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Perspect Med Educ. 2016 Feb;5(1):56-9. doi: 10.1007/s40037-015-0236-2.

A novel mentorship programme for residents integrating academic development, clinical teaching and graduate medical education assessment.

Author information

1
Department of Emergency Medicine, Brigham & Women's Hospital, Harvard Medical School, 75 Francis Street, 02115, Boston, MA, USA. kbhatia1@partners.org.
2
Department of Emergency Medicine, Massachusetts General Hospital, Boston, USA.
3
Department of Emergency Medicine, Brigham & Women's Hospital/Massachusetts General Hospital, Boston, USA.

Abstract

INTRODUCTION:

Mentorship fosters career development and growth. During residency training, mentorship should support clinical development along with intellectual and academic interests. Reported resident mentoring programmes do not typically include clinical components. We designed a programme that combines academic development with clinical feedback and assessment in a four-year emergency medicine residency programme.

METHODS:

Incoming interns were assigned an advisor. At the conclusion of the intern year, residents actively participated in selecting a mentor for the duration of residency. The programme consisted of quarterly meetings, direct clinical observation and specific competency assessment, assistance with lecture preparation, real-time feedback on presentations, simulation coaching sessions, and discussions related to career development. Faculty participation was recognized as a valuable component of the annual review process. Residents were surveyed about the overall programme and individual components.

RESULTS:

Over 88‚ÄČ% of the respondents said that the programme was valuable and should be continued. Senior residents most valued the quarterly meetings and presentation help and feedback. Junior residents strongly valued the clinical observation and simulation sessions.

CONCLUSIONS:

A comprehensive mentorship programme integrating clinical, professional and academic development provides residents individualized feedback and coaching and is valued by trainees. Individualized assessment of clinical competencies can be conducted through such a programme.

KEYWORDS:

Academic development; Assessment; Direct observation; Mentorship

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