PGME Academic Associate Wellness Consultant ‐ Faculty of Medicine and Health Sciences
McGill University
- Canada
- Permanent
- Part-time
- Conduct clinical assessments and provide one‐on‐one short‐term counselling to PGME learners who are in distress or seeking support. Counselling can be offered in person, or remotely via Zoom.
- Organize and facilitate support groups, as appropriate.
- With the direction of the Assistant Dean, Resident Affairs, determine the need for intervention in the event of an emerging crisis, conduct suicide assessments and interventions, and facilitate urgent and non-urgent recommendations. If necessary, launch the Office of Medical Learner Affairs crisis management protocol.
- Act as an intermediary for further care; collaborate with referral sources to simplify learner access to long‐term counselling services in the community, if deemed necessary, or other support services at the University.
- Work with the Assistant Dean, Resident Affairs on the development of the wellness curriculum to support PGME trainees.
- Contribute to the design and delivery of workshops in the wellness curriculum and presentations that meet learner wellness needs and accreditation standards.
- Serve as a resource person in strengthening the capacity of the Faculty of Medicine and Health Sciences to respond quickly and effectively to learners in the early stages of disruptive behavior and crisis. May be called upon to provide advice to senior academic administration in the Faculty and affiliated hospitals on matters related to trainee crisis;
- Demonstrate flexibility and make decisions in fluid situations with unpredictable outcomes.
- Contribute wellness content to the Office of Medical Learner Affairs website.
- Contribute to the ongoing assessment of priorities for the Office of Medical Learner Affairs in conjunction with other team members and academic leadership.
- Work closely and collaborate with the other Wellness Consultants, Operations Manager, Project Administrator, and Administrative Coordinators on special projects.
- Collaborate with teammates at both campuses to develop a community of practice. Share best practices, observations and lessons learned on a regular basis to support consistent, quality counselling services, and collaborate on inter‐professional projects.
- May attend the Canadian Conference on Medical Education (CCME) and the provincial equivalent, if funding is available.
- Attend Office of Medical Learner Affairs meetings.
- Represent the Office of Medical Learner Affairs within McGill and at local, national, and international events and online meetings relevant to the mission of the Office.
- May be requested to attend specific additional meeting at the request of the Assistant Dean, Resident Affairs.
- Maintain awareness of professional associations and national bodies that promote communication and collaboration on new approaches and resources on relevant issues in physician health.
- Show interest and initiative in developing, designing, and implementing research studies relating to learner wellness, building resilience, and programs offered by the Office of Medical Learner Affairs
- PhD or a graduate degree in clinical or counselling psychology, social work or a related field. Must be a member of a relevant professional order (eg. Ordre des conseillers et conseillères d’orientation du Québec (OCCOQ), l’Ordre des psychologue du Québec, Canadian Counselling and Psychotherapy Association.)
- Experience in mental health program design and delivery.
- Experience in administration in medical education is an asset
- A superior understanding of the issues of wellness/resilience in health professionals, particularly those related to residents and fellows is essential. Competence in stress management training (Cognitive Behavioural Therapy or Mindfulness Based Cognitive Therapy and Mindfulness Based Stress Reduction) is an asset.
- Relevant experience in counseling in the educational context, preferably in the health professions. Specifically, experience working with learners in academic difficulty and from diverse educational and cultural backgrounds.
- Understanding of the clinical training environment, including the educational framework and standard evaluation tools.
- Superb oral and written communication, leadership, organizational, and interpersonal skills in English and French.
- Ability to communicate effectively with staff and senior academic administrators about issues facing learners in crisis and make recommendations on strategy.
- Able to work effectively and collaboratively with professional staff in the University, to set up networks of aid and response for learners in difficulty.
- Able to exercise patience, tact, judgment, and discretion/confidentiality.
- Able to work both independently and collaboratively; to create and work with teams.
- Able to work effectively with an adult learning model.
- Demonstrated ability to recognize the limits of one's own scope of practice .