Original Release Date: 03.30.2022

Expires: 06.30.2024

Credit claim for this activity will end at 11:59 PM 06.30.2024


Overview:  2022 Introduction to Mentoring

We know mentorships are important. However, practically speaking, how do we build effective, meaningful mentorship relationships? Whether you want to be a mentor or protégé, please join us for this mentoring training that will provide training to define terms, expectations and tools for crafting healthy, low-load, lasting mentorship relationships. Studies show that mentoring relationships increase job satisfaction, job mobility, promotions and income.


Target Audience:  All healthcare workers within the Baylor Scott & White Healthcare System


For further study:  

Kram, K.E. -- Mentoring at Work: Developmental Relationships in Organized Life. (University of Maeri, Lanham, MD, 1988)
Scandura, T.A. -- Mentorship and career mobility: an empirical investigation. J. Organ. Gehav. 13, 169-172 (1992)
Liu, J. et all. Understanding the advisor-advisee relationship via scholarly data analysis. Scientometrics 116. 161-180 (2018)
Lineard, J.F., Achakulvisut, T., Acuan, D.E. & David, S. V. -- Intellectural synthesis in mentorship determines success in academic careers. Nat. Commun. 9, 1733-1749 (2018)


Objectives: After participating in this activity, the learner should be able to:

  • Identify the tri-directional benefits of mentoring
  • Discuss the origins of the mentoring role
  • Explain the mentoring actions in developing Protege skills, knowledge and character
  • Inventory and reflect on the nature and efficacy of specific mentoring relationships
  • Define five key leader philosophy questions that frame out mentoring relationships
  • Identify mistakes Mentors and Proteges make
  • Describe the function of encouragement in a mentoring relationship
  • Develop encouragement strategies in the context of a Mentor-Protege interaction
  • Describe the types of developmental experiences
  • Review the factors with aid in individual development
  • Evaluate and enhance a Mentor-Protege planning portfolio
  • Identify ways a Mentor can measure Protege growth


Planners/Authors:  This activity was planned, reviewed, edited, and approved for use as the curriculum for the Baylor Scott & White Health organization by:

  • Thomas Glenn Ledbetter, MD
  • Mandy Pockrus, MD
  • Nate Self
  • Eli Mandell
  • Veronica Garcia
  • Layne Stone
  • Maxine Trent
  • Melanie Bishop
  • Cheryl Warren, MD
  • Russell Fothergill, MD

Disclosure of Relevant Financial Relationships:

•This content is not related to products or business lines of an ACCME-defined ineligible company*.
•There are no relevant financial relationships with ACCME-defined ineligible company for anyone who was in control of the content of this activity.


*In the ACCME System (ineligible companies) are those whose primary business is producing, marketing, selling, re-selling, or distributing healthcare products used by or on patients


Method of Participation & Request for CME Credit:

Read all instructions and activity information
View the education in its entirety
Instructions to evaluate and claim credit(s) for the activity will be provided upon completion of the activity. 
Post activity:


This CME activity type is an enduring material.  Physicians who complete the enduring material may claim the full amount of credit designated for the activity, regardless of the amount of time it took the physicians to complete the activity..

For questions regarding Continuing Medical Education credit:

Address:  A. Webb Roberts Center for Continuing Medical Education Of Baylor Scott & White Health

  Phone:  Dallas – 214-820-2317   |    Temple – 254-724-7609



CME: The A. Webb Roberts Center for Continuing Medical Education of Baylor Scott & White Health is accredited by the Accreditation Council for Continuing Medical Education (ACCME) to provide continuing medical education for physicians.

The A. Webb Roberts Center for Continuing Medical Education of Baylor Scott & White Health designates this enduring material activity for a maximum of  6.0 AMA PRA Category 1 Credits™.  Physicians should claim only the credit commensurate with the extent of their participation in the activity.

Commercial Support:  No commercial support was received for this activity.