AMAP for Success: Faculty Mentorship Program
Mentor an at-risk DVM student
The Academic Mentorship Accountability Plan (AMAP) was developed by the DVM Academic Standards Committee and adopted by the DVM Curriculum Committee in May 2019. The program seeks to structure a faculty member's mentorship of an at-risk student in order to maximize the provided support and foster a relationship that will help the student be successful in the DVM program.
First- and second-year students who are placed on "at-risk" status in the DVM program are required to identify a faculty mentor and actively participate in the program.
Whan a student has met all standards to be removed from at-risk status, the Academic Standards Committee will ask for the recommendation of the student's mentor prior to removing the student from at-risk status. At that time, there is an expectation that the student's mentor will have the evidence needed -- based upon the meetings and the structured reporting by the student in the AMAP program -- to make a recommendation as to whether the student has demonstrated initiative in improving his or her academic standing, or if the mentor believes it would be in the student's best interest to remain on at-risk status for at least another semester. The Standards Committe will be able to help advise the mentor in making this decision.
For more information about becoming a mentor for an at-risk student, or if you are experiencing any concerns or barriers working with a current mentee, please contact the chair of the DVM Academic Standards Committee, Shane Ryan.
The AMAP for Success document contains instructions to help the student track goals for improvement and log specific activities completed towards meeting those goals. The student is responsible for completing this form, bringing it to every meeting with his or her mentor, and updating it accordingly. We hope that the mentor will help the student fill out this form at their first meeting. The student is required to submit this form to the Academic Standards Committee at the end of each semester.
This guide helps the mentor work with the mentee to identify deficits and to take steps towards remediation. The guide also includes a list of university resources available to help students who are struggling.
Mentors can use this template document to frame their discussions with their mentee and to take note of various issues and strategies discussed.
This book presents in-depth strategies and best practices for remediating medical students. VA-MD Vet Med's AMAP Mentor Guide was partially developed based on this reading:
Guerrasio, J., & Association for Hospital Medical Education. (2018). Remediation of the struggling medical learner. Association for Hospital Medical Education.
Adrian K. Reynolds (2020). Academic coaching for learners in medical education: Twelve tips for the learning specialist, Medical Teacher, 42:6, 616-621, DOI: 10.1080/0142159X.2019.1607271