Key steps and suggestions for a promising approach to a critical care mentoring program

De Rosa, Silvia; Battaglini, Denise; Bennett, Victoria; Rodriguez-Ruiz, Emilio; Zaher, Ahmed Mohamed Sabri; Galarza, Laura; Schaller, Stefan J.; ,

doi:10.1186/s44158-023-00116-4

Cited by 4 publications

(1 citation statement)

References 36 publications

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“…Peer-mentoring, a specific form of mentoring, might provide multiple benefits when trainees are paired with equally experienced trainees with similar personality traits [ 54 ]. Although the best model is yet unknown [ 55 , 56 ], the ESICM NEXT mentorship program provides practical steps, a checklist, and further guidance for creating and introducing mentorship programs in the ICU [ 51 ]. While tutors have specific (clinical, technical) teaching assignments, coaches adopt a more multidirectional approach, identifying strengths and weaknesses and providing insights and guidance [ 57 – 59 ].…”

Section: Discussionmentioning

confidence: 99%

Trainee-supervisor collaboration, progress-visualisation, and coaching: a survey on challenges in assessment of ICU trainees

Scholte,

Strehler,

Dill

et al. 2024

BMC Med Educ

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Background Assessing trainees is crucial for development of their competence, yet it remains a challenging endeavour. Identifying contributing and influencing factors affecting this process is imperative for improvement. Methods We surveyed residents, fellows, and intensivists working in an intensive care unit (ICU) at a large non-university hospital in Switzerland to investigate the challenges in assessing ICU trainees. Thematic analysis revealed three major themes. Results Among 45 physicians, 37(82%) responded. The first theme identified is trainee-intensivist collaboration discontinuity. The limited duration of trainees’ ICU rotations, large team size operating in a discordant three-shift system, and busy and unpredictable day-planning hinder sustained collaboration. Potential solutions include a concise pre-collaboration briefing, shared bedside care, and post-collaboration debriefing involving formative assessment and reflection on collaboration. The second theme is the lack of trainees’ progress visualisation, which is caused by unsatisfactory familiarisation with the trainees’ development. The lack of an overview of a trainee’s previous achievements, activities, strengths, weaknesses, and goals may result in inappropriate assessments. Participants suggested implementing digital assessment tools, a competence committee, and dashboards to facilitate progress visualisation. The third theme we identified is insufficient coaching and feedback. Factors like personality traits, hierarchy, and competing interests can impede coaching, while high-quality feedback is essential for correct assessment. Skilled coaches can define short-term goals and may optimise trainee assessment by seeking feedback from multiple supervisors and assisting in both formative and summative assessment. Based on these three themes and the suggested solutions, we developed the acronym “ICU-STAR” representing a potentially powerful framework to enhance short-term trainee-supervisor collaboration in the workplace and to co-scaffold the principles of adequate assessment. Conclusions According to ICU physicians, trainee-supervisor collaboration discontinuity, the lack of visualisation of trainee’s development, and insufficient coaching and feedback skills of supervisors are the major factors hampering trainees’ assessment in the workplace. Based on suggestions by the survey participants, we propose the acronym “ICU-STAR” as a framework including briefing, shared bedside care, and debriefing of the trainee-supervisor collaboration at the workplace as its core components. With the attending intensivists acting as coaches, progress visualisation can be enhanced by actively collecting more data points. Trial registration N/A.

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Section: Discussionmentioning

confidence: 99%

Trainee-supervisor collaboration, progress-visualisation, and coaching: a survey on challenges in assessment of ICU trainees

Scholte,

Strehler,

Dill

et al. 2024

BMC Med Educ

View full text Add to dashboard Cite

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Weekly flipped classroom modules in intensive care medical training: Feasibility and acceptance

Scholte,

Strehler

2025

Journal of Critical Care

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Mentoring as a complex adaptive system – a systematic scoping review of prevailing mentoring theories in medical education

Teo,

Ibrahim,

Lin

et al. 2024

BMC Med Educ

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Background Effective mentorship is an important component of medical education with benefits to all stakeholders. In recent years, conceptualization of mentorship has gone beyond the traditional dyadic experienced mentor-novice mentee relationship to include group and peer mentoring. Existing theories of mentorship do not recognize mentoring’s personalized, evolving, goal-driven, and context-specific nature. Evidencing the limitations of traditional cause-and-effect concepts, the purpose of this review was to systematically search the literature to determine if mentoring can be viewed as a complex adaptive system (CAS). Methods A systematic scoping review using Krishna’s Systematic Evidence-Based Approach was employed to study medical student and resident accounts of mentoring and CAS in general internal medicine and related subspecialties in articles published between 1 January 2000 and 31 December 2023 in PubMed, Embase, PsycINFO, ERIC, Google Scholar, and Scopus databases. The included articles underwent thematic and content analysis, with the themes identified and combined to create domains, which framed the discussion. Results Of 5,704 abstracts reviewed, 134 full-text articles were evaluated, and 216 articles were included. The domains described how mentoring relationships and mentoring approaches embody characteristics of CAS and that mentorship often behaves as a community of practice (CoP). Mentoring’s CAS-like features are displayed through CoPs, with distinct boundaries, a spiral mentoring trajectory, and longitudinal mentoring support and assessment processes. Conclusion Recognizing mentorship as a CAS demands the rethinking of the design, support, assessment, and oversight of mentorship and the role of mentors. Further study is required to better assess the mentoring process and to provide optimal training and support to mentors.

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Key steps and suggestions for a promising approach to a critical care mentoring program

Cited by 4 publications

References 36 publications

Trainee-supervisor collaboration, progress-visualisation, and coaching: a survey on challenges in assessment of ICU trainees

Trainee-supervisor collaboration, progress-visualisation, and coaching: a survey on challenges in assessment of ICU trainees

Weekly flipped classroom modules in intensive care medical training: Feasibility and acceptance

Mentoring as a complex adaptive system – a systematic scoping review of prevailing mentoring theories in medical education

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