The purpose of this article is to describe the creation and implementation of a faculty student mentoring program at an accelerated school of pharmacy, and to review 'best practices' relating to mentoring programs.

This chapter describes best practices to address the challenges posed for implementing the second stage of team-based learning (TBL), the Readiness Assurance Process (RAP), in online settings, and uses the experience of expert TBL users to suggest strategies for maintaining the essential aspects of the pedagogy.