This is a one-year, full-time position with the option to renew for a second year. The purpose of the program is to prepare BIPOC license-eligible psychologists to support the unique performance and wellbeing needs of learners in higher education.
Given current mandates in medical education to train a more diverse physician workforce, trainee cohorts are becoming more diverse and inclusive. As such, the demands and challenges experienced by trainees have, correspondingly, become more diverse and nuanced as well. To meet the enriching opportunities these needs present, particular consideration will be given to applicants with diverse ethnic, racial, economic, and educational backgrounds and experiences; and who have a special interest in working with (and developing support structures for) trainees who identify as coming from historically marginalized communities. The program is also looking for BIPOC applicants from groups that historically have been underrepresented in providing psychological services in a medical education setting.
The postdoctoral fellowship emphasizes a generalist training that prepares graduates to provide psychologically-informed services and consultation to trainees, faculty and staff in a medical education setting. These include specific services informed by a comprehensive prevention model (i.e., primary, secondary and tertiary levels of intervention), and direct, collaborative efforts with affiliated medical school offices and committees. Structured educational activities include didactic seminars, project development and implementation, qualified individual supervision (for licensing requirements), and participation in professional conferences. Support in cultivating professional connections within BIPOC networks in the broader state and local professional psychology communities will also be provided (and encouraged).
Lastly, this position will be inclusive of annual training periods and objectives adapted to the relative assets and training needs of respective fellows. While this position supports trainees across medical education [from primary training (undergraduate medical education – UME) to residency and fellowship (graduate medical education – GME)], the training would prepare a professional for a variety of settings.
Specific roles and responsibilities of the position may include the following:
Direct Trainee Support - 30%
Short-term supportive counseling: Provide direct support to UME and GME medical trainees in need of short-term counseling, and provide relevant referrals;
Academic counseling: Provide direct support and referrals to address trainee performance needs across the UME/GME continuum. Relevant areas include promoting greater performance efficiency and effectiveness [e.g., addressing motivational and/or self-efficacy challenges; skills development (test-taking, communication, professionalism, etc.); and, time and stress management];
Academic & Career advising: As needed, provide trainees with input on options regarding relevant academic and career decisions. Work collaboratively with academic & faculty advisors to coordinate planning and referral options when needed;
Provide faculty advising to a designated peer-led trainee groups (e.g., Well-being Committee, Peer Mentorship Committee, etc.).
Remediation and Crisis Support - 20%
Provide short-term supportive counseling to students experiencing unexpected and/or extraordinary life, professional or personal events that impact academic progress and/or well-being;
Collaborate with affiliated UME and GME offices in the development and coordination of remediation (academic progress) and self-care (well-being) plans;
Gain experience with the COSSS (UME) and CCC (GME) processes and remediation procedures available to UMMC medical trainees, and provide consultation on the development and implementation of plans.
Program Development and Education - 40%
Support Trainee transitions by working collaboratively with Student Affairs (SA) and Curriculum staff in the planning and coordination of transition programming [e.g., Orientation (MS1); clerkship preparations (MS2); residency planning (MS3); and others as needed];
Create and present workshops/informational videos for academic performance (e.g., test-taking, time-management) and well-being (e.g., burnout prevention; well-being support resources)];
Work with identified UME and GME committees designated to create and oversee wellness and well-being programming efforts;
Project development – in collaboration with the DLD and ADSA, the fellow will propose and oversee a project oriented toward addressing a specific need in either UME or GME related to supporting medical trainees (examples could include addressing diversity and inclusion challenges; reducing the incidence of harassment and mistreatment in medical education; and/or, improving available, affordable and accessible mental health support to medical trainees).
Service and Professional Development - 10%
Attend and participate in committees undertaking issues and decisions impacting trainee progress. Provide input informed by psychological principles and best practices;
Collaborate with the Evaluation & Assessment office to develop and complete a scholarly project in the form of a poster, oral presentation or paper that focuses on one or more elements of reported well-being or performance in UME or GME trainees;
Become fluent in the area of physician burnout and the current literature on developing resilience in physicians via reviewing the literature.
Gain experience in learner coaching for improved strategies and skills for efficient and effective learning.
Primary supervision will be provided by an LP in the state of Minnesota (who has informed the MN Board of Psychology of their competence in supervision).
“Supervision of an applicant for licensure as a licensed psychologist shall include at least two hours of regularly scheduled in-person consultations per week for full-time employment, one hour of which shall be with the supervisor on an individual basis. The remaining hour may be with a designated supervisor.” (Psychology Practice Act, 2013, 148.925 Subd. 5)*
Supervision will be “in-person consultation, which may include interactive visual electronic communication,” (148.925) and be documented by the postdoctoral supervisee.
Attend relevant professional meetings and/or join affiliated groups dedicated to promoting the efforts of psychologists in medical education (e.g, AAMC; APAHC; MELS)
The PDFP fellow will report to, and receive clinical supervision from the Director of Learner Development (or, from their designated proxy as needed in the case of a temporary absence).
$50,000-55,000 (based on level of training, expertise, and associated benefits)
Doctoral degree in psychology from an APA-accredited program (or expected graduation by start date)
Experience working and collaborating with diverse populations
Internal Number: 337951
About University of Minnesota, Twin Cities
The University of Minnesota, founded in the belief that all people are enriched by understanding, is dedicated to the advancement of learning and the search for truth; to the sharing of this knowledge through education for a diverse community; and to the application of this knowledge to benefit the people of the state, the nation, and the world.