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Faculty mentorship during residency and professional development among practising emergency physicians

  • Shannon M. Fernando (a1) (a2), Warren J. Cheung (a1) (a3) (a4), Stephen B. Choi (a1), Lisa Thurgur (a1) and Jason R. Frank (a1) (a4)...

Abstract

Objective

Mentorship is perceived to be an important component of residency education. However, evidence of the impact of mentorship on professional development in Emergency Medicine (EM) is lacking.

Methods

Online survey distributed to attending physician members of the Canadian Association of Emergency Physicians (CAEP), using a modified Dillman method. Survey contained questions about mentorship during residency training, and perceptions of the impact of mentorship on career development.

Results

The response rate was 23.5% (309/1314). 63.6% reported having at least one mentor during residency. The proportion of participants with a formal mentorship component during residency was higher among those with mentors (44.5%) compared to those without any formal mentorship component during residency (8.0%, p<0.001). The most common topics discussed with mentors were career planning and work-life balance. The least common topics included research and finances. While many participants consulted their mentor regarding their first job (56.5%), fewer consulted their mentor regarding subspecialty training (45.1%) and research (41.1%). 71.8% chose to work in a similar centre as their mentor, but few completed the same subspecialty (24.8%), or performed similar research (30.4%). 94.1% stated that mentorship was important to success during residency. Participants in a formal mentorship program did not rate their experience of mentorship higher than those without a formal program.

Conclusions

Among academic EM physicians with an interest in mentorship, mentorship during EM residency may have a greater association with location of practice than academic scholarship or subspecialty choice. Formal mentorship programs increase the likelihood of obtaining a mentor, but do not appear to improve reported mentorship experiences.

Introduction

Le mentorat est considéré comme un élément important de la formation au niveau de la résidence. Toutefois, il existe peu de données probantes sur l’influence du mentorat sur le perfectionnement professionnel en médecine d’urgence (SU).

Méthode

Une enquête en ligne a été menée parmi les médecins traitants, membres de l’Association canadienne des médecins d’urgence (ACMU), selon une version modifiée de la méthode de Dillman. Le questionnaire portait en partie sur le mentorat durant la formation au niveau de la résidence et sur les perceptions de son influence sur l’avancement professionnel.

Résultats

Le taux de réponse a atteint 23,5 % (309/1314), et 63,6 % des participants ont indiqué avoir été sous la conduite d’au moins un mentor durant leur résidence. La proportion d’étudiants ayant profité d’un programme structuré de mentorat durant la résidence était plus élevée parmi les répondants accompagnés d’un mentor (44,5 %) que dans le groupe n’en ayant pas profité (8,0 %; P<0,001). Les sujets abordés le plus souvent avec les mentors étaient la planification de la carrière et l’équilibre entre la vie professionnelle et la vie personnelle, tandis que les sujets abordés le moins souvent portaient entre autres sur la recherche et les finances. Bon nombre de participants ont consulté leur mentor pour leur premier emploi (56,5 %), mais moins nombreux étaient ceux qui ont fait de même pour la formation en surspécialité (45,1 %) et la recherche (41,1 %). Un pourcentage élevé (71,8 %) d’étudiants accompagnés d’un mentor ont choisi de travailler dans un centre hospitalier comparable à celui de leur guide, mais peu ont choisi la même surspécialité (24,8 %) ou mené le même type de recherche (30,4 %). Enfin, 94,1 % des participants ont indiqué que le mentorat était un élément important de réussite durant la résidence; toutefois, ceux qui ont suivi un programme officiel de mentorat n’ont pas accordé une cote plus élevée d’appréciation que ceux qui n’en ont pas suivi.

Conclusions

Le mentorat durant la résidence en MU, parmi les urgentologues enseignants qui se montrent intéressés par l’accompagnement, serait davantage une affaire de lieu de pratique que de bourse d'études ou de choix de surspécialité. Certes, les programmes structurés de mentorat augmentent les probabilités de trouver un mentor, mais ils ne semblent pas améliorer les expériences vécues par les mentorés.

Copyright

Corresponding author

Correspondence to: Dr. Shannon M. Fernando, Department of Emergency Medicine, University of Ottawa, 1053 Carling Ave, Ottawa, ON K1Y 4E9. Email: sfernando@qmed.ca

References

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