A Sustainable and Effective Mentorship Model for Graduate Medical Education Programs

Abstract

Background Mentorship models rarely seek generalizability across training programs at the graduate medical education (GME) level. Objective We examined the sustainability and effectiveness of an intervention to increase the number and usefulness of trainee mentorship. Methods A 0.20 full-time equivalent GME faculty adviser position (MD, MEd) implemented mentorship programs in residencies and fellowships. In group 1, 6 GME programs implemented the mentorship strategies prior to 2014, which were used to measure whether the number of mentor relationships were longitudinally sustained. In group 2, 10 different GME programs implemented the mentorship strategies in 2016, which were used to measure whether the intervention immediately increased the number of mentor relationships. To measure mentorship usefulness, trainees rated mentors' ability to promote clinical skills and personal and professional development. The remaining programs were the comparison. Responses from the 2014 and 2016 annual institutional trainee survey were analyzed. Results The incidence of group 1 reporting mentor relationships in 2014 compared to the incidence of group 1 in 2016 were 89% (41 of 46) and 95% (42 of 44), respectively, suggesting that the intervention was sustained for 2 years (P ¼ .26). Group 2 showed a higher proportion of trainees reporting mentors in 2016 (88%, 149 of 170) compared to preintervention (66%, 71 of 108; P ¼ .00001). Groups 1 and 2 reported significant increases in mentorship usefulness. Conclusions A GME initiative to enhance mentoring across specialties in 16 GME training programs was self-sustaining and effective. Address the common reasons for failed mentor relationships: forced relations, random assignment, and lack of trust. 2,12 & Provide intrinsic motivation for faculty to volunteer to the program. 4. Developing mentor profiles Volunteer mentor faculty develop profiles highlighting their personal and academic interests. Some programs hold in-person social engagements to introduce mentees to potential mentors. 13 Trainees use these profiles and engagements to identify shared interests and select mentors. 7 Goal & Avoid random assignment of mentors to mentees through voluntary participation and trainee selection of mentors. 5. Fostering mentor relationships Mentors meet with residents at least every 4 months. 2,7 A discussion guide is distributed outlining 6 areas of effective mentorship. 2 Each year, the program director reviews the mentor-mentee relationships and terminates relationships if necessary.

Students’ Perspectives on Academic Mentorship Program for Undergraduate Medical Education

“…OGP an SNDH each coded the transcripts, discussed to determine the final codes, and categorised them into themes: studentmentor relationship, the meaning of mentorship, valuable mentorship, and model of mentoring. 4,9,11 "Usually, the mentorship only lasts about one to two minutes, so in my opinion it was more of a formality, only asking for a signature for OSCE needs" (P1.3) "He probably didn't have much time; he didn't have enough time for us to vent our complaints like that" (P2.2) "I really want to discuss with him, I hope he will provide a certain time." (P1.10) "Because the impression made was tense and we were afraid of her, so it was a little difficult to be open" (P2.…”

Mentorship in Postgraduate Medical Education

“…The primary advantage of this model is the opportunity to invest deeply in a single, more dedicated relationship [85]. However, because time constraint is a concern for many mentors, it is important to note that weekly and monthly meetings were both shown to have equal success rates, which may make it easier for individual mentors to commit to more mentees [86]. A significant drawback of this method is the lack of diversity offered from a single mentor.…”

“…In order to ensure high quality of mentors and excellent mentee experience, involvement in a mentorship program must be voluntary, otherwise an advisingtype relationship tends to emerge [86]. While there could be incentives such as dedicated time for mentorship in more academically-oriented institutions, mentors have to be willing to engage for personal reasons.…”

“…Figure 2.Mentees bear the majority of work in mentorship and have the responsibility for cultivating the relationship; however, actionable items for both mentor and mentee can help facilitate a successful relationships. Having clearly defined tasks and responsibilities increases likelihood of success[86].…”

Formation of an Anesthesiology Residency Mentoring Program Using a Mentee-Driven Approach

“…Mentors in medical education (MentorME) is a pilot mentoring program launched by the Department of Anesthesiology, Emory University in January 2020. It incorporates best evidence in building mentorship programs 7 including volunteer faculty participation, ongoing faculty development, access to resources, active mentee choice in the pairing process, mentee and mentor role understanding, facilitated mentoring meetings, and focused relationship reviews. The study reported here was granted exemption by the Emory University Institutional Review Board.…”