Implementation and evaluation of a mentorship program in clinical master in family medicine during the COVID-19 pandemic at the Arabian Gulf University: a longitudinal study

BACKGROUND

We implemented a contextualized innovative mentorship program in the Clinical Master in Family Medicine (CMFM) program established in April 2020 at Arabian Gulf University. In this paper, we describe the process of this program and derive the major challenges faced by trainees and related corrective actions and their outcomes on high-risk trainees for optimal performance.

METHODS

We conducted a mixed-method longitudinal study of 80 trainees, analyzing information extracted from the Moodle learning platform about five key performance indicators as well as the contents (quantitative and qualitative) of mentoring meeting reports submitted through a validated online form between 2020 and 2022. We analyzed frequencies and themes of challenges and compared trainees' performance according to time and level of risk.

RESULTS

The follow-up of all 80 trainees in two cohorts (40 for each cohort) shows that most are female (93.75%) and the mean age is 30.00 ± 2.19 years with a ratio of mentors to mentees of 1 to 5. Meetings are conducted through phone calls, virtually, and face-to-face in 62%, 29%, and 8.3% respectively. The mean number and duration of meetings are 30.88 ± 2.31 and 20.08 ± 9.50 min respectively. Time management is the most reported challenge (41.3%), followed by health, social, and psychological-related issues in 7.6%, 4.6%, and 3% respectively. We extracted four main themes related to trainees, settings of training, e-Portfolio, and the COVID-19 pandemic. The mentorship program captured 12 trainees at high risk for low academic progress (12%) of whom six graduated on time and the remaining had to repeat a few courses the following terms. The performance of the program is stable over time (mean GPA of 3.30 (SE = 0.03), versus 3.34 (SE = 0.05) for cohorts 1 and 2 in the two years respectively, (P = 0.33). However, it is slightly lower among high-risk trainees compared to the remaining (GPA = 3.35 (SE = 0.03) versus 3.14 (SE = 0.08), P = 0.043) though above the minimum of the threshold of 3 out of 4, required for the master's degree.

CONCLUSION

The mentorship program captured the struggling trainees and permitted to implement pertinent corrective actions timely, particularly in the context of a two-year intensive CMFM program during the COVID-19 pandemic.

Trainees’ perceptions and expectations of formal academic mentoring during the COVID-19 pandemic in Indonesian cardiology residency programs

PURPOSE

During medical residency programs, physicians develop their professional identities as specialists and encounter high expectations in terms of achieving competencies. The responsibilities of medical trainees include caring for patients, balancing work with personal life, and weathering stress, depression, and burnout. Formal academic mentoring programs strive to ease these burdens. The coronavirus disease 2019 (COVID-19) pandemic has altered the trainee–academic mentor relationship, and solutions are needed to address these challenges. The present study aimed to evaluate the formal academic mentoring process through trainees’ perceptions and expectations of formal mentoring programs during COVID-19 in Indonesian cardiology residency programs.

METHODS

This cross-sectional study used a self-administered online questionnaire to capture trainees’ perceptions and expectations regarding academic mentoring programs in 3 cardiology residency programs in Indonesia from October to November 2020. The questionnaire was developed before data collection. Perceptions of the existing mentoring programs were compared with expectations.

RESULTS

Responses were gathered from 169 out of 174 residents (response rate, 97.3%). Most trainees reported having direct contact with COVID-19 patients (88.82%). They stated that changes had taken place in the mode and frequency of communication with their academic advisors during the pandemic. Significant differences were found between trainees’ perceptions of the existing mentoring programs and their expectations for academic mentoring programs (P<0.001).

CONCLUSION

Despite the challenges of interacting with their academic mentors, trainees still perceived academic mentors as a vital resource. Study programs need to consider trainees’ expectations when designing academic mentoring programs.

Perceived competency deficits and challenges of family medicine trainees in sub-Saharan Africa

BACKGROUND

A competency-based approach to family medicine (FM) post graduate (PG) training falls short of a holistic process if it focuses only on patients' needs without eliciting those of trainees.

AIM

To identify perceived competency deficits of trainees and challenges hindering achievement of learning outcomes.

SETTING

PG FM programmes in sub-Saharan Africa.

METHODS

We conducted a cross-sectional survey using a web-based questionnaire with a list of competency items and challenges. Common Factor Analysis was used to ascertain which competency items and challenges accounted for the highest shared variability. A perceived competency deficit was assumed for any item with a component loading of <0.5. For challenges, higher component loadings denoted higher levels of agreement with the annotated item. Data were analysed using SPSS (version 16).

RESULTS

A total of 150 trainees took the survey. Appraising and utilising scientific knowledge was the item with a perceived competency deficit, while poor mentor-mentee relationship was considered the foremost challenge that hindered learning outcomes.

CONCLUSION

Critical appraisal and utilisation of scientific knowledge should be part of every stage of the African FM trainee's learning experience. To achieve this and other learning outcomes, improving mentor-mentee relationships are essential.

Mentoring among Pakistani postgraduate resident doctors

BACKGROUND

Mentorship is the key to career success, improving job quality and productivity; however, several barriers are prevalent in many academic institutions. Low/middle-income countries are particularly facing difficulty dealing with poor and often non-existing mentoring.

PURPOSE

To gauge the quality of mentorship at King Edward Medical University and discover factors responsible for satisfaction or dissatisfaction of mentors and mentees.

METHODS

This was an institution-based cross-sectional study using web-based questionnaires: one for mentors and another one for mentees. The authors analysed the collected data using the R statistical package (V.2.15.1). The authors used Fisher's exact test to assess associations between the satisfactions of mentees and mentors and various factors such as having defined goals or the hours spent towards mentoring. p Values <0.05 were regarded as significant.

RESULTS

52 mentees and nine mentors completed questionnaires. Greater face time, clear agreement in regard to goals and expectations and proper advice from mentor regarding best practices to advance in career were associated with greater mentee satisfaction (p<0.001, p=0.006 and p<0.001 respectively). Problems faced by mentees included deficiency of protected time for mentorship, poor communication and little understanding of their needs by the mentors. The majority of the mentors (seven out of nine), believed that a certification course in mentorship should be mandatory.

CONCLUSION

There is a lack of opportunities for effective mentorship at King Edward Medical University. Adequate training of mentors and mentees to adopt strategies for a better career outcome of young doctors should be in place.

Coaching relationship in executive coaching: a Malaysian study

Purpose

– In order to bridge the gap and provide organizations with practical assistance in dealing with the effectiveness of executive coaching. The purpose of this paper is to investigate the association between coaching relationship which constitutes of rapport, trust, commitment and match with coaching effectiveness in Malaysia using a quantitative research method.

Design/methodology/approach

– Based on the extensive review of the current literature, rapport, trust, commitment and coach-coachee match with coaching effectiveness are investigated through questionnaire. Objective-driven model which focuses on the extent to which coaching objectives have been met, is used to measure the effectiveness of executive coaching.

Findings

– The main results of the multiple regressions demonstrate that both rapport and commitment significantly influence coaching effectiveness. These findings provide a basis for developing a quality relationship to advance the executive coaching and HRM research literature.

Practical implications

– The practical implication of this study could be useful for HCM managers, who want to enhance leadership capabilities through executive coaching engagement that support their organizations performance.

Originality/value

– This Malaysian study will build upon the existing knowledge by investigating the factors contributing to quality coaching relationship from the coachee’s viewpoint.