Professional Development & Wellness


Welcome to the Department of Medicine Academic Physician Mentorship Program.

Mentorship is a top departmental priority. By linking experienced mentors with junior faculty, we aim to enhance career success and fulfilment of all department members.

Welcome Video

Mentorship Guide

Please refer to our Mentorship Guide for detailed information on our program by clicking on the image below.











Mentorship Course Handout

Please refer to our Mentorship Course Handout for further information on mentor training.

Mentorship Course Handouts – December 2016


Name Purpose Download Form
Mentorship Agreement Form To be completed by all parties at initial mentorship meeting and submitted to DoM mentorship office. Agreement Form
General Mentorship Meeting Confirmation Record – GR1 Meeting form to be completed by all parties and submitted to DoM mentorship office for tracking purposes. Form GR1
General Mentorship Meeting Summary Report – GS1 General checklist to be used by all parties to help guide discussion. Form GS1
Research Mentorship Meeting Confirmation Record and Research Summary Report – RR1 Meeting form to be competed by all parties and submitted to DoM mentorship office for tracking purposes (also includes a research checklist to help guide discussion). Form RR1


How you can use the Clinician Teacher Guide to support your role as DoM Mentor

The Clinician Teacher Guide has been designed to help mentors who support clinician teachers. It has several key areas that operate as a discussion aid:

1. Defining expectations of the role (pages 2-3)

The guide identifies that ‘The overall expectation is that Clinician Teachers (CTs) will teach, supervise and evaluate undergraduate and postgraduate trainees. The Department proposes that at least 20% of a CT’s time should be allocated to non-clinical, academic activity’ (p2) It also identifies that ‘Department of Medicine Clinician Teachers are encouraged to be involved with four or more teaching commitments, with a minimum of 40-50 formal teaching hours per year’ (p3).

2. Identifying local teaching opportunities (page 7)

Table 2, on page 7, provides an overview of locally available teaching opportunities. If your mentee is uncertain of new areas to develop their teaching expertise, then this list should aid your conversation.

3. Helping you talk about taking their activities to the next step (pages 8-9)

Tables 3 and 4 identify a progression (local to national / international) for a range of clinician teacher activities. You and your mentee may find it helpful to plot out where their activities fit within these tables. At the end of the exercise you may see areas appearing where they can take the next step – such as from delivering a professional development session for the Department to delivering one at the Faculty or to a provincial or national audience.

4. Identifying and building on Creative Professional Activities (CPA) (pages 10-11)

You can use these pages to help mentees identify what areas of their current activity are CPAs and future areas of development. These pages also enable conversations about ensuring the CPAs they do have a thematic link so the mentee can develop a focus and expertise in specific areas (p11).

5. Planning next steps (page 16)

Section E of the document has some tips to encourage the mentee to reflect on the clinician teacher role and to identify the next steps to help them achieve their goals.

Download our Clinician Teacher Guide

You are viewing our legacy website. Click here to view the new website.