NHS Lothian Paired Learning Agreement and Workbook Modified for use of the Peer Mentorship Programme With grateful thanks to Dr Sue Sloan (Organisational Development, NHS Lothian), Dr Bob Klaber, Consultant Paediatrician/Associate Medical Director (Quality Improvement) and Rachel Abraham, Associate Director of Education, Imperial College Healthcare Trust and Organisational Development colleagues in NHS Tayside and NHS Lanarkshire who have generously given permission for their work to be used and adapted for this document NHS Lothian Paired Learning Agreement and Workbook January 4th 2017 Version Page of This Paired Learning workbook provides information and documentation to support your paired learning experience Contents Participant Contact Details…………………………………………… Page Peer mentorship programme – Overview & Expectations……………………………………………………… … Page Paired Learning Contract Agreement - Participants……………… Pages 5-6 Paired Learning Elements…………………………………………… Page Mentoring Log………………………………………………………… Page Record of Goals/Reflections………………………………………………… Page Peer Mentorship Programme Coordinator: Alexandra Peterson, CT1 peermentorlothian@gmail.com Mobile: 07432503778 NHS Lothian Paired Learning Agreement and Workbook January 4th 2017 Version Page of PARTICIPANTS CONTACT DETAILS Participant (FY1 Mentee) Name Job Title Site base Educational Supervisor Programme Group (eg S10) E-mail Phone Mobile Participant (FY2 Mentor) Name Job Title Site base Directorate E-mail Phone Mobile NHS Lothian Paired Learning Agreement and Workbook January 4th 2017 Version Page of PEER MENTORSHIP PROGRAMME – OVERVIEW & EXPECTATIONS It is recognised that the transition from medical student to FY1 doctor can be difficult (Goodyear 2014), (Brennan N 2010) FY1s commonly feel unsupported (Joanne Kellett 2015) and new doctors experience a high level of emotional stress (Collier VU 2002) It has been demonstrated that foundation doctors prefer to go to peers for advice in the first instance (Joanne Kellett 2015) This programme aims to improve welfare support and work-related wellbeing amongst FY1 doctors It has been designed to help colleagues to identify and discuss issues and signpost appropriate means of support It is also set up to provide easy-to-access advice and emotional peer-support Expectations of the programme By choosing to participate in this programme, members agree to meet the following expectations: o Expectations of mentors Reach out to mentee by email or text At least once per rotation Additional informal communication/support is encouraged Meet face to face with mentee once per rotation First meeting – within weeks of FY1s starting Second meeting- in block 2, at your discretion Third meeting- in block 3, prior to ARCP Provide feedback o Expectations of FY1 mentees Engage with service Provide feedback o Expectations of programme coordinators Provide training for mentors Match mentors/mentees Provide paired learning ‘contract’ Troubleshoot where required Measure satisfaction, take feedback on board, and use it to improve the service Provide mentors with certificate of training and certificate of participation Provide FY1s with certificate of participation References Brennan N, Corrigan O, Allard J, Archer J, Barnes R, Bleakley A, Collett T, de Bere SR 2010 "The transition from medical student to junior doctor: today’s experiences of Tomorrow’s Doctors." Medical Education 449– 458 Collier VU, McCue JD, Markus A, Smith L 2002 "Stress in Medical Residency: Status Quo after a Decade of Reform? " Annals of Internal Medicine 384-90 Goodyear, Helen M 2014 "First year doctors experience of work related wellbeing and implications for educational provision." International Journal of Medical Education 103-109 NHS Lothian Paired Learning Agreement and Workbook January 4th 2017 Version Page of PAIRED LEARNING CONTRACT AGREEMENT - PARTICIPANTS In order for each pair to successfully work together in a paired learning environment, a commitment in terms of personal time and effort will be required from each participant to maximise both their learning and associated benefits from this experience The list below is not exhaustive and each pair should discuss and agree any additional aspects they would find useful The core principles of Paired Learning are: I will engage with and support my paired colleague throughout the time we engage in paired learning I will respect confidentiality with my paired colleague I understand that if I divulge information which is of concern to my colleague and could be construed to be putting myself, colleagues, or patients in harms’ way, my paired colleague is required to share this information with an appropriate senior colleague – my educational supervisor or foundation programme director – in order to help me obtain appropriate support I understand that it may require personal time outside of my normal job role I will ensure that we meet face-to-face at least once per rotation I will seek to develop an understanding of my paired colleague’s role I will not pre-judge but seek to understand that which I am not familiar with I will support my paired colleague in helping them achieve their goals If I need to end my participation early I will discuss this with my colleague in order to support their continued development Each participant should sign this Paired Learning Agreement to clarify his or her commitment to participation: Name Signature Date NHS Lothian Paired Learning Agreement and Workbook January 4th 2017 Version Page of Some questions to get you started… Why are you participating in the peer mentorship programme? Mentor, what was your experience of FY1? Mentee, what are you most concerned about going into FY1? What are you most looking forward to? Mentor, what advice would you offer your FY1 this year? Mentee, you have any questions for your mentor? NHS Lothian Paired Learning Agreement and Workbook January 4th 2017 Version Page of PAIRED LEARNING ELEMENTS The Paired Learning consists of a number of elements While it is encouraged that pairs participate in all elements there is not a set programme or process that pairs must adhere to Pairs should consider their individual and joint learning needs and design a learning experience for themselves as a pair that reflects this It is anticipated that this flexibility will enable more pairs to be able to participate in Paired Learning alongside their other clinical and operational commitments The elements are: Conversations between pairs Signposting to workshops and learning opportunities Support through coaching or mentoring conversations Possible joint work on service and quality improvement projects These elements are described in more detail on the following pages as well as a suggested format to record the necessary information NHS Lothian Paired Learning Agreement and Workbook January 4th 2017 Version Page of Support through coaching or mentoring conversations Coaching or mentoring conversations allow the opportunity to explore perspectives on experiences of working as a foundation doctor These conversations could provide a confidential, safe opportunity to discuss educational, practical or social issues related to working as a foundation doctor Pairs should agree a regular schedule for these conversations to fit with their other commitments Ideally at least a minimum of once per rotation Participants can use the space below to record reflections or learning points, but this is optional and they not need to record the details of this if they not wish to Date of Meeting Learning Points / Reflections (optional) NHS Lothian Paired Learning Agreement and Workbook January 4th 2017 Version Page of RECORD OF GOALS/REFLECTIONS You may both find it helpful to discuss goals for the rotation and what to aim towards You can later use this to reflect back Rotation/Job Goals NHS Lothian Paired Learning Agreement and Workbook January 4th 2017 Version Reflections Page of