Clinical mentors are needed once a week to assist in first year training of Central Michigan University’s PA students. Students enroll in the PA Program in May, so by the time they start in mid-October with clinical mentorships, their medical knowledge will be limited and therefore, it is best to start these learners in orienting to the practice and shadowing the clinicians during patient rounds. This early exposure reinforces and complements the learning taking place in the classroom setting.
Clinical mentors serve as role models to help students develop skills in navigating the healthcare system and developing skills in history taking, patient examinations, diagnostic assessments, treatment, patient education, medical record documentation, and other aspects of patient care. As part of interprofessional education to promote collaboration in a shared team-based practice, the mentorship experience is important for facilitating early orientation of students to the professionals on your healthcare team, including nurses, diagnostic specialists, therapists, front office staff, medical record specialists, compliance officers, billing technicians, marketing specialists, etc.
Goals: As the student progresses through the didactic year, allow students to-
- Perform H&P's on patients appropriate for the learner's level of demonstrated skills and ability (refer to Mentor Guidelines).
- Present selected cases for critiquing by the Mentor
- Improve patient evaluation skills
- Develop clinical decision-making skills
- Practice effective communication skills in establishing a productive provider-patient relationship
- Establish a professional relationship with the interprofessional team and opportunities for interacting with future colleagues
- Develop an appreciation of the complexities of the medical profession
- Observe administrative activities and aspects of office practice
In addition to supervising the student as described above, we ask that you and your clinical partners provide the students with regular feedback regarding their clinical skills. This includes informal discussions and critical feedback to the student, as well as a mid-rotation meeting and review to assess progress in December and a written final evaluation using the Mentor evaluation Rubric.pdf.
Guidelines: The following describes the classroom experience of our students to help you know what their knowledge base should be initially and as the year progresses-