Krishnan Rohin J, Uruthiramoorthy Lavanya, Jawaid Noor, Steele Margaret, Jones Douglas L
Department of Epidemiology and Biostatistics, Schulich School of Medicine & Dentistry, Western University, London, Ont.
Division of Internal Medicine, Department of Medicine, University of Toronto, Toronto, Ont.
Can J Rural Med. 2018 Summer;23(3):68-75.
The Schulich School of Medicine & Dentistry in London, Ontario, has a mentorship program for all full-time faculty. The school would like to expand its outreach to physician faculty located in distributed medical education sites. The purpose of this study was to determine what, if any, mentorship distributed physician faculty currently have, to gauge their interest in expanding the mentorship program to distributed physician faculty and to determine their vision of the most appropriate design of a mentorship program that would address their needs.
We conducted a mixed-methods study. The quantitative phase consisted of surveys sent to all distributed faculty members that elicited information on basic demographic characteristics and mentorship experiences/needs. The qualitative phase consisted of 4 focus groups of distributed faculty administered in 2 large and 2 small centres in both regions of the school's distributed education network: Sarnia, Leamington, Stratford and Hanover. Interviews were 90 minutes long and involved standardized semistructured questions.
Of the 678 surveys sent, 210 (31.0%) were returned. Most respondents (136 [64.8%]) were men, and almost half (96 [45.7%]) were family physicians. Most respondents (197 [93.8%]) were not formal mentors to Schulich faculty, and 178 (84.8%) were not currently being formally mentored. Qualitative analysis suggested that many respondents were involved in informal mentoring. In addition, about half of the respondents (96 [45.7%]) wished to be formally mentored in the future, but they may be inhibited owing to time constraints and geographical isolation. Consistently, respondents wished to have mentoring by a colleague in a similar practice, with the most practical being one-on-one mentoring.
Our analysis suggests that the school's current formal mentoring program may not be applicable and will require modification to address the needs of distributed faculty.
安大略省伦敦市的舒立克医学院和牙科学院为所有全职教员设立了一个导师计划。该学院希望将其拓展范围扩大到分布在各地医学教育站点的医师教员。本研究的目的是确定分布在各地的医师教员目前是否有导师，评估他们对将导师计划扩展到分布在各地的医师教员的兴趣，并确定他们对最适合满足其需求的导师计划设计的愿景。
我们进行了一项混合方法研究。定量阶段包括向所有分布在各地的教员发送调查问卷，以获取有关基本人口统计学特征和导师经历/需求的信息。定性阶段包括在该学院分布式教育网络的两个区域的2个大中心和2个小中心对分布在各地的教员进行4个焦点小组访谈：萨尼亚、莱明顿、斯特拉特福和汉诺威。访谈时长90分钟，涉及标准化的半结构化问题。
在发送的678份调查问卷中，有210份（31.0%）被返回。大多数受访者（136人[64.8%]）为男性，近一半（96人[45.7%]）为家庭医生。大多数受访者（197人[93.8%]）不是舒立克学院教员的正式导师，178人（84.8%）目前没有接受正式导师指导。定性分析表明，许多受访者参与了非正式指导。此外，约一半的受访者（96人[45.7%]）希望未来能接受正式导师指导，但由于时间限制和地理隔离，他们可能会受到阻碍。一致的是，受访者希望由从事类似业务的同事进行指导，最实用的是一对一指导。
我们的分析表明，该学院目前的正式导师计划可能不适用，需要进行修改以满足分布在各地的教员的需求。
