<div>The current practice of mentoring across Accreditation Council of Graduate Medical Education &ndash; International accredited programs in Qatar from faculty and trainees perspectives</div>

Abstract

Purpose Mentoring plays a vital role in academic productivity, personal development, and career guidance for students, residents, fellows, and junior faculty. A culture of mentoring is spreading across residency and fellowship training programs in Hamad Medical Corporation, the main teaching tertiary care facility in Qatar. However, there is insufficient knowledge about the current practice of mentoring in these programs. Methods We conducted a cross-sectional study by surveying all faculty and trainees in all residency and fellowship training programs in Qatar. Each completed a web-based questionnaire that asked about the current experience, self-efficacy and measures of improvement of the current practice of mentoring across training programs. Results A total of 393/650 faculty members (61%), 187/250 fellows (74%), and 405/650 residents (62%) responded to the two surveys. Most (74% of faculty members) reported being current mentors, while 67% of residents and fellows reported that they currently have mentors. Faculty who received training in mentoring and those who had an established formal mentoring program in their departments were more likely to enroll in mentoring than others (86%, P <0.01; 71%, P <0.05%, respectively). Trainees suggested that the two main areas to improve the current mentoring initiative in their departments were to develop a structured mentoring program and to train the mentors. Content analysis revealed participants’ confusion differentiating between the terms mentoring and supervision. Conclusion Based on the current study, many existing mentoring relationships have an evident confusion between supervision and mentoring roles. Developing structured mentoring program and training both faculty and trainees in mentoring is recommended to improve the current practice of mentoring within the training programs.

Implementation of a Mentoring Program for Mentee-Mentor Satisfaction: A Longitudinal Pilot Study

“…The main strengths of this study were that it was both longitudinal and quantitative, unlike the majority of studies that have focused on mentoring programs, which in the main have been cross-sectional and/or qualitative [ 10 , 32 – 34 ]. Secondly, but most importantly, mentors were allowed to receive training and resources before the program commenced.…”

Mentee-mentor Satisfaction among Junior Doctors and Senior Medical Staff at Two Australian hospitals: A Longitudinal Study of a Mentoring Program.

“…The main strengths of this study were that it was both longitudinal and quantitative, unlike most studies that have focussed on mentoring programs that have been cross-sectional and/or qualitative [10,[33][34][35].…”

The International Literature on Teaching Faculty Development in English-Language Journals: A Scoping Review and Recommendations for Core Topics

“…Recent decades have seen increasing global mobility of the physician workforce, 1,2 and since 2010, accreditation of postgraduate training programs outside of the United States by the Accreditation Council for Graduate Medical Education International (ACGME-I). 3,4 Concurrently, in undergraduate medical education (UME), there is an effort to recognize the accreditors of international medical schools from which some graduates enter residency education or practice in the United States. 5 This has heightened interest in the professional development of faculty physicians who serve as teachers, supervisors, and mentors in UME and postgraduate medical education (PGME) across the world.…”