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

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

3. 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

4. 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

5. 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

6. 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

7. 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

8. 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

9. 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’

10. 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

11. 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

12. 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?

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

14. 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

15. 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

16. 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

17. 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

18. 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 The Mentoring Manual (Gower, Aldershot)
The Importance of Mentoring for Junior Doctors. Fiona Cowan & Sarah Flint. BMJ Careers, December 2012

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

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

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

22. 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

23. 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

24. 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

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