Implementation and first experiences with a multimodal mentorship curriculum for medicine-paediatrics residents

Mentorship increases trainee productivity, promotes career satisfaction and reduces burnout. Beginning in 2016, our Medicine-Paediatrics residency program developed and implemented a longitudinal mentorship curriculum among trainees. We report initial experiences with that program and discuss potential future directions. We implemented and adapted a peer mentorship model and expanded it to include guest lectures and workshops centred around 13 core topics. Our expanded model included five longitudinal components: (1) peer mentorship; (2) virtual check-ins with residency leadership; (3) focussed didactics and workshops; (4) small-group dinners highlighting different career paths; and (5) dedicated faculty who pair residents with mentors based on common interests. We compared annual survey results on resident satisfaction with program mentorship, using chi-square and fisher’s exact tests to assess statistically significant differences pre- (2012–2016) and post-intervention (2016–2020). We analysed 112 responses with annual response rate varying between 41.2% and 100%. Overall satisfaction with mentorship improved from 57.6% to 73.4% (<i>p</i> = .53), satisfaction with emotional support improved from 63.1% to 71.6% (<i>p</i> = .21), and satisfaction with career-specific mentorship improved from 48.5% to 59.5% (<i>p</i> = .70). Residents reported consistently high satisfaction with peer mentorship (77.8%–100%). The percent of residents reporting they had identified a career mentor increased from 60.0% in 2017 to 88.9% in 2019, which was sustained at 90.0% in 2020. We report our experience in implementing and adapting a mentorship curriculum for resident physicians in a single training program, including transitioning to a primarily online-based platform at the outset of the SARS-CoV-2 pandemic. Our results showed a trend towards improvement in resident satisfaction with overall and career-specific mentorship, as well as improved emotional support. Future work is needed using more objective outcome markers among a larger and more diverse group of residents.
KEY MESSAGESAmong resident physicians in a single training program, a mix of mentor–mentee dyads, group-based peer mentoring and a structured curriculum has shown promise in improving resident-reported satisfaction with programmatic mentorshipWhile we attempted to adapt the mentorship curriculum to an online platform with the development of the SARS-CoV-2 pandemic, reported satisfaction in overall mentorship and emotional support decreased in comparison to the prior year, an important focus for future work. Among resident physicians in a single training program, a mix of mentor–mentee dyads, group-based peer mentoring and a structured curriculum has shown promise in improving resident-reported satisfaction with programmatic mentorship While we attempted to adapt the mentorship curriculum to an online platform with the development of the SARS-CoV-2 pandemic, reported satisfaction in overall mentorship and emotional support decreased in comparison to the prior year, an important focus for future work.

导师制可提升培训生工作效能、增强职业满意度并降低职业倦怠。2016年起，我们的内科-儿科（Medicine-Paediatrics）住院医师培训项目（residency program）开发并实施了一项面向培训生的纵向导师培养课程（longitudinal mentorship curriculum）。本文报告该项目的初步实施经验，并探讨潜在的未来发展方向。
我们实施并优化了同伴导师制（peer mentorship）模型，将其扩展为涵盖13个核心主题的特邀讲座与工作坊。我们的扩展模型包含五大纵向组成部分：（1）同伴导师制；（2）与住院医师管理层的线上对接交流；（3）针对性教学讲座与工作坊；（4）聚焦不同职业发展路径的小组晚餐交流；（5）专职师资根据共同兴趣为住院医师配对导师。
我们对比了住院医师对项目导师制的年度调研结果，采用卡方检验（chi-square test）与费希尔精确检验（Fisher’s exact test）评估干预前（2012-2016年）与干预后（2016-2020年）的统计学显著性差异。本次分析共纳入112份有效问卷，年度应答率介于41.2%至100%之间。
调研结果显示，住院医师对导师制的总体满意度从57.6%提升至73.4%（<i>p</i> = .53），对情感支持的满意度从63.1%提升至71.6%（<i>p</i> = .21），对职业针对性导师服务的满意度从48.5%提升至59.5%（<i>p</i> = .70）。住院医师对同伴导师制的满意度始终维持在较高水平（77.8%–100%）。报告已找到职业导师的住院医师占比从2017年的60.0%升至2019年的88.9%，并于2020年维持在90.0%。
我们报告了在单个住院医师培训项目中开发并优化导师培养课程的实践经验，包括在新型冠状病毒（SARS-CoV-2）疫情初期将课程转为主要线上平台的举措。研究结果显示，住院医师对总体及职业针对性导师服务的满意度呈上升趋势，情感支持满意度亦有所提升。未来仍需针对更大规模、更多元化的住院医师群体，采用更客观的结局指标开展相关研究。
KEY MESSAGES
在单个住院医师培训项目中，混合式导师-学员配对、基于小组的同伴指导与结构化导师课程，在提升住院医师对项目式导师制的自评满意度方面展现出应用潜力。
尽管我们在SARS-CoV-2大流行期间尝试将导师课程迁移至线上平台，但相较于前一年，住院医师对总体导师制与情感支持的满意度有所下降，这一问题应作为未来研究的重要方向。
在单个住院医师培训项目中，混合式导师-学员配对、基于小组的同伴指导与结构化导师课程，在提升住院医师对项目式导师制的自评满意度方面展现出应用潜力。
尽管我们在SARS-CoV-2大流行期间尝试将导师课程迁移至线上平台，但相较于前一年，住院医师对总体导师制与情感支持的满意度有所下降，这一问题应作为未来研究的重要方向。