Psychiatry, University of Toronto, Toronto, Ontario, Canada
Applied Psychology and Human Development, University of Toronto, Toronto, Ontario, Canada.
BMJ Open. 2023 Jan 11;13(1):e061338. doi: 10.1136/bmjopen-2022-061338.
The CanMEDS framework, an educational framework for physicians used in Canada, defined competencies that physicians require to meet patients' needs, all of which can be cultivated through mentorship activities. The Advocacy Mentorship Initiative (AMI) at the University of Toronto used a cascading mentorship model (CMM), whereby resident mentors (RMs) mentored undergraduate medical student mentors (MSMs), who in turn mentored youth raised in at-risk environments. Both RMs and MSMs were mentored by the AMI programme lead, a staff psychiatrist, with expertise in child and adolescent psychiatry. The research question of this study was as follows: What were the merits of using a CMM in enhancing the knowledge, competencies and residency experiences of RMs in AMI?
Qualitative interview study.
RMs involved in AMI from January 2017 to December 2020 were invited to participate in the study. A total of 11 RMs agreed to participate.
Interviews were conducted to canvas participants about how AMI impacted them, and these were recorded, transcribed and anonymised. Braun and Clarke's approach to thematic analysis was used to identify 'subthemes' and 'themes'.
Eleven RMs participated in the study. A major theme identified was how AMI enhanced the medical learner experience by augmenting the educational experience of MSMs, strengthening RMs' values and attitudes, and strengthening RMs' knowledge and competencies. The second theme captured was the effective facets of a mentorship programme in AMI, including the CMM, and collaborative and inclusive relationships between mentors and mentees.
RMs identified that the CMM of AMI cultivated CanMEDS competencies in medical learners; deepened medical learners' understanding of social determinants of health; and offered a bidirectional approach to teaching and learning between MSMs and RMs. MSMs and RMs also learnt from the staff psychiatrist.
加拿大使用的医师教育框架 CanMEDS 框架定义了医师满足患者需求所需的能力，这些能力都可以通过指导活动培养。多伦多大学的倡导指导倡议（AMI）使用级联指导模型（CMM），即住院医师导师（RMs）指导本科医学导师（MSMs），而 MSM 反过来指导成长于高风险环境中的青年。RMs 和 MSM 都由 AMI 项目负责人、一名具有儿童和青少年精神病学专业知识的工作人员精神病学家指导。本研究的研究问题如下：在增强 AMI 中 RMs 的知识、能力和住院医师经验方面，使用 CMM 的优点是什么？
定性访谈研究。
邀请 2017 年 1 月至 2020 年 12 月期间参与 AMI 的 RMs 参加研究。共有 11 名 RMs 同意参加。
对参与者进行访谈，了解 AMI 对他们的影响，并对访谈进行记录、转录和匿名处理。使用 Braun 和 Clarke 的主题分析方法来确定“子主题”和“主题”。
11 名 RMs 参加了研究。确定的一个主要主题是 AMI 如何通过增强 MSM 的教育经验、增强 RMs 的价值观和态度以及增强 RMs 的知识和能力来增强医学学习者的体验。第二个主题是 AMI 中有效指导计划的方面，包括 CMM 以及导师和学员之间的协作和包容关系。
RMs 认为 AMI 的 CMM 培养了医学学习者的 CanMEDS 能力；加深了医学学习者对健康的社会决定因素的理解；并为 MSM 和 RMs 之间的教学和学习提供了双向方法。MSM 和 RMs 也从工作人员精神病学家那里学到了东西。
