Department of Family and Community Medicine, College of Medicine and Medical Sciences, Arabian Gulf University, Manama, Bahrain.
Department of Family Medicine, University Medical Center King Abdullah Medical City Bahrain, Manama, Bahrain.
BMC Med Educ. 2024 Jul 12;24(1):751. doi: 10.1186/s12909-024-05677-8.
We implemented a contextualized innovative mentorship program in the Clinical Master in Family Medicine (CMFM) program established in April 2020 at Arabian Gulf University. In this paper, we describe the process of this program and derive the major challenges faced by trainees and related corrective actions and their outcomes on high-risk trainees for optimal performance.
We conducted a mixed-method longitudinal study of 80 trainees, analyzing information extracted from the Moodle learning platform about five key performance indicators as well as the contents (quantitative and qualitative) of mentoring meeting reports submitted through a validated online form between 2020 and 2022. We analyzed frequencies and themes of challenges and compared trainees' performance according to time and level of risk.
The follow-up of all 80 trainees in two cohorts (40 for each cohort) shows that most are female (93.75%) and the mean age is 30.00 ± 2.19 years with a ratio of mentors to mentees of 1 to 5. Meetings are conducted through phone calls, virtually, and face-to-face in 62%, 29%, and 8.3% respectively. The mean number and duration of meetings are 30.88 ± 2.31 and 20.08 ± 9.50 min respectively. Time management is the most reported challenge (41.3%), followed by health, social, and psychological-related issues in 7.6%, 4.6%, and 3% respectively. We extracted four main themes related to trainees, settings of training, e-Portfolio, and the COVID-19 pandemic. The mentorship program captured 12 trainees at high risk for low academic progress (12%) of whom six graduated on time and the remaining had to repeat a few courses the following terms. The performance of the program is stable over time (mean GPA of 3.30 (SE = 0.03), versus 3.34 (SE = 0.05) for cohorts 1 and 2 in the two years respectively, (P = 0.33). However, it is slightly lower among high-risk trainees compared to the remaining (GPA = 3.35 (SE = 0.03) versus 3.14 (SE = 0.08), P = 0.043) though above the minimum of the threshold of 3 out of 4, required for the master's degree.
The mentorship program captured the struggling trainees and permitted to implement pertinent corrective actions timely, particularly in the context of a two-year intensive CMFM program during the COVID-19 pandemic.
我们在 2020 年 4 月在阿拉伯海湾大学设立的临床家庭医学硕士（CMFM）课程中实施了一项基于情境的创新指导计划。在本文中，我们描述了该计划的实施过程，并得出了学员在高风险学员中面临的主要挑战以及相关的纠正措施及其结果，以实现最佳表现。
我们对 80 名学员进行了一项混合方法的纵向研究，分析了从 Moodle 学习平台提取的有关五个关键绩效指标的信息，以及 2020 年至 2022 年期间通过经过验证的在线表格提交的指导会议报告的内容（定量和定性）。我们分析了挑战的频率和主题，并根据时间和风险水平比较了学员的表现。
对两个队列中的所有 80 名学员（每个队列 40 名）的随访表明，大多数学员是女性（93.75%），平均年龄为 30.00 ± 2.19 岁，导师与学员的比例为 1 比 5。会议分别通过电话、虚拟和面对面进行，占 62%、29%和 8.3%。会议的平均次数和持续时间分别为 30.88 ± 2.31 次和 20.08 ± 9.50 分钟。时间管理是报告最多的挑战（41.3%），其次是健康、社会和心理相关问题，分别占 7.6%、4.6%和 3%。我们提取了与学员、培训环境、电子档案和 COVID-19 大流行相关的四个主要主题。指导计划共发现 12 名高学术进步风险的学员（12%），其中 6 名按时毕业，其余学员在接下来的几个学期中不得不重复几门课程。该计划的表现随着时间的推移保持稳定（平均 GPA 为 3.30（SE=0.03），而在两年中，第一组和第二组的 GPA 分别为 3.34（SE=0.05）（P=0.33）。然而，与其余学员相比，高风险学员的成绩略低（GPA=3.35（SE=0.03）与 3.14（SE=0.08），P=0.043），但高于 4 分制中的 3 分，这是硕士学位的最低要求。
指导计划发现了挣扎的学员，并允许及时实施相关的纠正措施，特别是在 COVID-19 大流行期间进行为期两年的强化 CMFM 课程的背景下。
