HEKSS Mentoring Miss Fiona Cowan BSc (Hons) MRCOG DiIPM ST6 O&G O&G Trainee Representative

Objectives Current views on mentoring The mentoring project Development of the Project

Mentorship Defined as: “A relationship between two people in which trust and respect enables problems and difficulties to be discussed in an open and supportive environment” (Whittaker & Cartwright, 2000) Mentoring aids trainees in: Discussing problems Fulfilling goals Overcoming difficulties Professional development Career advancement

Mentorship Successful schemes are established in areas outside medicine UK Medical graduates assigned an Educational Supervisor (focus remains on assessments, detracting from individual, personal and professional development) Mentoring is now being adopted by an increasing number of deaneries and specialties

The mentoring project The HEKSS Deanery O&G Mentorship Scheme was introduced for ST1 trainees in October 2011 It provided all mentees (O&G ST1 trainees) with a mentor (ST3 or above) Mentors are in frequent contact with their mentees Mentors provide additional, frequent support with emphasis on the ST1’s day to day concerns during on calls, in theatre and outpatient clinics giving regular confidential professional support, advice and guidance

The Mentorship Scheme 2011-2013 The scheme ran successfully in its first two years commencing October 2011 Each ST1 were given a time period to select a mentor Mentorship Training Day at the KSS Postgraduate Deanery From October 2013 the Mentoring Scheme was taken over

The Mentorship Scheme 2011-2012 Online questionnaires were sent to 21 KSS ST1 O&G trainees and their mentors at the start of the scheme in October 2011 and again in April 2012 Response rates to both questionnaires were100% and 81% respectively for mentees and mentors

Results of Initial Surveys Prior to ST1 training have you been subjected to work related difficulties for which you have needed to seek advice/guidance from a peer or senior colleague? 86% of mentors had previously been approached by a junior trainee for advice in such situations

Results of Initial Surveys Is/was there a member of staff in your department you would feel comfortable to discuss your work/career related concerns with and who you could identify as a potential ‘mentor’? 81% of mentors believed there was a trainee they could identify as a ‘mentee’

Results 100% of the mentors and ST1’s surveyed agreed or strongly agreed a formal mentor for ST1’s is important 96% of mentors and ST1’s thought having a mentor for professional and career development was important

Results Important qualities for a mentor included: Empathic to trainees and their needs Open and honest regarding feedback Provide useful career advice Trustworthy and accessible Thorough understanding of the core curriculum Problem solve and seek solutions Forward the concerns of junior doctors to a higher level

Results to Feedback Surveys During ST1 training have you been subjected to work related difficulties for which you have needed to seek advice/guidance from a peer or senior colleague?

Results to Feedback Surveys Has it been useful to have a mentor for professional support and advice?

Results ST1’s thought mentors helped with many aspects of their training including the following: Preparation for MRCOG Part 1 Help with log book and completing work based assessments Advice during on calls Career advice Guidance with audits and publications Patient and staff related problems

Results to Feedback Surveys Every mentor was trained (90% workshop, 10% BMJ module) 100% of mentors thought the training was useful and mentoring was satisfying and worthwhile All but one mentor thought they had provided enough support to their mentee 93% of ST1’s agreed or strongly agreed their mentor was providing adequate support 90% had managed to meet at least every week, some more frequently and even daily

The Success of the Scheme Mentoring essential to training Provides encouragement, confidential emotional and academic support This will lead to trainees having greater satisfaction with their training programme We aim to re-establish the original scheme to provide better support

Promotion of the Scheme HEKSS Deanery O&G website The Importance of Mentoring for Junior Doctors. Fiona Cowan & Sarah Flint. BMJ Careers, December 2012 The Canadian Conference on Medical Education Quebec City, April 2013 Poster presentation at the RCOG World Congress in Liverpool June 2013

References Kroenke K. Mentorship. SGIM Forum. 2001; 24:3-8 Levinson D. J. The Season’s of a Man’s Life. New York: Ballantine Books: 1978 Macafee D. A. L. Is There a Role for Mentoring in Surgical Specialty Training? Medical Teacher. 2008; 30: e55-e59 Whittaker M, Cartwright A. 2000. The Mentoring Manual (Gower, Aldershot) The Importance of Mentoring for Junior Doctors. Fiona Cowan & Sarah Flint. BMJ Careers, December 2012

Becoming an O&G Representative Miss Fiona Cowan BSc (Hons) MRCOG DiIPM ST6 O&G O&G Trainee Representative

Levels of Representation Trust Local Faculty Group (LFG) Specialty Training Committee (STC) RCOG Trainees Committee

Local Faculty Group Represent fellow trainees on a trust level Meetings 3 times a year Selection process organised locally

Specialty Training Committee Represent fellow trainees at basic, intermediate or higher level depending on your training grade Meetings at the deanery 4 times a year Selection by election

RCOG Trainees Committee Represent all KSS trainees at RCOG level Meetings at the RCOG twice a year Must have a NTN and minimum of 2 years remaining with respect to CCT date at time of election Selection by election

Duties of a trainee representative Collate the feedback from trainees across HEKSS for your level of training Represent and present the views of the trainees at meetings Feedback to the trainees Become involved in the HEKSS O&G newsletter

Benefits Excellent for CV Become involved and help influence and shape our training Develop essential skills