Effectiveness of a Formal Mentorship Program in Family Medicine Residency: The Residents’ Perspective

Introduction. Mentoring is a recognized form of teaching learning strategy in postgraduate medical education. This paper describes the effectiveness of a formal mentorship program from the residents’ perspective after a year of implementation. Methods. The Aga Khan University Family Medicine Residency Program is the first program in Pakistan to our knowledge to implement formal mentorship for all four years of residency. A mentorship program was developed, implemented, and evaluated a year later using a rating scale. The 10-point Likert scale consisted of questions on academics, clinical work, research, administrative issues, and personal/social issues. Results. The response rate was 95% ( ). Eighty percent ( ) were women. Satisfaction level in seeking help was the highest for academics (75%). Residents scored mentorship as low in helping to tackle their personal problems (20%). Barriers reported in rapport building with mentor were time constraints and gender difference. The most useful attributes of the mentor which helped rapport building were accessibility, active listening, support for emotional needs, and trustworthiness. Conclusion. Mentoring has a role in trainees’ personal and professional growth especially when their needs are addressed. The effectiveness of the mentorship program in residency can improve if the residents are allowed to choose their own mentors. 1. Introduction Mentoring is a recognized form of teaching learning strategy in postgraduate medical education. Mentoring programs appear to play an essential role in creating a learner-centered environment for fostering professionalism and humanistic values [1]. Through mentoring, faculty shares their special skills and experience with junior colleagues [2]. It creates an environment where sensitive issues can be openly raised for reflective constructive discussions. It is considered as a mean of identifying and managing professional and personal progress with minimal stress. Physicians with no obvious difficulties also benefit in terms of academics, clinical skills, and future planning [3]. The Aga Khan University Family Medicine Residency Program had no formal mentorship program for residents. Each resident has a supervisor approved by the College of Physicians and Surgeons Pakistan, the accrediting body for postgraduate training in Pakistan. Supervisor’s role is more of a teacher and an appraiser than a mentor. The residents and the residency management committee felt the need for a formal mentorship program wherein residents could share their personal and professional problems.