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GP146 The development, implementation and evaluation of an innovative near-peer mentoring programme for doctors in a tertiary neonatal unit

Introduction Near-Peer Mentoring is a validated educational model for personal and professional development 1. The European Working Time Directive has resulted in reduced, fragmented working hours for Non-Consultant Hospital Doctors (NCHDs) in Ireland. As a result, sustained professional relationships with experienced colleagues may be harder to establish, and mentoring relationships less likely to develop. We aimed to develop and implement a Near-Peer Mentoring Programme for NCHDs in a tertiary neonatal unit. Methods This was a prospective, questionnaire-based, quality improvement initiative. An Education Session on Mentoring was held for all NCHDs working within the unit. Prospective Mentors were asked to meet formally with their Mentees at least four times over a 3-month period. A Mentoring Template was developed to provide a framework for both the Mentors (Registrars/Specialist Registrars) and Mentees (Senior House Officers). This Template was based on four key themes – Paediatric Training in Ireland, Career Development, Professional Skills and Work-Life Balance. Validated, anonymous questionnaires were distributed prior to and following the period of mentorship. Results All NCHDs wished to be included in the programme, a total of 9 Mentors and 9 Mentees. There was a 100% response rate to the questionnaires. Three Mentors (33%) had received prior mentoring training. Prior to participation, eight Mentors (89%) felt at least moderately skilled in each of the core mentoring skills outlined in the validated Mentor Competency Assessment Tool. Mentors and Mentees met on average three times over the study period. 100% of the Mentees and eight of the Mentors (89%) felt that the programme contributed to a more positive work environment for NCHDs. Seven Mentees (78%) felt that their clinical skills and knowledge had improved, that their exposure to clinical activities in the NICU was increased, and that a supportive environment was developed. Six Mentees (67%) noted an improvement in their procedural skills. Eight (89%) agreed that their Mentor was accessible and supportive, provided appropriate career guidance and motivated them to reach their objectives. Conclusion Although mentoring is a core skill specified by the Royal College of Physicians in Ireland for Higher Specialist Trainees in Paediatrics, there is a paucity of formal Mentoring Programmes for NCHDs. This study has highlighted the benefits of a successful Near-Peer Mentorship Programme for Paediatric trainees. Reference Akinla O, Hagan P, Atiomo W. A systematic review of the literature describing the outcomes of near-peer mentoring programs for first year medical students. BMC Med Educ. 2018;18(1):98.