresses of college life, under-represented students face many other barriers to success for medical school. They are also more likely to be lacking professional mentors in their lives.

This program was developed on the premise that pre-med and pre-health students will be more successful with early exposure, a professional role model, and support. Health professional mentors are paired with first year undergraduate pre-med and prehealth students for a four-year duration. Throughout this relationship, the mentor provides support and helps the student determine his or her direction. The student will have a chance to learn about the mentor’s experience, discover options in healthcare professions, as well as explore his/her own thoughts and feelings about medicine.

This program is meant to foster a mentoring relationship between a health professional and a potential future health professional. Job shadowing is also a beneficial experience for a mentee and is strongly encouraged, but it should not be the primary focus of the mentor experience. Mentor/mentee relationship building can happen through phone conversations, coffee or lunch meetings, meetings at the university, attending a lecture together, etc. Spending a little time with a student may seem insignificant, but the effects; are profound. Some students will pursue careers in medicine and others will discover another path more suitable to their strengths and interests. As a mentor you can give students insight into these realities.

The mentoring experience can be exciting, challenging, and rewarding.

It holds great promise for helping young adults in a meaningful way. You have much to offer!

ABOUT THE HEALTH PROFESSIONAL MENTOR PROGRAM UNIVERSITY OF CALIFORNIA, SAN FRANCISCO LATINO CENTER for Medical Education and Research (LaCMER) UCSF LaCMER addresses the serious shortage of under-represented physicians and other health care professionals in the area. The mission of LaCMER is to develop individuals to become health care professionals who will ultimately return to the San Joaquin Valley and to provide culturally competent health care services to the medically underserved. To accomplish its goal of increasing the number of under-represented health care professionals in the area, LaCMER is working to create a strong educational pipeline within the public schools in Fresno County by recruiting, mentoring and tutoring under-represented students and other educationally disadvantaged students. These educational programs include the Doctors Academy located at Selma High School, Caruthers High School, and Sunnyside High School Doctors Academy, a Junior Doctors Academy located at Terronez, Sequoia, and Kings Canyon middle schools. As part of the pipeline program, Fresno State offers an extension of the pipeline at the undergraduate level, the Health Careers Opportunity Program (HCOP). A component of HCOP is the PreMedical and Health Scholars (PHS). The PHS program is primarily for upper division HCOP students specifically interested in professional health careers in medicine, dentistry, or pharmacy.

HEALTH PROFESSIONAL MENTOR PROGRAM DESCRIPTION High school and undergraduate students “mentees” enrolled in the Doctors Academy and Fresno State Health Careers Opportunity Program will be assigned a health professional “mentor” based on the student’s area of interest. Mentees will have the opportunity to establish a relationship with a mentor as well as receive exposure to primary care. This program was developed on the premise that students will be more successful with early exposure, a professional role model, and support.

MENTEE SELECTION Mentees and mentors are matched based on the student’s career interest and mentor’s specialty and availability. To participate in a summer six week experience, students must be in good academic standing.

GOALS For Mentees To provide Doctors Academy and HCOP students the opportunity to learn about the health profession, health professional school, and the mentor’s experience. For Health Professional Mentors To experience a mentoring relationship with a potential future health professional. To participate in the efforts to increase the number of underrepresented students entering a health professional field.

ACTIVITIES 1. 2. 3.

Both mentors and mentees will complete an evaluation at the end of the program experience. Mentees will have the opportunity to shadow their mentor. Mentees will journal their meetings and may participate in a mentee roundtable held on a weekly basis at their respective school sites.

DURATION OF THE MENTORING RELATIONSHIP We recommend that the mentoring relationship continue after the required job shadow or internship experience. It is up to the mentors and mentees to decide whether or not they’d like to continue. If at any point, the mentee/mentor wishes to discontinue the relationship, the Program Coordinator should be notified.

PROGRAM COORDINATORS Juan Carlos Gutierrez UCSF LaCMER Health Careers Opportunity Program 559-241-7670 [email protected] Diana Cantu UCSF LaCMER Doctors Academy 559-241-7670 [email protected]

The Roles of the Mentor      

Advisor Teacher Listener Role Model Encourager Coach

Effective Mentors:                 

Listen, listen and listen some more Affirm the mentees for their strengths and progress Challenge the mentees to do their best and to reach for their highest potential Encourage the mentees to solve their own problems, do their own work, and take responsibility for their own lives, help the mentees become “problem solvers” Serve as a model of a successful professional Help the mentees learn from their mistakes and bounce back from their failures Support the mentees in the development of good time management and study techniques Assist the mentees in staying focused on their short term and long-term goals Help the mentees explore their career plans and options Share their stories of their personal journey with the mentees as appropriate Use email and “snail mail” to stay in touch and offer encouragement Are attentive to the number of hours the mentee is working (for $) and volunteering Assist the student in developing assertiveness skills Use silence as a creative communication tool to help keep the conversation “menteefocused” Keep confidential notes of important discussion topics to be used in later discussions Encourage mentees to meet with their professors early in the semester to identify any potential weaknesses in their academic performance. Encourage mentees to keep them informed about his/her academic progress.

NOTE: Mentors should NOT attempt to personally handle complex problems concerning financial aid, emotional or psychological adjustment, physical health, personal counseling, or any situation for which they are unqualified. Guidelines for referrals are provided.

QUESTIONS/TOPICS FOR HEALTH PROFESSIONAL MENTORS Job Description 

Job description

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Major tasks, sub tasks

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Equipment or tools you use

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Description of your typical day

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Working hours

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Salary range for this type of occupation

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Fringe benefits

The Future in Your Field 

Degree of opportunity

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Personal qualities needed

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Employment projections; effects of technology and new knowledge on your work

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Effects of the country’s economic condition on your job

Undergraduate Education 

What did you study as an undergraduate and why? Where did you graduate from? Why did you choose to attend that school?

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What did you enjoy studying in college? What did you dislike and why?

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Did you ever academically struggle and if so, how did you deal with the situation?

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How did you prepare for medical school/graduate school?

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How did you pay for college?

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What was your GPA when you graduated from college?

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Do you have any regrets or things you would have done differently as an undergraduate?

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Did you always know you wanted to be a doctor?

QUESTIONS/TOPICS FOR HEALTH PROFESSIONAL MENTORS (continued) Health Professional School 

How did you choose your specialty?

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What was your favorite part of professional school? Your least favorite?

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What was the most difficult?

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How did you choose the professional schools you applied to?

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How old were you when you started professional school? How old were you when you graduated?

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How did professional school affect your family life (married, children, parents, relationship)?

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Describe a typical day as a first year health professional student.

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How did you pay for professional school?

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Do you have to travel as a health professional student?

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What does it mean to be a resident doctor?

Your experience 

What do you like and dislike about your job?

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What would you change if you could?

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What interpersonal skills do you find most important, and why?

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What are the underlying attitudes and values that are important to your job?

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Why did you choose this type of work?

How Your Work Affects Your Personal Life 

How does your work affect your family time?

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How does your work affect your leisure time?

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How does your work affect your health?

Guiding Discussions Towards Goals and Decisions I. Once you have crossed the first hurdle and gotten the discussion off the ground, you may find the following questions helpful in guiding students to SET GOALS: 1.

WHAT are your immediate goals in your first semester of college; for education in general; in developing social contacts, etc.?

2.

WHAT hurdles, obstacles or problems do you foresee that will hinder or prevent you from achieving those goals?

3.

WHAT university or professional resources are available to help you achieve your goals?

4.

WHAT personal strengths do you feel can help you accomplish your goals?

5.

WHAT are some long-range plans for the next 3, 4, or 5 years?

6.

HOW do you see your life changing?

II. Another area of concern for students is DECISION-MAKING. The following questions can help students with this process. 1.

Define the problem:  Exactly what is it that seems to be causing the problem?  How do you feel about it?

2.

Collect and analyze the facts:  What do you know about the situation?  What are the positive and negative aspects?

3.

Examine the alternatives:  What could you do about it?

4.

Test the alternatives:  Which solution seems the best to you?

When to Refer Students Aside from the signs or symptoms that may suggest the need for counseling, there are other guidelines, which may help the mentor define the limits of his/her involvement with a particular student’s problem. It is important not only to hear what the student is saying, but to also be attentive to the nonverbal behaviors as well as the feelings underlying the message. A referral is usually indicated by the following circumstances: 1. WHEN A PERSON ASKS FOR REFERRAL. It is a good idea to explore with the student the urgency of this need. It may be the student is feeling quite upset and some exploration will help the individual feel more comfortable being referred. 2. WHEN A STUDENT PRESENTS A PROBLEM OR REQUESTS INFORMATION, WHICH IS OUTSIDE YOUR RANGE OF KNOWLEDGE. 3. WHEN YOU FEEL THAT THE HELP YOU’VE GIVEN IS INSUFFICIENT. None of us can successfully help everyone we try to help because of personality differences, lack of experience, or a variety of other reasons. When you have the feeling that you have not been helpful, try to be honest with the student and suggest a specific person or agency that would meet the student’s needs. 4. WHEN YOU LACK OBJECTIVITY. If you identify with the student too closely because they are your friend, neighbor, relative, etc: it may affect your assessment of and ability to help correct the issue. It would be better for the student to be referred to someone who is impartial. 5. WHEN A STUDENT IS RELUCTANT TO DISCUSS A PROBLEM WITH YOU FOR SOME REASON. You may sense that the person may not feel comfortable talking to you; for example, the student might be more at ease talking to a male or a female, or a counselor of similar ethnic origin. In that case, you should refer the student to an appropriate individual. 6. WHEN A STUDENT HAS PHYSICAL SYMPTOMS. Headaches, dizziness, stomach pains, and insomnia can be physical manifestations of psychological states. If a student complains about symptoms they suspect (or your suspect) may be connected with their problem, it would be in their best interest to refer them to a professional, possibly a nurse or physician at the Student Health Services. 7. WHEN A PERSON SHOWS SIGNS OF ABUSE OR DISCLOSES THAT ABUSE IS OCURRING. If you suspect or learn of physical abuse, you should encourage the mentee to contact the Health and Psychological Services. Reassure them that they are not alone and that there is help. Offer to walk with the student to see the counselor. Although you will want to help the student, you can’t force the student to get help, it has to be on their terms. If you are concerned about a student, let the Program Coordinator know. 8. WHEN A PERSON CONTEMPLATES SUICIDE. Although there are wide differences in the seriousness of suicidal thoughts, anytime a student is thinking about it seriously enough to discuss it with you s/he is probably pretty upset. Although it is important for you to help deal with immediate feelings, ethically, a threat to self or others requires strong intervention on the part of the faculty or other professionals. In order to assess the severity of the suicidal thought, a counselor in the Health and Psychological Services should be contacted. Offer to walk with the student to see the counselor. If you consider the situation to be a serious one warranting immediate attention, then tell the secretary that this is an emergency situation. Such emergencies are responded to immediately. It is possible to save a life by quick, effective action. If you are concerned about a student, let the Program Coordinator know.

POLICIES REGARDING HARRASSMENT, SEXUAL HARRASMENT AS OUTLINED BY CALIFORNIA FAIR EMPLOYMENT AND HOUSING AGENCY HARASSMENT The purpose of this policy is to eliminate harassment in the workplace. The California Fair Employment and Housing Act strictly prohibits harassment because of race, religious creed, color, national origin, ancestry, physical handicap, medical condition, marital status, sex or age. Harassment may take many forms, including:     

Verbal conduct such as epithets, derogatory comments, slurs or unwanted sexual advances invitations or comments. Visual conduct such as derogatory posters, cartoons, drawings or gestures. Physical conduct such as assault, blocking normal movement or interference with work directed at you because of your sex or other protected basis. Threats and demands to submit to sexual requests in order to keep your job or avoid some other loss, and offers of job benefits in return for sexual favors. Retaliation for having reported the harassment.

Any individual with a complaint of harassment should immediately report it to the HCOP Education Director, Bertha Dominguez, at (559) 241-7670 or at [email protected]. SEXUAL HARASSMENT Definition of Sexual Harassment: Pursuant to Education Code 212.5, unwelcome sexual advances, requests for sexual favors, and other verbal or physical conduct of a sexual nature constitute sexual harassment when: 1. Submission to the conduct is made either an explicit or implicit condition of employment, status or promotion. 2. Submission to, or rejection of the conduct is used as the basis for an employment decision affecting the harassed employee. 3. The harassment substantially interferes with an employee's work performance or creates an intimidating, hostile or offensive work environment. 4. Submission to, or rejection of, the conduct is the basis for any decision affecting benefits, services, honors, programs or other available activities. Specifically, sexual harassment may include, but is not limited to: 1. Verbal harassment - Derogatory comments, jokes or slurs. 2. Physical harassment - Unnecessary or offensive touching, or impeding or blocking movement. 3. Visual harassment - Derogatory or offensive posters, cards, cartoons, graffiti, drawings or gestures. 4. Sexual favors - Unwelcome sexual advances, requests for sexual favors, and other verbal or physical conduct of a sexual nature upon which is conditioned an employment benefit, unreasonably interferes with an individual's work performance or creates an offensive work environment.

Complaint Procedure: Complaints involving sexual harassment shall not be subject to any requirement of Rules and Regulations 4144 that would cause the employee to resolve the complain directly with the offending person. 1. Any individual with a complaint of sexual harassment should immediately report it to the Education Director, Bertha Dominguez, at (559) 241-7670 or at [email protected].

MISCELLANEOUS RULES OF CONDUCT Mentors/mentees are expected to use sound judgment and respect the rights of mentors/mentees to make for a safe, comfortable and congenial work environment. Examples of some of the general types of conduct that cannot be allowed are:       

Drinking alcohol or taking mood or behavior-altering drugs, or appearing at placement site under the influence of alcohol or drugs. Infringing on the rights of placement site personnel, fellow participants, visitors, or patients by displaying objects, giving messages, or wearing clothing that is provocative, insulting or harassing to any particular group or individual. Threatening or cursing at placement site personnel, fellow participants, visitors, or patients. Physically assaulting, placement site personnel, fellow participants, visitors, or patients. Discussing rumors or sensitive issues about, placement site personnel, fellow participants, visitors, or patients. Purposely giving wrong information when submitting weekly activity sheets, or tasks completed, or falsifying any document. Protecting others who break these and other policies or commit illegal acts

Participants who act in these or other unacceptable ways will be subject to immediate dismissal from the program. Any individual with a complaint should immediately report it to the UCSF Fresno Education Director, Bertha Dominguez at (559) 241-7670 or [email protected] PROGRAM COORDINATORS Juan Carlos Gutierrez UCSF LaCMER Health Careers Opportunity Program 559-241-7670 [email protected]

Diana Cantu UCSF LaCMER Doctors Academy 559-241-7670 [email protected]

Resources: Hoover High School Mentor Program Handbook, 2005. “Pharmacy Education UCSF SCHOOL OF PHARMACY AND CSUFresno HCOP Mentor-Mentee Program for Pre-pharmacy Students”, Mitra Assemi-Program Director, 2006. Multicultural Enrichment Program Mentor Training Manual. (2005), pp 24-26. California State University Fresno, Don Romsa, “Mentoring Helping Students Achieve Their Dreams”, November 3, 2005. Crockett, D. (1980) Advising Skills, Techniques, and Resources, pp. 760-761 and The Multicultural Enrichment Program Mentor Training Manual. (2005), pp 24-26.