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Evaluation of a collaborative mentorship program in a multi-site postgraduate training program.

Ann Jefferies¹, Martin Skidmore

¹Department of Paediatrics, University of Toronto, Toronto, Canada. ajefferies@mtsinai.on.ca

Medical Teacher

|July 29, 2010

Summary

Collaborative mentorship using Faculty Advisory Committee Triads (FACTs) effectively supports trainees in multi-site Neonatal - Perinatal Medicine programs. This approach proved more beneficial than traditional one-on-one mentorship, enhancing trainee development and program integration.

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Area of Science:

Medical Education
Neonatology Training
Mentorship Programs

Background:

Traditional one-on-one mentorship presents challenges for multi-site training programs.
A three-site Neonatal - Perinatal Medicine Training Program implemented collaborative mentorship to address these challenges.

Purpose of the Study:

To describe the implementation of collaborative mentorship.
To evaluate the effectiveness of this collaborative mentorship model.

Main Methods:

Faculty Advisory Committee Triads (FACTs), consisting of one neonatologist from each site, were established for each trainee.
Guidelines for meeting frequency and process were developed.
A questionnaire was administered to assess helpfulness, participant opinion, and process after three years.

Related Experiment Videos

Main Results:

The majority of staff and trainees preferred the collaborative mentorship (FACTs) over individual mentors.
Trainees reported comfort discussing both professional and personal issues with their FACT.
FACTs were found to be supportive, beneficial for networking, and helpful for career planning, resource identification, clinical advice, and research motivation.

Conclusions:

Collaborative mentorship, exemplified by FACTs, is an effective strategy for multi-site training programs.
This model successfully overcomes many barriers inherent in traditional one-on-one mentorship.